1. The Assessment Ladder Exercise
1st slide is a timed animation to illustrate how the exercise is conducted. Please click to begin and A message will be used to illustrate the end of the animation.
Please with any queries you may have about the exercise

2. Students should be given repeated chances at assessment
Tutor feedback is
the most important
Individual feedback should be
given on examinations
Peer assessment never works as students take the “safe” option
Please click the mouse button to move to next slide
Stage 2: Once all are placed in position, anyone can move any of the items, explaining why the move has been made
Stage 1: Place the statement you have been given at your preferred position
Stage 2
Strongly Disagree
Strongly Agree

3. Full List of Statements (to cross reference with illustration on next slide)
Summative Assessment should not be used on undergraduate Year 1
For semester based modules it is impossible to complete any assessment before week 4
There should only be one piece of assessment per module (Assuming one module equates to 100 hours of student learning)
Tutor feedback is the most important
Students only believe written feedback is worth taking note of
Students should not be told their “marks”
Students should be given free reign in the format of an assessment (e.g. Essay, exam, presentation)
Peer assessment never works
Individual feedback should be given on examinations
Group feedback is of little value
Students should compose their own assignment/examination topics
Plagiarism is endemic nowadays
Assessment should be organised into small chunks
All marks should be based on overall group performance
To be fair all students must be assessed identically
The same assignment should be used year after year
Students could design their own marking schemes
Students can’t learn much from each other
Portfolios simply increase marking times
Students won’t do anything unless it is marked
Assessment should be left as a surprise in order to stimulate original solutions
Students these days expect to be told what to do and how to do it
Assessment must be designed to discriminate between students
Assessment should measure development above achievement
Marks should be allocated to account for participation in the Assessment process
Students should be given unlimited repeated chances at assessment

4. This group of staff produced a very linear and evenly spaced pattern
Some Examples of Resulting Ladders Sample of statements used for illustration purposes
Example 1: staff gp
Example 2: student gp
Strongly Agree
Strongly Agree
This group of staff produced a very linear and evenly spaced pattern M M P V Z T V (X Q) Q K X (R T) O
Whereas this group of students tended to group statements and place them at the extremes Z K B R S P E S (B F E) F
Strongly Disagree
Strongly Disagree