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Supporting course and programme design

Supporting course and programme design

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  1. Supporting course and programme design
  2. A&F: Additional resources

A&F: Additional resources

Training courses

Courses and support [Website]: A webpage linking to the available assessment & feedback courses on offer through the IAD.

Sign-posting

On the Academic Services website, you can find policy documents that may be relevant to formulating assessment and feedback processes:

Toolkits and guidance

Assessment and Feedback - Watt Works Quick Guide [Website]: A website listing comprehensive and practical 'Watt Works' quick guides on assessment and feedback from Heriot-Watt's Learning and Teaching Academy.

The following are really helpful, concise quick guides developed by Edinburgh Napier University, Department of Learning and Teaching Enhancement:

  • Authentic Assessment [PDF, 5 pages]: Defining authentic assessment and providing tips on how to implement it in the classroom.
  • Using exemplars to enhance learning and support achievement [PDF, 4 pages]: Exemplars are "carefully selected examples of authentic student work from previous cohorts (anonymised and with permission) or teacher-constructed examples", which can help students understand what the assessment is demanding from them.

More quick guides can be found on their webpage: L&T ENssentials Quick Guides & Resources.

Expanded Assessment Top Trumps: A downloadable set of cards, each containing an outline of an assessment that may be considered to be authentic. Developed by Lydia Arnold.

Websites

Principles of good assessment and feedback guide (2022): A Jisc guide based on their seven principles of how good learning, teaching and assessment can be applied to improving assessment and feedback practice.

Transforming Assessment in Higher Education Framework: An 'Advance HE Essential Frameworks for Enhancing Student Success' document, focusing on three key areas for transforming assessment: innovative assessment; feedback practices; and self and peer- assessment.

Assessment in Higher Education network: The Assessment in Higher Education (AHE) is an independent network focused on developing research-informed practice in assessment and feedback in higher education. AHE is governed by an international Executive Committee but hosted by the LED Research Centre at the University of Cumbria in England. They hold annual conferences on assessment and feedback, normally in June in Manchester, UK.

Impacts of higher education assessment and feedback policy and practice on students: a review of the literature 2016-2021 [for Advance HE members only]: The AdvanceHE website provides a literature review exploring evidence from peer-reviewed journal articles relating to assessment and feedback in higher education published from 2016 to 2021. The review highlights evidence-based assessment and feedback policies or practices that have had a demonstrable impact on key student outcomes including performance, engagement and satisfaction, and prompts a rethinking of traditional views of assessment and feedback.

Enhancing Assessment: a practitioner guide [For Advance HE members only]: Part of the Advance HE member benefit project, 'Fit for the future: Enhancing and adapting practice for new paradigms of higher education', this practitioner guide has been developed as a resource for educators to provide insights into impactful and innovative assessment practices.

Journal articles

There is an online Taylor & Francis Journal, Assessment & Evaluation in Higher Education, that is worth exploring.

Specific journal articles that are helpful to read include:

Ajjawi, R. Tai, J. Dollinger, M. Dawson, P. Boud, D &  Bearman, B.  (2023) From authentic assessment to authenticity in assessment: broadening perspectives, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2023.2271193

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712.  https://doi.org/10.1080/02602938.2012.691462

Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354

 

 

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