Enhancing assessment and feedback in higher education

Boyd, Pete (2019) Enhancing assessment and feedback in higher education. In: Assessment in MENA (AIM) 2019 Conference: Developing a Culture of Effective Assessment for Continuous Improvement, 7-8 April 2019, Abu Dhabi University, United Arab Emirates. (Unpublished)

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Official URL: https://www.adu.ac.ae/news-and-events/news/news/de...

Abstract

Assessment is a powerful driver of student learning and plays a key part in maintaining the international reputation of a university education system and its credibility to employers. Critical engagement with the growing body of research on assessment in higher education helps to shape effective national and institutional policy. Within that framework and working primarily at programme level, it is useful to focus efforts at enhancement on 8 high leverage assessment practices: the learning power of low stakes formative assessment; focusing on programme level development; developing research-informed practice; using social moderation to develop reliable grading; using constructive alignment thoughtfully; developing transparency such as criteria or rubrics but appreciating the limitations; developing feedback as dialogue; analysing student evaluative feedback. In terms of learning – low stakes formative assessment is key. In terms of quality – using social moderation to develop reliable grading of student work deserves particular attention because a shared understanding of the academic standard of student work underpins all work on assessment. In terms of leadership, it is important that programme teaching teams are supported to work collaboratively and continuously to develop research-informed practice through professional inquiry, including critically engaging with the perspectives of students.

Item Type: Conference or Workshop Item (Keynote)
Departments: Learning Education and Development (LED)
Depositing User: Pete Boyd
Date Deposited: 18 Apr 2019 10:11
Last Modified: 21 Aug 2019 18:27
URI: http://insight.cumbria.ac.uk/id/eprint/4629

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