Assessment@Kent

Resources list

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
  • Resources have been grouped under specific headings. Browse the list or click on the letters above to go directly to alphabetical listings. You can also use the toolbar at the top of the page: 'Edit' then 'find on this page' and type in your search term.
  • If links fail to open, check your browser 'blocked pop-up' settings or hold the ctrl key down when clicking on each link.
Assessment criteria
  • Whitelaw, S. (no date) Assessment Grid from: Presentations as a means of assessment, University of Leeds Assessment Resources Archive.

    Comments

    A comprehensive map of assessment criteria for use with oral presentations at Levels 1, 2 & 3. Detailed criteria are given for Content (Coverage/relevance; Analysis; Support); Presentation Skills (Voice/delivery; Audience engagement; Supporting media/AVA; Written/visual materials); Format/Structure; Preparation and Time management. A useful aid if you are re-designing your own oral presentation assessment criteria.

  • Price, M. & Rust, C. (2004) Assessment Grid Oxford Brookes University, Available online from: http://www.heacademy.ac.uk/resources/detail/resource_database/id347_assessment_grid_price_rust.

    Comments

    This assessment grid is a comprehensive but generically styled example that staff designing assessments and module information can adapt to suit specific modules. Relevant criteria and descriptors can be selected to develop both assessments and marking guides. Criteria include (but are not limited to) presentation/style; clarity of objectives; content/knowledge; analysis; methodologies and practical/interpersonal skills.

Assessment design
  • Brown, G. (2001) Assessment: A Guide for Lecturers, LTSN Generic Centre Assessment Series Number 3, LTSN Generic Centre: York, available online from the HE Academy Assessment Series resource page at: http://www.heacademy.ac.uk/resources/detail/ourwork/tla/assessment_series.

    Comments

    This booklet gives a brief but handy overview of assessment design principles: aligning assessment, purposes and influences on assessment, common weakness and seven guiding questions to consider when designing an assessment. Cognitive demands are discussed (deep/surface learning) with reference to the level of the student or course, and useful references are given for further reading into taxonomies relating to discourse based assessments, problem-solving or practical work. A comprehensive list of methods of assessments can provide ideas, while marking criteria, moderation, feedback, assessing large groups and plagiarism are also discussed, including tips for improving practice. The booklet concludes with a question over exams versus coursework, and a short guide to external examiner roles. The section on assessing students with special needs is extremely short and provides outdated references. Use instead the SCIPS (Strategies for Creating Inclusive Programmes of Study) site: http://www.scips.worc.ac.uk/.

  • Moon, J. (2002) How To Use Level Descriptors, SEEC: London. Available online from: http://www.seec-office.org.uk/How%20to%20Use%20Level%20Descriptors.pdf.

    Comments

    This is a guide for staff involved in developing modules and programmes of study. The booklet describes generic 'level descriptors' and how they relate to the main types of descriptors in use: credit level, SEEC, NICATS, QCA and QAA descriptors for example. Level descriptors should be used when designing new programmes, writing learning outcomes and assessment criteria, and when considering accreditation of prior learning. This is a short and useful guide. More detail is provided in The Module and Programme Development Handbook: Linking Levels, Learning Outcomes and Assessment Criteria (also by Moon, 2002, published by Routledge Falmer: London).

  • Nicol, D. (2007) Principles of good assessment and feedback: Theory and practice, from the REAP International Online Conference on Assessment Design for Learner Responsibility, 29th-31st May, 2007. Available online from http://www.reap.ac.uk/reap07.

    Comments

    This is the keynote presented by David Nichol at the 2007 REAP online conference. Ten principles of good assessment practice are given with an associated question to prompt assessment designers to actively reflect on their practice, while Nichol adds a diagramatic view of the dynamics of implementing assessment and feedback practices. These include 'engagement-empowerment' versus the 'academic-social' dimension. The principles are applied to these dimensions with specific reference to the first year experience of HE. The accompanying discussion covers the interactions between these elements and the possible conflicts of allowing (for example) encouraging extra time for challenging tasks with the principle of providing choice with the conclusion that the framework will be useful 'to map characteristics of different assessment strategies in different yeears of study'. See also the Student Enhanced Learning Through Effective Feedback (SENLEF) project below.

  • Nuttall, M. & Bloxham, S. (2007) Guidelines for Good Assessment Practice, University of Cumbria, Centre for the Development of Learning and Teaching, available online at: http://www.cumbria.ac.uk/Services/CDLT/Assessment.aspx.

    Comments

    The guidelines from the University of Cumbria consist of two short guides and several appendices covering Level Descriptors, ideas on choosing assessment tasks, examples of marking criteria and schemes, guidelines for feedback and useful proformas for different types of assessment. The guides and appendices can be downloaded separately.

  • Race, P. (2001) Assessment: A Briefing on Self, Peer and Group Assessment, LTSN Generic Centre Assessment Series Number 9, LTSN Generic Centre: York, available online from the HE Academy Assessment Series Resource page at: http://www.heacademy.ac.uk/resources/detail/ourwork/tla/assessment_series

    Comments

    This guide gives background information on support for diversifying assessment and the effects of involving students in assessment decisions. There is also good information on implementing student self and peer assessment, and a raft of tips on assessing groupwork and enhancing student engagement.

  • Rust, C. (2007) Assessment: Lightening the load while increasing the learning, Podcast of presentation made at the University of Kent, 21 November.

    Comments

    This is an mp3 podcast of the session presented by Chris Rust in November 2007 at the Canterbury Campus. Chris covered some very useful points on how to engage students by using self and peer assessment and also covered ways to reduce staff workload. Case studies were provided and material related to this talk can be found in Chris's 'A Briefing on Assessment of Large Groups' published by the LTSN Generic Centre (From the Assessment Series) available from the HE Academy Assessment Series resource page.

  • Top ten tips on... Designing Assessment Tasks, (2007) UELT.

    Comments

    A short guide to the main considerations in designing assessment tasks. Written with staff new to teaching in mind, although all staff may find this a handy, quick checklist to use when writing assessment tasks.

<back to top

Assessment for learning (formative assessment)
  • Boud, D. & Falchikov, N. eds, (2007) Rethinking Assessment in Higher Education, Routledge, Oxford.

    Comments

    This is an excellent resource for staff interested in current research into assessment practice; it is not a resource of immediate teaching practice tips. Contributors to this book look at and challenge the current discourse of assessment (quality assurance; achieving standards, students as 'objects' of assessment) and instead provide a view of assessment as a contextual issue:as an educational practice firmly based in the socio-political assumptions surrounding our beliefs around the function and purpose of education. The book is made up of four sections: 1 Setting the scene; 2 The context of assessment; 3 Themes (context, grading, feedback, self-assessment, peers and the experience of being assessed); 4 The practice of assessment. The book aims to draw together research and ideas about how assessment at HE level can prepare students for future lifelong learning: namely the development of 'assessment for future learning' (p.9).

  • Gibbs, G. & Simpson, C. (2004) ‘Conditions under which assessment supports students’ learning’, Learning and Teaching in Higher Education, Issue 1.

    Comments

    This is a comprehensive guide to developing assessment for learning. Student perception of 'what counts' in assessment is discussed along with the role of coursework in guiding effort and learning.Formative assessment and feedback are also discussed in terms of current pressures for change, the decline in formative assessment and the importance of effective feedback. The authors then list and discuss ten assessment conditions which will positively influence study effort and learning. These include time management issues, feedback concerns and engaging the student with the task and the feedback. A useful article that can be used to directly inform teaching practice. The conditions in this article are also included in the Top ten tips on... Assessment for Learning guide prepared by UELT (2007). See also Gibbs, G. & Simpson, C. (2003) Measuring the response of students to assessment:
    the Assessment Experience Questionnaire    , the Open University, 11th Improving Student Learning Symposium.

  • Knight, P. ed. (1995) Assessment for Learning in HE, Kogan Page: London.

    Comments

    Although this is a 1995 publication, it is a good overview of assessment issues: many of which are still current. The chapters are are a selection of papers presented at the May 1994 SEDA conference: Assessment for Learning in Higher Education. Contributors include many well-known researchers in assessment, and articles are written in a concise style with a case-study approach making this an accessible and handy read. Useful background reading.

  • Nicol, D. & Macfarlane-Dick, D. (2004). Rethinking formative assessment in HE: a theoretical model and seven principles of good feedback practice, Briefing Paper produced as part of the SENLEF project. Paper available online from the HE Academy at: http://www.heacademy.ac.uk/resources/detail/ourwork/tla/web0015_rethinking_formative_assessment_in_he.

    Comments

    A comprehensive model of good feedback practice based on two basic assumptions: that formative assessment and feedback aim to give students the confidence and skills to actively construct their learning, and that the importance of the interactions between feedback, motivation and self-esteem need to be recognised. The model highlights the significance of self assessment skills in monitoring personal performance against goals and outcomes, and therefore encourages self-assessment tasks. The seven listed principles of good feedback practice focus on developing self-assessment and reflection; promoting dialogue with teacher and peers and providing opportunities for improved performance. Specific strategies are given to achieve improved student learning making this article useful as both an academic review of feedback research plus a guide to improving personal practice.

  • Top 10 tips on...Assessment for Learning, (2007) UELT.

    Comments

    A short guide to the designing assessment for learning, based on the Gibbs & Simpson (2004) article ‘Conditions under which assessment supports students’ learning’, with further reference to Brown, S, Race, P & Smith B (1996) 500 Tips on Assessment. Written with staff new to teaching in mind, although all staff may find this a handy, quick checklist to use when writing assessment tasks.

<back to top

Case Studies on Assessment Practice
  • Assessing seminar participation using blogs: Jane Short, English Language Unit, University of Kent. Assessment for English for Specific Academic Purposes: Level 1 undergraduate modules in English for social science, for students whose first language is not English.

    Comments

    The aim of this pilot assessment method was to address some of the challenges of assessing seminar participation, including recording and evaluating student contributions more objectively. This method was also thought to be potentially fairer to less confident speakers of English.

  • Enhancing student engagement with online resources: Case study of using the Assignment Survival Kit (ASK) essay writing tool with first year undergraduate Multimedia Technology and Design students: Judy Cohen & Ania Bobrowicz, University of Kent.

    Comments

    This paper examines the results of the introduction of the Assignment Survival Kit (an online essay planning and writing guide) to first year undergraduate multimedia students. Initial results of the trial indicate some improvement in essay writing skills with a positive response from students regarding the usefulness and usability of the ASK. A model for introducing online resources is proposed and factors influencing student success with using online resources is discussed, for example, the importance of personalising online resources and time management. This paper was presented at the 6th LDHEN Symposium: Bournemouth University "The Challenge of Learning Development" 6th and 7th April 2009 and at the 5th EATAW Conference, 2009 "The Roles of Writing Development in Higher Education and Beyond", 30 June - 2 July 2009 Coventry University.

  • Formative assessment and feedback with exemplars: Judy Cohen, UELT, University of kent. Case study on The Centre for Sports Studies, University of Kent. Undergraduate modules, all levels.

    Comments

    The Centre for Sports Studies ranked first in the NSS 2007 for assessment and feedback. This case study looks at staff and student interview data in relation to Nicol and Macfarlane-Dick's Seven principles of good feedback practice to identify areas of good feedback practice for dissemination across the University. Exemplars of assessment information from module packs is included.

  • Peer Assessment: Alexandre Christoyannopoulos, Department of Politics and International Relations, University of Kent. Assessment for Introduction to Strategic studies, Level 1.

    Comments

    Peer assessment was introduced in 2006 for one year only. Some students disliked it, but most saw the advantages in it and were praising the exercise by the end of the course. Their marks also seemed to improve with peer assessment. However, students would prefer not to have to sacrifice valuable seminar discussion time, and one has to bear in mind fairness issues surrounding student disabilities. Still, if properly built into the weighed assessment structure of the module, carefully designed peer assessment exercises of this kind should offer real advantages in terms of student learning, as well as providing alternatives to exams which need not be as time-consuming for teachers to mark.

  • Portfolios: Ursula Fuller, Computing Laboratory, University of Kent. Assessment for Computer Science/Information Systems Level M.

    Comments

    Assessment through a portfolio of deliverables supports deep learning and minimises plagiarism, even in technical subjects. Tight integration of the assessment into the structure of the module provides ample formative feedback and reduces the marking load.

  • Practical Skills in Biosciences: Peter Klappa, Department of Biosciences, University of Kent. First year undergraduate modules in Biosciences, Level 1.

    Comments

    The project investigated how practical classes can be designed so that an assessment of practical skills and manual competency of Bioscience students can be achieved. To this aim we designed and conducted practical classes for first year undergraduate students so that subject specific and general practical skills were developed. Students’ manual competency was monitored throughout the course and formally assessed at the end of the module. We linked the practical skills with theoretical knowledge gained from lectures and workshops. The success of the newly designed practical classes was assessed at the end and compared with previous evaluations of practical classes that did not focus on the assessment of practical skills but rather on the effect of practical experience underpinning theoretical knowledge.

  • Self-Assessment: Simon Thompson, Computing Laboratory, University of Kent. Computer Science, Level 2.

    Comments

    Using self assessment to develop students' skills in assessing their work against objective criteria; to provide timely feedback; and to foster an understanding of the assessment grading depending on a variety of deliverables.

  • Seminar participation assessment: Jonathan Friday, School of Drama, Film and Visual Arts, University of Kent. History and Philosophy of Art, all Levels.

    Comments

    This is a tried and tested technique for improving the quality of seminar discussions of assigned readings, as well as the levels of overall learning within a module by providing a means of assessing levels of student preparation for each seminar. The scheme involves a way of structuring the basis for a seminar mark, with a very marginal additional marking burden, and is thus a time-efficient way of using an assessment technique to improve levels of learning and the quality of seminar discussions.

  • Using classroom experiments in teaching Social Sciences: Edward Cartwright and Anna Stepanova, School of Economics, University of Kent. Economics and Game Theory, Level One.

    Comments

    Economics can be a difficult subject for students to grasp at first. Understanding its basic principles is, however, very important before students go on to more advanced issues. Coupled with this is a general recognition that economics teaching could be smarter. In particular, too much emphasis is often put on mathematical models which alienates some and leaves most questioning the real world relevance of what they learn. The rationale behind the module used in this case study is to use participation in classroom experiments to help first year students better understand some of the basic principles of economics and game theory. This case study also looks at how experiments can be the basis for assessment.

  • Using Turnitin at the University of Kent: Judy Cohen, UELT, University of Kent. Case study on the Turnitin pilot projects in Economics and Business.

    Comments

    Write up of the pilot projects carried out in the Economic and KBS departments. The report gives student and staff views on their initial experience of using Turnitin and its use as an aid in referencing and improving academic writing. This case study was presented as Carrot or stick: student engagement with Turnitin at the Liverpool Hope CETLs Research Symposium "Opening The Gateway: Keys to Understanding Student Learning and Writing". Liverpool Hope University, 26 June 2007. and at the 4th LDHEN Symposium: Bournemouth University "How do students engage with learning?" 12 April 2007.

  • Using Wikipedia: Joe Street, School of History, University of Kent. Including the Guidelines to Students. American History, Levels Two and Three.

    Comments

    This assessment is an alternative form of written assignment where students critique the accuracy and reliability of History-related Wikipedia entries. Students choose a topic within Wikipedia and they then compare unverifiable and verifiable sources in order to reveal the strengths and weaknesses of historical material that is posted on the site. Students reported greater engagement with the task and a new view of the reliability of web sources.

Centres for Excellence in Teaching and Learning and HE research networks (Assessment related)
  • Assessment and Learning in Practice Settings: University of Leeds.

    Comments

    CETL made up of five HE institutions, with a focus on developing and assessing practice in health and social care disciplines. The institutions involved are: the University of Bradford, the University of Huddersfield, the University of Leeds (lead); Leeds Metropolitan University and York St John University.

  • Assessment for Learning: Northumbria University.

    Comments

    This CETL aims to research and develop innovations around assessment for learning. They have an extensive website covering information, research, funding and resources in this area. They also provide an RSS feed of assessment events plus their own CETL newsletter for those wishing to be kept informed.

  • Assessment Standards Knowledge exchange: Oxford Brookes University.

    Comments

    CETL based at the Oxford Brookes University Business School. The focus is on developing 'a common understanding of academic standards' and building on and enhancing existing good practice in improving student understandings.

  • Cumbria Study of Higher Education Network: the University of Cumbria.

    Comments

    The Cumbria network aims to provide research led learning, teaching and assessment development and a forum for 'debate around all aspects of the student experience'. Staff can join the CSHEN and/or one of the special interest groups which span elearning, assessment and feedback, plagiarism, professional development, student support, widening participation and work based learning.

  • HEFCE full list of funded CETLs (for subject related CETL research).

    Comments

    There are currently 74 CETLS funded by HEFCE. This list shows the lead institution for each CETL, provides a link to a description of the CETL's activities and then gives the web address for each CETL web site.

  • Fund for the Development of Teaching and Learning (FDTL) project list. List compiled by the HE Academy on FDTL projects with a significant focus on assessment, available online at http://www.heacademy.ac.uk/ourwork/learning/assessment/sig.

    Comments

    This list gives the project title, description and links to the project website if available. Projects include topics such as feedback, subject specific studies, forms of assessment and curriculum development.

  • REAP Project (Re-engineering Assessment Practices in Scottish HE): University of Strathclyde.

    Comments

    REAP is made up of three Scottish HE institutions and is funded by the Scottish Funding Council. It aims to research formative assessment and feedback practices and to develop 'strategies for embedding new thinking about assessment into institutional policies and quality enhancement processes'.

Constructive alignment
  • Biggs, J. (2003) Aligning teaching for constructing learning, Available online from the Higher Education Academy at http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id477_aligning_teaching_for_constructing_learning.pdf

    Comments

    Bigg's term 'constructive alignment' hinges on the idea that learners construct their learning (as opposed to the 'transmission model' of teaching/learning) and that quality learning can be facilitated by appropriate curriculum design. This article describes and explains four steps for setting up an 'aligned system': defining intended learning outcomes (ILOs); selecting activities directed towards the ILOs; assessing and matching the achieved LO to the intended LO and determining the final grade. A deeper perspective can be gained from Biggs, JB (2003) Teaching for quality learning at university, 2nd ed., Buckingham: Open University Press/Society for research into Higher Education.

  • Houghton, W. (2004) 'Constructive alignment - and why it is important to the learning process'; chapter in Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Loughborough: HEA Engineering Subject Centre. Available online from the Higher Education Academy at: http://www.engsc.ac.uk/er/theory/constructive_alignment.asp

    Comments

    This chapter explains constructive alignment and provides a concept map of the relationships involved in constructive alignment and curriculum design. It is a clear overview of CA, with further references and examples. It is aimed at engineering subjects, but useful for anyone new to Biggs' ideas.

<back to top

Diversifying assessment
Dyslexia - see Inclusive assessment
Engaging students
  • Engaging Students with Assessment Feedback, FDTL project, Oxford Brookes University. ESWAF information available online at: https://mw.brookes.ac.uk/display/eswaf/Home.

    Comments

    This is a HEFCE funded three-year project (2005 to June 2008) operating at Oxford Brookes University Business School and two partner institutions; University of Bedfordshire and University of Bradford. The website includes a conceptual framework around assessment and feedback methods; a list of discussion topics; resources (including a literature review), case studies and links to research in 'cascade partner' institutions.

Enquiry based learning
  • Kahn, P. & O'Rourke, K. (2004) Guide to Enquiry Based Learning, Centre for Excellence in Enquiry-Based Learning, University of Manchester, available online at: http://www.campus.manchester.ac.uk/ceebl/resources/general/kahn_2004.pdf.

    Comments

    This guide focuses on 'Enquiry-based learning' (EBL) which is described as an 'umbrella' term for practices and curriculum design which provide open-ended task engagement with the flexibility for students to determine their method of learning and investigation. Problem-Based Learning (PBL) is explained as overlapping with EBL but narrower in focus (ie problem driven). Support for EBL is given, with notes on facilitation and assessment of EBL. Case studies are provided along with a table showing assessment method and the associated learning outcome relevant in EBL. There is also a good reference list and list of further resources for staff wishing to explore EBL.

ePortfolios
Feedback
  • 'Feedback & Feed-Forward', (2007) HE Academy Centre for Biosciences Bulletin, No. 22. Available online at: http://www.bioscience.heacademy.ac.uk/ftp/newsletters/bulletin22.pdf

    Comments

    This special bulleting was published in Autumn 2007 and includes 12 articles on various feedback/ feed-forward topics including: feedback using MP3 files, setting fair questions, lessons from the 'FAST' project (http://www.open.ac.uk/fast/) , self assessment and departmental policies. This is a useful article for any teaching staff, not just those in bioscience.

  • Feedback and Motivation studies:
    Nesbit, P.L. & Burton, S. (2006) Student justice perceptions following assignment feedback, Assessment and Evaluation in Higher Education, Vol. 31, No. 6, pp.655-670.

    Comments

    This study investigates student reaction to assessment feedback and the implications for HE staff: in particular, the need to encourage realistic expectations in students, to ensure students relate their work to criteria and not to effort expended and the importance of preventing justice concerns in students. Equity theory and self-efficacy are discussed in terms of student performance, relating the effort put into work to outcomes received (grade/feedback) and subsequent work (increased or decreased self efficacy and performance). The link between perceived unfairness, effort expended and motivation are discussed, and it is suggested that perceived unfairness, when linked to poor performance, decreases motivation in most cases. Performance and justice perceptions are suggested to be linked, although in a complex way, and the article provides an interesting discussion on the HE environment and motivating/demotivating factors for students.

    Schunk, D.H. (1991) Self-efficacy and academic motivation, Educational Psychologist, Vol. 26, nos 3-4, pp.207-231.

    Comments

    This article looks at academic motivation in terms of self-efficacy theory. This theory is then contrasted with related psychlogical constructs (expectations, perceived control etc, plus personal and situational variables in order to explore the relationship between self-efficacy and motivation. This is a useful article for those not familiar with the broad range of research in this area.

  • Formative Assessment in Science Teaching (FAST): Web resource on assessment in the Sciences, the Open University, available online at: http://www.open.ac.uk/fast/.

    Comments

    This is the legacy website of a three-year HEFCE funded project of the Open University and Sheffield Hallam University. The project looks at assessment and feedback in the Sciences. Information includes the full background on the project; articles; downloadable case studies; list of resource and investigative tools including the development of the Assessment Experience Questionnaire (see also Gibbs, G. & Simpson, C. (2003) Measuring the response of students to assessment: the Assessment Experience Questionnaire, the Open University, 11th Improving Student Learning Symposium). This website include a great deal of information on assessment and learning of particular interest to staff teaching science subjects.

  • Student enhanced learning through effective feedback (SENLEF) project page with Practitioner Guide including case studies, principles of effective practice, theoretical model and staff development workshop plan, HE Academy, available online at: http://www.heacademy.ac.uk/ourwork/learning/assessment/senlef.

    Comments

    Project inititated by the LTSN Generic Centre and the Universities Scotland Educational Development Committee. Comprehensive resources including film clips of students, case studies, the theoretical model and seven principles of good effective practice developed by Nichol & McFarlane-Dick, plus workshop plans for using the materials. See also Assessment Design section: Nichol, D. (2007).

<back to top

Groupwork
  • Assessing Group Practice Collection of group work resources from UK universities, hosted by the University of Lancaster, available online at: http://www.lancs.ac.uk/palatine/AGP/resources.htm.

    Comments

    Excellent and extensive collection of resources around planning and assessing group activities. Collaborative learning articles are included, along with useful forms for assessing skills. Excellent resource which is useful for a range of subjects, not only performance related disciplines.

  • HE Academy group work resources giving links to articles and university guides to good practice, plus assessment criteria and marking schemes for group activities, available online at: http://www.heacademy.ac.uk/ourwork/learning/assessment/Group

    Comments

    This site is a collection of group work resources (mainly pdfs) from external sources. The University of Wellington guide is an excellent downloadable pdf on group work while the 'assessment grids' provide criteria for grading contribution to group work.

  • Making group-work work - Learnhigher resource of ten studio-produced film clips outlining the challenges of participating in group work, including help for tutors, available online at: http://www.learnhighergroupwork.com/episodes.php.

    Comments

    Professionally produced clips on students preparing a group presentation on 'The barriers to learning'. A useful and flexible resource with practical help for students and staff.

  • Top 10 tips on... Self, Peer and Group Assessment, (2007) UELT.

    Comments

    A UELT quick guide for staff new to teaching. The guide gives ten tips for implementing self, peer and group assessment in class. Based on work by Phil Race.

Inclusive assessment
  • Developing and embedding inclusive policy and practice in higher education (2007 - 2010). Higher Education Academy final report and executive summary, plus other documents are now available online from: www.heacademy.ac.uk/embeddinginclusion.

    Comments

    Project description from their website: This report is an outcome of a facilitative change programme, Developing and Embedding Inclusive Policy and Practice in Higher Education, involving ten higher education institutional teams and led by the Higher Education Academy.

    The programme ran from 2007 to 2008 and was open to all higher education institutions (HEIs) in the UK. It offered a framework to facilitate and support HEIs in the development and embedding of inclusive policies and/or practices to enhance the learning experience of students from under-represented groups. The programme created a space for institutions to focus on, and exchange ideas about, policy and practice development and implementation.

  • Disability Rights Commission (2002) The Disability Discrimination Act Part 4 Examinations and Assessment Good Practice Guide, DRC in partnership with Skill, Universities UK, Universities Scotland, Higher Education Wales and SCOP. This and further DRC Guides to Good Practice are available online from: the 'Guides for staff in HE' page at http://www.skill.org.uk/page.aspx?c=114&p=204.

    Comments

    This guide is a good introduction to the considerations involved in addressing assessment and inclusivity. It explains the responsibilitiesof HE institutions in the light of the DDA amendment from 2002. Terms in the act are clarified and strategies for compliance are included. Topics covered include maintaining academic standards, policy requirements, types of assessments (exams, vivas, orals, presentations, group work, practicals, dissertations, computer assisted assessments) plus alternative assessment and support workers. Marking and review of work is discussed and a list of further resources is given for those looking for general and specific information on good practice for disabled students.

  • Making your teaching inclusive, (2006) The Open University. Disability and inclusivity web resource. Available online from: http://www.open.ac.uk/inclusiveteaching/index.php.

    Comments

    This website includes a range of resources on improving teaching practice from the perspective of inclusivity and introduces the concept of 'Universal Design for Learning' developed by the Center for Applied Special Technology in the USA. The site introduces each topic with video clip interviews with students and topics covered include individual needs, learning materials and environments, hidden disabilities, working with support staff, academic assessment plus extensive information on assistive technologies and barriers to learning. The menu is set out on the right hand side of the webpage which is initially odd, but the site is easy to navigate and holds a wealth of information on inclusive teaching.

  • SCIPS (Strategies for Creating Inclusive Programmes of Study), University of Worcester. Disability and inclusivity web resource. Available online from: http://www.scips.worc.ac.uk/.

    Comments

    This is a web-based resource on creating inclusive programmes of study within nineteen subject areas and for a range of disabilities. Material can be searched for by text, title, key word or 'new item since' fields, or you can browse by three categories: disability and/or subject area; key skill; subject area and/or specific challenge (eg auditory difficulty, stamina etc). Extensive information on the specific nature (and associated learning challenge) of each disability is provided, with particular focus on the subject area selected. The site is being expanded to include extra subject areas.

  • Teaching Disabled Students (2008) Dyslexia and Disability Support Service, The University of Sheffield. Disability and inclusivity web resource. Available online from: http://www.shef.ac.uk/disability/.

    Comments

    The website for the Dyslexia and Disability Support Service at the University of Sheffield gives good information on disability awareness and considerations regarding a range of disabilities such as autistic spectrum disorders; mental health conditions; dyslexia; hearing, vision, speech or mobility impairments and hidden disabilities. Background information and statistics are presented for each condition, along with focused information on specific difficultieswhich may arise and associated teaching strategies. A detailed and informative website.

  • Top 10 Tips on Inclusive Assessment, (2010) UELT.
  • Towards Learning Creatively (TLC Project) (2005) FDTL Project Partners: Southampton Solent, Oxford Brookes, Bournemouth Universities. Innovative assessment resource for developing alternative assessments, particularly for dyslexic students. Available online from: http://www.creativeassessment.org.uk/default.asp.

    Comments

    This website aims to help lecturers develop alternative assessments to traditional written assessment formats. It was initially developed in the subject areas of Hospitality, Leisure, Sports and Tourism, but could be applied in any discipline. Information on dyslexia is provided, with assessment alternatives suggested in visual, oral and practical formats (with supporting background information). Case studies are also included.

  • Waterfield, J. & West, B. (2006) Inclusive Assessment in Higher Education: A Resource for Change (The SPACE Project) . The Student Staff Partnership for Assessment Change and Evaluation (SPACE project, HEFCE. Available online from: http://www.plymouth.ac.uk/pages/view.asp?page=10494.

    Comments

    The SPACE project ran from January 2003 to December 2005 with the theme of inclusivity and assessment. A range of alternative and inclusive assessments were piloted, resulting in a downloadable resource on developing inclusive assessment at HE level. The resource is in the format of separate pdf documents presented as a list of contents. Topics include the current context of disabled students in HE, the Disability Discrimination Act (2005), assessment and inclusivity, changing assessment practice, student perspectives and case studies.

<back to top

Innovative assessment
  • McDowell, L. (2001) Students and innovative assessment, HE Academy, available online at: http://www.heacademy.ac.uk/resources/detail/id431_students_and_innovative_assessment.

    Comments

    This article sets out to raise relevant issues to consider when introducing innovative assessment. Different sections introduce key concepts or topics with an associated list of references for each area: a handy layout for those interested in reading further. Defining 'innovative assessment', assessment cultures, the purposes of assessment, feedback, criteria, marking accuracy and practicalities of assessment are covered, plus the impact on students and motivation. A list of useful websites is also provided.

International students
  • Schmitt, D. (2007) Sitting exams in a second language: minimising bias, maximising potential, ASKe: Oxford Brookes University, available online at: http://www.brookes.ac.uk/services/hr/eod/guides/exams/index.html.

    Comments

    Online or pdf guide on reducing bias against international students due to language or exam procedure familiarity. Sections cover IELTS scores and cultural competence, vocabulary (words versus word families), grammar (description rather than use), fluency and time pressures, followed by sections on improving practice. These cover rubrics and layout for exam papers, writing exam questions (including multi-part questions, clear use of question words and using case study questions). Practical tips are included with a good section on inclusive teaching and learning practices for international students.

Key Skills
Module Evaluation Form
  • Beta Pilot Question bank updated October 2011

    Comments

    In November 2007, a Module Evaluation Form Working Group was set up to examine current module evaluation practices and make recommendations for the updating of the module evaluation processes at the University. An online system has been proposed, and this new format is being piloted in selected modules in Spring 2009. There is a core set of question on the form, plus a bank of 50 questions from which module conveners can select for their module evaluation forms. Evaluations are currently prepared using Bristol Online Survey software. The current questions were updated in October 2011.

Multiple Choice (MCQ) assessment
  • Higgins, E. & Tatham, L. (2007) Assessing by multiple choice question tests, Manchester Metropolitan University, UK Centre for Legal Education, available online at: http://www.ukcle.ac.uk/resources/trns/index.html.

    Comments

    Online teaching resource hosted by the HEA Law Subject Centre, giving comprehensive guidance around planning and writing multiple-choice assessment tasks. The guide is set out as 12 FAQs plus a list of further reading. This is an excellent resource on MCQs for staff teaching any discipline.

  • Carneson, J. Delpierre, G. & Masters, K. (2002) Designing and Managing MCQs: Do's and don'ts plus contents page (1996) University of Cape Town: South Africa, available online at: http://web.uct.ac.za/projects/cbe/mcqman/mcqman01.html.

    Comments

    This site is set out clearly, with sections on designing and scoring MCQs; defining and managing MCQ assessment; sample questions(from first year degree courses), plus a range of appendices on topics and practical tips associated with implementing MCQs. This is a detailed and well used site (see the list of external users for the site) which will be useful for staff using or planning to use MCQ assessment.

National Student Survey

<back to top

Oral presentations
  • Oral presentations at the Communications Skills section, UniS Skills Unit Pack, University of Surrey, available online at: http://www.surrey.ac.uk/Skills/pack/contents.html.

    Comments

    The oral presentations section of this web resource gives an eight-step process to preparing presentations. Within this, 'structuring the presentation' gives detailed information on setting up the format of the presentation, and 'preparing visual aids' gives a table of aids with the associated advantages and disadvantages. The sections on presenting your work and handling questions gives good pratical tips in an easy to read style, and checklists are included. A useful resource that students can use independently or with tutor input.

Peer assessment
  • Utting, I (1999) 'Negotiated assessment criteria and peer assessment in software engineering group project work: A case study'. In Joanna Daudt & Otto Rompelman, editors, What have they learned? Assessment of Student Learning in Higher Education, Brussels: European Society for Engineering Education, SEFI, pp 165-170.

    Comments

    Downloadable case study on assessment practice in software engineering for Level 2 students. Concerns and solutions in allocating groups and assessing students in the groups are described.

  • Top 10 tips on... Self, Peer and Group Assessment, (2007) UELT, University of Kent.

    Comments

    Useful guide on facilitating student understanding of assessment criteria. Practical tips are included including suggestions on feedback, moderating marks and weighting marks.

Plagiarism
  • Assessment design to deter plagiarism, Academic Integrity website, UELT, University of Kent, available online at: www.kent.ac.uk/uelt/ai. Further information on this project is available at http://www.kent.ac.uk/uelt/ced/themes/plagiarism/index.html.

    Comments

    These pages set out five steps to deter plagiarism with practical tips and further reading. Subsection of the UELT web resource on Academic Integrity which includes information on referencing and University policies, plus guides for staff and students. Staff pages include information on deterring plagiarism, assessment case studies, information on uising Turnitin and an FAQ page. Student pages include information on good academic practice, avoiding plagiarism, links to external sites, referencing and an FAQ page.

  • Carroll, J. 2nd edn, (2007) A Handbook for Deterring Plagiarism in Higher Education, Oxford: Oxford Centre for Staff and Learning Development.

    Comments

    Handbook advocating a holistic approach to deterring plagiarism: institutional policies on and definitions of plagiarism, consistent approaches to cases of academic misconduct and information for students are covered along with course design to deter plagiarism and the role of assessment. Skills teaching is explored (induction vs apprenticeship) and there is a good deal of information on handling cases of plagiarism and associated penalties. A very useful guide for staff at all levels. The handbook can be ordered online from Oxford Brookes University.

  • Carroll, J. & Appleton, J. (2001) Plagiarism: A Good Practice Guide, JISC, available online at: http://www.jisc.ac.uk/whatwedo/programmes/plagiarism/plagpractice.aspx.

    Comments

    This report, written as part of the JISC Plagiarism Programme (2000) gives an overview of issues around plagiarism detection and prevention in HE. Teaching and learning suggestions are given for task design, informing students and using electronic detection tools to deter plagiarism, while there is also a section on institutional policies and procedures for academic disciplinary issues. The report is clearly set out with good practice recommendations specified for each section. Forerunner of the Handbook for deterring plagiarism in higher education, Carroll, J. (2007).

  • Top 10 tips on... Deterring Plagiarism , (2007) UELT, University of Kent.

    Comments

    Short but comprehensive guide to the main steps in deterring plagiarism, including informing students, promoting engagement and course and assessment design tips. A reference and further reading list is given.

Portfolios
Poster presentations
  • Hess, G., Tosney, K. & Liegal, L. (2006) Creating an effective poster presentation, NC State University; University of Miami & Oregon State University, available online at: http://www.ncsu.edu/project/posters.

    Comments

    This is a comprehensive website: well laid out (as one would expect) with pages on knowing your audience, defining your message, writing an effective abstract and creating the poster. Topics such as colour, graphics, headings, layout and focus are covered. There are also resources, examples and tips on presenting the poster. A useful site, aimed at those in the sciences.

  • Miller, J.E. & Trainor, J.K. (2008) Creating Anthropology Conference Posters: A guide for beginners, University of South Florida.

    Comments

    This is a pdf outline of how to create a poster in Anthropology. There is information on organisation, what to include, the design, layout, 'rule of thirds' and 'white space'. Included are tips on images, background colour and software to use as well as actually presenting the poster at a conference. Very good guide in a printable format.

<back to top

Project work
  • Efffective Project Work in Computer Science (EPCoS). This is the resulting information from an FDTL HEFCE funded project in computing science.

    Comments

    This is the historical site of the FDTL project (1996) on project work in computing science. There is a great deal of information here, on the original bid, several published papers on the project, tips and ideas, book chapters and links to other projects.

Quality Enhancement
Self assessment
  • Self Assessment in Computing, (2005) Computing Laboratory, University of Kent.

    Comments

    A summary of a self-assessment task for students in computing. Benefits and issues for both staff and students are addressed.

  • Top 10 tips on... Self Assessment Sheets, (2007) UELT, University of Kent.

    Comments

    UELT quick guide to developing self-assessment skills for students. Tips include designing the self-assessment sheet and suggested prompts for students. See also section on 'Assessment for learning' above.

  • Top 10 tips on... Self, Peer and Group Assessment, (2007) UELT, University of Kent.

    Comments

    Useful guide on facilitating student understanding of assessment criteria. Practical tips are included including suggestions on feedback, moderating marks and weighting marks.

Students and assessment
  • AEQ Assessment experience questionnaire and scoring sheet - questionnaire on the impact of assessment practices to use with students, available from the Assessment for Practitioners page of the HE Academy Assessment site, available online at: http://www.heacademy.ac.uk/ourwork/learning/assessment/sig. Based on the research and questionnaire developed by Gibbs and Simpson (2003).

    Comments

    Questionnaire and scoring sheet for use with students to examine the effects of certain assessment practices on students and their learning. Published by the Assessment Special Interest Group. The asessment pages of the HEA SI Group on Assessment include several useful links on assessment issues, plagiarism, group work, feedback, information of interest for practitioners and managers in assessment and working with students. The article on which this questionnaire is based provides good background information on assessment and its impact on learning, ie Gibbs' and Simpson's 11 conditions for assessment to support learning.

  • Report on University of Kent undergraduate students’ views of assessment, (2005) UELT, University of Kent, Available online at: http://ww.kent.ac.uk/uelt/ced/themes/assessment/studentviewsonassessment.pdf.

    Comments

    Report on University of Kent student views on assessment practice, concluding that students feel rushed by current timings of assessment, but that they value alternative forms of assessment (group work, portfolios, presentations etc). Students also reported that varied forms of assessment allow them 'to show their knowledge in different ways'.

  • Williams, J. & Kane, D. (2008) Exploring the NSS: Assessment and feedback issues Centre for Research into Quality, Birmingham City University, available online at: http://www.heacademy.ac.uk/resources/detail/ourwork/research/NSS_assessment_and_feedback_report.

    Comments

    Lengthy report investigating longitudinal trends of changes in the student experience of assessment and feedback at UK HE institutions. The aim is to identify effective assessment practice by examining how institutions have responsed to student concerns. Key recommendations include developing institutional 'feedback and action cycles', using survey data to indicate areas that warrant deeper analysis (rather than relying on survey data), ensuring transparency and clarity when communicating action plans with students, and recommending sustained change over a long period. Thirteen 'effective practices' are identified including, for example, setting realistic targets on feedback times, spreading assessment load, involving students and continuously monitoring performance and aiming for improvement. A useful report for staff involved in setting policies and strategies at departmental, faculty or institutional levels.

Student participation
Teaching (assessment of)
Turnitin
  • The Academic Integrity website, UELT, University of Kent. See also the University Guidelines on Using Turnitin and FAQs.

    Comments

    Web resource with information on good academic practice, avoiding plagiarism and using Turnitin. There are guide pages for staff and students including information on Turnitin, referencing tutorials and further readings.

<back to top