Resources

Assessment

There is no doubt in higher education that assessment is an essential element in the staff and student experience and that assessment, learning and feedback are inextricably linked. Hence there is much debate about how to ensure that assessment is both efficient and effective, and increasingly, how assessment can be used to engage students in productive learning - assessment for learning rather than assessment of learning.

To find more information on constructive alignment between learning outcomes and assessment see the Learning Outcomes and Constructive Alignment section in this directory.

The QAA Code of Practice for the assurance of academic quality and standards in higher education, section 6 sets out the agreed principles and practice regarding assessment of students in HE.
 

On the HLST website you will find:

A wide range of case studies providing practical assessment examples

LINK 24 features assessment

A teaching and assessment guide by Lesley Fishwick and Linda Allin discusses engaging sport students in assessment and formative feedback 

On 13 November 2009 the Buckley Group met at Oxford Brookes University for an Assessment workshop that examined the assessment threshold that defined a first class degree in the HLST subject ares. A Position Paper Assessment Standards in HLST Programmes has been published that outlines the workshops outcomes.

The Buckley Group also met on 1st July 2010 for another workshop, this time focused on the threshold around a marginal pass standard. A Second Assessment Standards Position Paper explores the outcomes of this event. 

The Buckley Group met for a third time on 5th April 2011 to discuss the differences between dissertations awarded a 2.1 grade and those awarded a 2.2 grade. Download the Position Paper for more information. 

Two CETLs have undertaken work in assessment and provide a range of information and resources:

Assessment for Learning (AfL) at Northumbria University,

Assessment Standards Knowledge Exchange (ASKe) at Oxford Brookes University including their 123 leaflets

The Assessment Plus project produced a range of materials that are suitable for staff to use with students. These include a guide for students on writing essays and materials for workshops with students to help them to understand assessment criteria. The materials are provided through the Write Now CETL website.

The Assessment Plus project produced a range of materials that are suitable for staff to use with students. These include a guide for students on writing essays and materials for workshops with students to help them to understand assessment criteria. The materials are provided through the Write Now CETL website.

In Scotland, assessment was one of the Enhancement Themes and the Re-engineering Assessment Practices (REAP) project considered the redesign of large module assessments using technology

An excellent range of resources on assessment is available from the Assessing Learning in Australian Universities website.

The Assessment Futures website provides information and resources on assessment which is designed to support and enhance student learning. The 'key assessment elements' section includes advice on designing assessment to engage students, provide authentic activities, involve students in designing assessments and integrative tasks, learning and judgement, modelling and practice, working with peers and giving and receiving feedback.

For information on selecting assessment methods see 'Selecting methods of assessment'
The 'first words for new lecturers' (from the link on the left hand bar on this page) also provide useful information on designing assessment.

James Atherton at DeMontfort University provides a very good introduction to theories of learning and a Practical Guide to Assessment, particualy useful to those new to teaching and assessment.

JISC has produced an online guide Effective Assessment in a Digital Age which features 10 extended case studies of on the use of digital assessment. It is also available to puchase in printed form.

Martin King of the Royal Holloway University of London has conducted a survey - Turnitin: Student Assess to Originality Reports - into how the popular Turnitin software is being used by UK institutions to provide feedback to students. 

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