Assessment and Feedback Symposium 2022: Further Frontiers: Assessment and Feedback Policy and Practice at the Programme Level 2022

However, research and advice may not necessarily focus on designing and planning assessment and feedback at the wider programme or course level. The interested individual may use resources to improve individual assessments that they are responsible for, but our concerns need to be broader than this: what about planning at the institutional level, the faculty level, and the programme level? Assessment and feedback policy and practice needs to be ‘joined up’. Assessments should be devised in ways within programmes to ensure a coherent learning journey for students. Principles and practices such as assessment for learning, assessment and feedback literacy, and dialogic feedback need to be planned across programmes, rather than merely by individual enthusiasts, otherwise their benefits will be limited.

The 2022 Advance HE Assessment and Feedback Symposium will focus on assessment and feedback at the programme level and consider strategies that can be enacted for this. We also include here other ‘meso’ and ‘macro’ contexts such as faculty and institutional levels.

There is some previous work on these issues (for example, Elkington, 2021) and a recent conference at the University of Nottingham (2022) (see references below for link) was important in bringing such issues to the foreground. Also important here are the PASS project (University of Bradford – see references below) and the TESTA methodology (also listed below). We want to further highlight the importance of assessment and feedback at these broader levels and we invite you to contribute to this under-researched area.

Facilitators