Assessment and Feedback


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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 »

Preparing for Curriculum Design

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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.

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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

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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.

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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.

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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 »

Helping students to understand feedback

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This visual from the Re-engineering Assessment Practices project ( is designed to help students understand the many forms that feedback takes and their role in maximising feedback opportunities. It could be included in your Brightspace resources, used in assignment tutorials, to accompany assignment briefings, with formative activities and in Academic Advisor meetings. You can find… Read more »

Formative feedback activities

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At this point in the semester you might find these examples, from the BU Assessment & Feedback Toolkit, timely and useful. Formative assessment is a formative task/assessment which is developmental for students’ learning but does not contribute to credit marks. There are many ways in which to engage students in formative feedback activities that help… Read more »

‘Writing better assignments in the post-Covid19 era’

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Leading writers on the scholarship of teaching and learning, Professors Sally Brown and Kay Sambell have created a suite of work on assessment in a time of covid. You can access the collection here Their recent blogposts include content on compassionate assessment and on assessment design. I will be adding some of the content… Read more »

Blended and flipped learning: timely resources to support a move to a blended teaching and learning experience

Two experts in the sector, Prof Sally Brown and Prof Kay Sambell, have created some excellent resources to assist staff in moving to a blended mode of delivery.   These resources include ’50 tips for replacements for tie-constrained, invigilated, on-site exams’ and ‘Building bridges to the future: assessment which promotes learning post coronavirus’.   Both… Read more »