Students as Partners in Enhancing Assessment and Feedback Outline aims of initiative – long term nature of the journey of enhancement 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

5. Practice: Resource development 1. Audit conducted by students 4. Policy approved 5. Practice: Resource development 2. Student recommend 3. Policy working group 1. Audit conducted by students

1. Audit conducted by students

2. Student recommend

Interns’ recommendations

3. Policy working group Describe make-up of the new policy. That photo there was of a student sit-in!

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

4. Policy approved Available at: http://www.strath.ac.uk/media/ps/cs/gmap/academicaffairs/policies/assessment_and_feedback_policy_-_Effective_Sep_14.pdf

Assessment is for learning, not just for measuring learning. Useful feedback is essential to facilitate learning. Learners need a 21st century approach to assessment and feedback.

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 Class level Dates Design Programme level Designing assessment tasks to facilitate the development of students’ understanding, knowledge, skills, and attributes. Diversity Active students

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.

Principle 3. Assessment and feedback practices are clearly communicated to all students and staff. Purpose, weighting, timing of assessments Academic honesty Nature and timing of feedback Clarifying feedback Criteria and standards used Dialogue Transparency Trust Marking and moderation processes

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 Sharing practice Student feedback

5. Policy to Practice: Resource development

Resources to support staff

Guide for staff on implementing the assessment and feedback policy Resource to support staff in implementing the policy – outlines responsibilities at different stages of the assessment and feedback process. Guide for staff on implementing the assessment and feedback policy Enhanced supporting resources, including ‘Sharing effective practice’ web platform

Other resources under development – sharing effective practice resource online Training, PG Cert

Resources created by students for students

Develop students’ understanding of assessment and feedback Outlines expectations AND Responsibilities Students as ‘Change Agents’

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 Resources created by students to support students’ reflections on feedback they have received on assessments.

Challenges PARTNERSHIPS Engaging STUDENTS AND STAFF How to build sustainable partnership at all levels? Changing cultures And practices

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