Developing good practice…….Workshops to embed the principles into the assessment process and accessible grading criteria for all students

In 2012, the University separated the mandatory aspects of the UH Academic Regulations for Undergraduate and Taught Postgraduate Programmes from the Assessment-for-Learning Principles. The mandatory aspects have been incorporated into UPR AS12 whilst guidance aspects have been developed to guide staff and support student learning and assessment.

ITEAM Team: Jon Alltree, Julie Vuolo, Janet Webber, Francesca Entwistle, Liz Gormley-Fleming, Fang Lou, Theo Tsangaris

Integrating Technology Enhanced Assessment MethodsAssessment-for-Learning Principles

UH Assessment-for-Learning Principles 2012These principles suggest that good practice in Assessment-for-Learning: 1. Engages students with the assessment criteria2. Supports personalised learning3. Ensures feedback leads to improvement4. Focuses on student development5. Stimulates dialogue6.Considers student and staff effort

2. “I take opportunities to let my lecturer know the

areas I would like feedback

on, including strengths and weaknesses”

3.“I recognise the

many w

ays that

feedback is presented

to me about m

y work

and my learning.”

6. “I put all my

assessment deadlines in

a diary so that I am

aware of my workload”.

4.“When needed, I seek

opportunities to discuss

assessment with other

members of staff “

1.“I link any feedback I receive to the

original assessment criteria to support

my future learning.”

Student feedback………Good assessment creates good educational

experiences, sets out high expectations, fosters appropriate study behaviours and stimulates students’ inquisitiveness, motivation and interest for learning.

5. “I

take

ever

y

oppo

rtunit

y to

cont

ribut

e to

grou

p and

clas

s

discu

ssion

s”

Grading criteria are used to differentiate between student performance and provide a general description of the standard required.

To support consistency across the University, the LTI have worked to develop an example of good practice. The top level principles for grading criteria have been explored with reference to; Bloom’s taxonomy, the SEEC level descriptors and examples of good practice elsewhere in the sector. The criteria have been mapped to ensure the language/adjectives are consistent with university grade descriptors. UH URP 14 (D.1).

The final exemplars will be available on StudyNet for 2013/14 and are a guide for Schools and Departments to formulate their own subject/assessment specific criteria as required ready to upload for students…..