Abstract
This case study series emanating from the 2017 HEA Transforming Assessment in Higher Education symposia led by Sam Elkington is indicative of the vast amount of work being undertaken across the higher education sector to inform assessment and feedback practices. It represents a starting point in our on-going journey to realise what true transformative practice in assessment is. This case study series publication is structured according to the three priority areas that formed the focus of the 2017 HEA Transforming Assessment in Higher Education symposia:
Assessment Literacy
Using technology-enhanced assessment
Enhancing student engagement through assessment
The case study series adds to the growing evidence of practice-based research on university assessment providing a useful basis on which to build and review policy and practice. Crucially it leaves the onus on institutions and practitioners to develop and critically evaluate assessment processes and procedures as they are used and developed within their local context comprising students tutors resources regulations and disciplinary and professional requirements. The case studies presented within this publication are designed to be accessible to staff working at all levels in higher education institutions. It has a particular emphasis on those who are likely to lead and implement change at institutional and programme level.
Assessment Literacy
Using technology-enhanced assessment
Enhancing student engagement through assessment
The case study series adds to the growing evidence of practice-based research on university assessment providing a useful basis on which to build and review policy and practice. Crucially it leaves the onus on institutions and practitioners to develop and critically evaluate assessment processes and procedures as they are used and developed within their local context comprising students tutors resources regulations and disciplinary and professional requirements. The case studies presented within this publication are designed to be accessible to staff working at all levels in higher education institutions. It has a particular emphasis on those who are likely to lead and implement change at institutional and programme level.
| Original language | English |
|---|---|
| Publisher | The Higher Education Academy |
| Number of pages | 109 |
| Publication status | Published - 8 Dec 2017 |