Abstract
Responding to the global COVID-19 pandemic has necessitated large-scale institutional change to assessment in higher education. This paper captures assessment change work undertaken at Teesside University that has prioritised and supported the design and implementation of flexible assessment arrangements on an institutional scale. Major developments across initial reaction and subsequent consolidation phases of the University’s response to the pandemic are discussed. The challenges and opportunities of facilitating and embedding greater flexibility in assessment are highlighted, along with the key structural and pedagogical principles and considerations for scaling up flexible assessment university-wide. The paper closes with some critical questions about the role of ‘flexibility’ in positioning future-facing university assessment post-pandemic.
| Original language | English |
|---|---|
| Pages (from-to) | 31-42 |
| Journal | Assessment and Feedback in Higher Education in a Post-Pandemic Era: a time for learning and inclusion |
| Publication status | Published - 8 Jul 2021 |