Assessment and Feedback practice of undergraduate students and staff
The purpose of this project is to improve and add consistency to the assessment of all undergraduate programmes across the institution.
Principal investigators: Professor Pam Parker, Professor Rachel-Anne Knight, Professor Laurence Solkin
In Summer 2017, City launched a new assessment project, its purpose being to improve and add consistency to the assessment of all undergraduate programmes across the institution. Around the University, there are numerous examples of positive and / or innovative, learning-based assessments in operation. However, this project is to ensure that, as a University, all our programmes and modules feature high quality, authentic, learning based assessment.
This involved reviewing assessments for all undergraduate programmes. The project was run by Professor Pam Parker and Professor Laurence Solkin alongside Learning Development fellows from all schools who assisted their colleagues with an assessment mapping exercise to enable Programme directors to check that assessments are aligned to learning outcomes. Following on from this exercise a series of Good Practice guides and a staff toolkit have been developed.
Aims of the project
All undergraduate programmes will have an assessment map linked to the programme outcomes and modules
The assessments will all be authentic and inclusive and the number of examinations will be reduced wherever possible
An evaluation plan will be outlined so the impact on student’s satisfaction, retention, progression and employability can be assessed
There will be guidance for staff both on panels and developing programmes about how to present their assessment map for approval
There will be guidance on the norms for volume of assessment related to credit and type of assessment agreed by appropriate committees
There will be guidance on the norms of using formative assessment and feedback prior to summative assessment agreed by appropriate committees
A staff development programme on good practice for assessment strategies including setting and marking assessments will be developed with resources