Session 35: Building an LJMU shared assessment and feedback toolkit: resources and strategies

Abstract

Assessment and feedback are essential for improving teaching and learning, yet implementing sustainable, effective practices remains a challenge in higher education. This presentation will outline a university-wide initiative aimed at developing a richer assessment and feedback culture. Grounded in research (Nicol and Macfarlane‐Dick, 2006; Hattie and Timperley, 2007; Winstone and Carless, 2019) as well as practice, a set of guiding principles and practical strategies were co-developed with academics, TLA and Academic Registry. In this workshop we will facilitate discussions to examine, challenge and develop our shared culture of assessment practice.

Our aim is to bring clarity to our assessment and feedback policy and make it more meaningful and alive to the challenges that will emerge over the coming years. This initiative provides a framework for supporting academics in developing, implementing, evaluating and continuously improving assessment and feedback practices to enhance teaching and learning. The presentation will share challenges and lessons from this institution-wide change effort, highlighting effective educational development approaches that empower academics and students.

Assessment and feedback guidance.
References
Hattie, J. and Timperley, H. (2007) ‘The Power of Feedback’, Review of Educational Research, 77(1), pp. 81–112.
Nicol, D.J. and Macfarlane‐Dick, D. (2006) ‘Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice’, Studies in Higher Education, 31(2), pp. 199–218.
Winstone, N. and Carless, D. (2019) Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach. London: Routledge.