1. Students as Partners in Enhancing Assessment and Feedback 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. 1. Audit conducted by students 2. Student recommend 4. Policy approved 5. Practice: Resource development 3. Policy working group

3. 1. Audit conducted by students

4. 2. Student recommend

5. Interns’ recommendations

6. 3. Policy working group

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: http://www.strath.ac.uk/media/ps/cs/gmap/academicaffairs/policies/assessment_an d_feedback_policy_-_Effective_Sep_14.pdf http://www.strath.ac.uk/media/ps/cs/gmap/academicaffairs/policies/assessment_an d_feedback_policy_-_Effective_Sep_14.pdf

9. Assessment is for learning, not just for measuring learning. Useful feedback is essential to facilitate learning. Learners need a 21 st 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 Dates Class level Diversity Active students Design Programme level

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 assessmen ts Academic honesty Nature and timing of feedback Clarifying feedback Criteria and standards used Dialogue Marking and moderation processes Transparency Trust

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 Student feedback Sharing practice

14. 5. Policy to Practice: Resource development

15. Resources to support staff

16. Guide for staff on implementing the assessment and feedback policy Enhanced supporting resources, including ‘Sharing effective practice’ web platform

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

22. PARTNERSHIPS ENGAGING STUDENTS AND STAFF HOW TO BUILD SUSTAINABLE PARTNERSHIP AT ALL LEVELS? CHANGING CULTURES AND PRACTICES Challenges

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