Project Leader: Dr Lucy Noble, Department for Health

This project proposes to engage all relevant stakeholders in a review and revision of the current assessment criteria at a Faculty level to co-create a more comprehensive, inclusive and flexible set of Faculty assessment criteria that can be reliably applied to all types of assessment across all levels of study. We have already begun phase 1 of the project (funded by a Faculty TDF) in which we are currently undertaking a Faculty level survey of students and staff to gather their views and experiences around assessment (and feedback). The analysis of this data will feed into phase 2 of the project (Shape TDF) during which we will undertake Faculty wide focus groups with students and staff before developing a staff-student working group to co-create the new Faculty level generic assessment criteria.

Assessment for Learning (AfL) is a key strategy to help students self-regulate their own learning, encouraging them to become active participants in the assessment and feedback process, and develop intellectual and personal skills to enhance future performance, lifelong learning and employability. Successful AfL strategies are partly determined by the level of staff assessment literacy which, in turn, influences the ability to develop inclusive assessment practices, including the development of accessible assessment criteria which promote a shared understanding of terminology through differentiated language at each level. Currently, there is a large variation in how assessment criteria are used and applied, both within and between levels. Moreover, assessment terminology is often used interchangeably, suggesting a lack of clarity and understanding, creating confusion amongst students. This negatively impacts the development of student assessment literacy which can cause a lack of satisfaction amongst the student body (highlighted in NSS results). There is evidence that staff- student partnerships in this context are an effective way of eradicating power differentials and enhancing both assessment literacy and the overall experience for students and staff which is why the creation of a staff-student working group will be key to developing the new Faculty level generic assessment criteria.