Assessment and Feedback


A recent contribution (21st March 2021) to the Times Higher Education online resources by Professor David Nicol of the University of Glasgow, well known for his work on assessment and feedback, sets out the steps for creating opportunities for students to improve learning by comparing the work they are producing to a range of sources… Read more »

Spotlight on the Assessment and Feedback Toolkit (5)

This week’s focus is on the Inclusive Assessment section of the Toolkit resources. This section sets out why inclusive assessment is important, some principles for inclusive assessment and some practical steps to create inclusive assessment. The principles are Assessment  for Learning – which is set out in the policy document 6c Principle of Assessment… Read more »

Spotlight on the Assessment and Feedback Toolkit (3)

In this blog the spotlight is on the 50 ways of assessing section of the toolkit. Assessment is an important aspect of teaching and learning. It provides a measure of student performance (assessment of learning), but perhaps more importantly is also an import part of the learning process (assessment for learning). However, choosing appropriate assessments… Read more »

Spotlight on the Assessment and Feedback Toolkit (2)

In this week’s blog the spotlight is on the Formative Assessment section of the Assessment and Feedback Toolkit.   Formative assessment that is aligned with summative assessment tasks can support learning, in line with the BU commitment to assessment for learning,  and provides opportunities for students to: make sense of assessment criteria develop their… Read more »

Spotlight on the Assessment and Feedback Toolkit (1)

The BU Assessment & Feedback Toolkit has been created to provide a collection of resources for all aspects assessment and feedback. In this series of blogs I will spotlight one section of this large resource collection – this week the spotlight is on Assessment Literacy. This section of the Toolkit contains a Brief Guide to… Read more »

Preparing for Curriculum Design

Effective assessment and feedback is underpinned by sound curriculum design. Some programme teams may have participated in LEAP (Learning Excellence Acceleration Programme) workshops on curriculum design led by staff from the Centre for Excellence in Learning (CEL), the forerunner of FLIE and will be familiar with some of the pedagogic building blocks of curriculum design… Read more »

Generic Assessment Criteria – new QAA guidance.

The Quality Assurance Agency for Higher Education, the QAA, has issued new guidance on degree outcome descriptions for Level 6. At BU, the Centre for Fusion Learning, Innovation and Excellence (FLIE) and Academic Quality are reviewing the wording of the current BU Generic Assessment Criteria to ensure they are in alignment with this new… Read more »

Effective feedback

At BU we have adopted the principle of assessment for learning and this is explicit in academic policy documents, particularly policies 6f (Generic Assessment Criteria Procedure) and 6c (Principles of Assessment Design). Providing feedback on assignments in such a way that it contributes to learning, in addition to justifying or confirming the mark or grade,… Read more »

Adding discipline/profession specific statements to the Generic Assessment Criteria.

My last FLIE Blog post  explained principles underpinning the BU Generic Assessment Criteria. In this post I want to share an example of adding additional feedback comments which contextualise the expectations for a specific discipline or profession. Colleagues from the Law programme team in BUBS worked together, in consultation with FLIE,  to develop additional feedback… Read more »

Making full use of the BU Generic Assessment Criteria.

The current form of the Generic Assessment Criteria (Academic Regulations Policies and Procedures 6f) is the outcome of a collaborative project led by the Centre for Excellence in Learning, the forerunner of FLIE, involving Faculty representatives, the BU Students Union, and Academic Quality, with scrutiny and input from committees, staff consultation events and final ratification… Read more »