University of Kent

Following concerns about assessment in the 2004 institutional review and student experience in the 2008 review an assessment reflection process using TESTA-based methodology was used from 2011 to explore the student experience of assessment and feedback within Schools in the Social Sciences Faculty.

From the data and NSS results it became evident that there are common themes around the design of individual assessments and the coherence of assessment structures within programmes that are working against the principles of assessment for learning as defined by Gibbs (2004).