I continuously reflect on my teaching, analyses assessment results and use Moodle analytics to inform my teaching practice. As a co-convenor of the Neuroscience Fundamentals course in 2020, I analysed approximately 10 different aspects of the course (e.g. assessments; engagement) and I implemented changes to assessments, timetabling and content as a Convenor in 2021. For example, the course has a summative peer review progress assessment after each (subject-specific) module and based on Moodle analytics, qualitative feedback and own reflection I made the first peer review assessment formative. The aim was to provide the students with the opportunity to familiarise themselves with the online tool we use for this assessment (Moodle Workshop tool) as well as the style of the assessment (types of questions; rubric; peer review expectations etc.). 

Further changes to the peer review assessment were made in 2022 after reflection and myExperience feedback from the 2021 student cohort. Each module progress assessment was made summative, but with only four of the five assessments counting towards the final grade. This ensured the students could still familiarise themselves with the Moodle Workshop tool and style of the assessment without adding unnecessary anxiety.