Supporting students' learning transitions through the use of innovative assessment design in the HE context

Supporting students' learning transitions through the use of innovative assessment design in the HE context

Carol Evans, University of Southampton & Michael Waring, Loughbrough University - Download slides here

This presentation focuses on the use of an innovative assessment approach to support student learning transitions within higher education and beyond with students as partners (Scott et al., 2014; Waring & Evans, 2015). Underpinning this work is an emphasis on the promotion of student self-regulatory skills through the development of student feedback seeking and using skills, self-assessment, and emotional regulation of feedback.

            A holistic participatory assessment feedback design was used informed by constructivist (Hatzipanagos & Warburton, 2009), socio-cultural (Gipps, 2002), and socio-critical theoretical perspectives (Butin, 2005). This framework draws on in excess of 460 assessment research papers on assessment feedback design across disciplines in higher education contexts from 2000-2012 and particularly the ‘Feedback Landscape’ conceptual framework which examines feedback exchanges and the networks that students draw on during their assessment feedback learning journeys (Evans, 2013).

            We will explicitly demonstrate with reference to case studies how this holistic participatory assessment feedback design has been used successfully to support students’ understanding and use of assessment feedback in a variety of contexts (disciplines and HEIs), and in a way that is sustainable for both students and academics. Resources to promote effective assessment designs will be shared with the audience.