1. Students as Partners in Enhancing Assessment and Feedback
Outline aims of initiative – long term nature of the journey of enhancement
The Partners: Lizann Bonnar, Andrew Brown, Eric Campbell, John Coyle, Helyn Gould, Heather Kay, Lee McCann, Sarah-Jane Shields, Sasha Sundén, Avril Thomson, Linda Thomson, Debbie Willison, The Wider Student Body, Assessment and Feedback Working Group

2. 5. Practice: Resource development 1. Audit conducted by students
4. Policy approved
5. Practice: Resource development
2. Student recommend
3. Policy working group
1. Audit conducted by students

3. 1. Audit conducted by students

4. 2. Student recommend

5. Interns’ recommendations

6. 3. Policy working group Describe make-up of the new policy.
That photo there was of a student sit-in!

7. Membership of the working group
Students
Faculty representatives
Education Enhancement representatives
USSA Vice-President for
Education
Intern from the A & F project
Wider student body consulted on development of new
principles

8. 4. Policy approved
Available at:

9. Assessment is for learning, not just for measuring learning.
Useful feedback is essential to facilitate learning.
Learners need a 21st century approach to assessment and feedback.

10. Principle 1. Assessment and feedback
practices promote effective student learning.
Assessment is for learning
Intended learning outcomes, skills, attributes
Clear assessment criteria
Timely, constructive and aligned feedback
Class level
Dates
Design
Programme
level
Designing assessment tasks to facilitate the development of students’ understanding, knowledge, skills, and attributes.
Diversity
Active students

11. Principle 2. Assessment and feedback practices are appropriate, fair, and transparent.
Appropriate to discipline and/or professional context.
Rigorous academic standards, based on assessment criteria.
Fair, inclusive, and accessible to all students.
Grading and feedback based solely on assessment criteria and standards.

12. Principle 3. Assessment and feedback
practices are clearly communicated to all
students and staff.
Purpose, weighting, timing of assessments
Academic honesty
Nature and timing of feedback
Clarifying feedback
Criteria and standards used
Dialogue
Transparency
Trust
Marking and
moderation
processes

13. Principle 4. Assessment and feedback
practices are continuously reviewed.
Class review, External Examiner processes
Development opportunities available to all staff
Continue to be fit for purpose
Effective
Innovative
Sharing
practice
Student feedback

14. 5. Policy to Practice: Resource development

15. Resources to support staff

16. Guide for staff on implementing the assessment and feedback policy
Resource to support staff in implementing the policy – outlines responsibilities at different stages of the assessment and feedback process.
Guide for staff on implementing the assessment
and feedback policy
Enhanced supporting resources, including
‘Sharing effective practice’ web platform

17. Other resources under development – sharing effective practice resource online
Training, PG Cert

18. Resources created by students for students

19. Develop students’
understanding of assessment
and feedback
Outlines expectations AND
Responsibilities
Students as ‘Change Agents’

21. Explicitly connecting PDP and feedback on assessments
Resource within PDP to support
students’ reflections on
assessments and feedback
Based on adapted version of Gibbs’
Model of Reflection
Resources created by students to support students’ reflections on feedback they have received on assessments.

22. Challenges PARTNERSHIPS
Engaging STUDENTS AND STAFF
How to build sustainable partnership at all levels?
Changing cultures
And practices

23. Please feel free to contact me if you have any questions or comments: lizann.bonnar@strath.ac.uk