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Assessment and Feedback

These pages identify best practice and are designed to assist staff in developing their assessment and feedback practices so that the student experience is enhanced (Nichol 2009). There are suggestions of how to encourage students to engage with the feedback provided, self and peer assess, and how to provide feedback to large classes. Where possible, examples of good practice from across the University are provided.

If you are aware of other examples which might usefully be included in these pages and shared with colleagues across the University please contact the Centre for Educational Development.

Assessment

Assessment and curriculum design Assessment should be integral to the design of programmes and modules
Assessment criteria Why do we assess students?
What should we consider in designing an assessment? What are the types of assessment?
What are intended learning outcomes? How to write knowledge and understanding learning outcomes
How to write ability learning outcomes Evaluating intended learning outcomes

Good Practice in Assessment and Feedback

Help clarify good performance Encourage 'time and effort' on challenging learning tasks
Deliver high quality feedback Provide oppportunities to act on feedback
Create learning communities Ensure summative assessment has a positive impact on learning
Encourage interaction and dialogue around learning Develop self-assessment and reflection
Give choice of topic, method, criteria, weighting or timing of assessments Encourage positive motivation and self-esteem
Involve students in assessment policy and practice Information for staff that shapes learning

Policy and Practice

The University's Assessment Policy is mapped against the UK Quality Code for Higher Education.

Resources

 

QUB Assessment Hub Assessment and Feedback FAQs Other resources
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