Assessment plays a vital role in HE. It is essential for measuring the extent of student learning (assessment of learning). Assessment should be designed in ways that promote student learning; whether learning the subject or broader level. Advance HE believes that attention to the methods of assessment and feedback and the use of self-assessment and peer-assessment, coupled with tenets, is fundamental to student learning.
Framework for transforming assessment
A shared point of reference for the sector
Our framework for transforming assessment in higher education is an integral part of the Advance HE Student Success Framework Series. Developed with the sector for the sector, the series covers key thematic priorities that impact upon the quality of teaching and learning in HE. Our frameworks provide a shared point of reference and common language to shape and review policy, process and practice in order to enhance student success.
“The frameworks are evidence-based and provide the higher education sector with a national reference point to enable the institution to develop its own approach according to local circumstances as well as benchmarking performance.” Universities UK (2016), p.73, Working in partnership: enabling social mobility.
A guide to the Framework
This guide is designed to help higher education institutions, and their faculties, schools, departments and programmes, in using the framework to review current policy and practice in assessment and feedback, with a view to rethinking and repositioning their assessment strategy, processes and practices. In that sense, it is aimed at any member of staff who has a responsibility and interest in assessment matters. In particular, it will be of use to those with responsibility, both centrally and in subject areas, for learning, teaching and assessment quality assurance and enhancement.
Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion
Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion is a major new publication from Advance HE, addressing significant and timely issues in assessment in higher education.
The publication includes research papers, case studies and disciplinary examples all focusing on the underlying themes of assessment and feedback ‘post-pandemic’, and equality, diversity and inclusion as central components of assessment and feedback.
On Your Marks: Learner-focused Feedback Practices and Feedback Literacy
Case study compendium
The publication contains a diverse range of expertise in assessment and feedback, bringing together experts in a number of disciplines to present ideas on learner-centred feedback.
The main goal of the collection is to showcase learner-focused feedback practices that make an impact on student learning.
Unconscious Bias Literature Review: Bias in Assessment
While there are numerous publications recognising the importance of understanding how unconscious processes can influence our behaviour and decision-making, Advance HE believes its members would welcome an updated series of concise literature reviews, investigating the prevalence of bias in teaching and learning in higher education.
The first in the series explores the prevalence of bias in assessment and can be accessed below.
Assessment and Feedback in Business Collaborative Project
Global business schools and programmes face a number of challenges in assessment and feedback. There is a tension between preparing students for the workplace whilst keeping academically robust assessment practices. Assessments must also teach what accreditors want. This project will, therefore provide an opportunity for leaders and educators in business schools and programmes to collaborate and drive forward innovation. The deadline to join the project is Friday 5 November 2021.
Key Projects
Degree Standards - Professional Development and Calibration for the External Examining System in the UK
The project on degree standards, running from 2016 to 2021, is being managed by the Office for Students on behalf of England and the devolved administrations in Northern Ireland and Wales. OfS have contracted Advance HE to work across the UK to facilitate a sector-owned development process focusing on the professional development for external examiners. The project has two interrelated parts:
- Working with a range of higher education providers to design and pilot generic professional development for external examiners
- Exploring different forms of calibration exercises with subject associations and Professional, Statutory and Regulatory Bodies (PSRBs)
Has your school, faculty or institution identified this as a key strategic priority?
Advance HE, through it's four step process can help you to:
- Identify areas of strength and areas for improvement
- Deliver solutions-based change aimed at tackling your issues
- Review the success of any initiatives against KPIs and global frameworks