Assessment and Feedback
Good practice guidelines and resources
An Introduction to Assessment (Pdf document)
An overview of basic principles and approaches to assessment in higher education.
A website from the QAA Quality Enhancement Themes, including publications aimed at ensuring a coherent approach to designing and implementing an assessment strategy.
Using assessment to motivate learning (Pdf document)
A guide from the QAA Quality Enhancement Themes which shows how to use assessment to motivate student learning, through a series of case study examples.
Assessing online (Pdf document)
A guide from the QAA Quality Enhancement Themes to illustrate some examples of good practice in online assessment.
Principles for Effective Feedback
These principles derive from a conceptual model of feedback developed by the SENLEF (Student Enhanced Learning through Effective Feedback) Project.
The University's information pages on plagiarism.
Assessment audit tool (Pdf document)
This tool helps you map learning outcomes against assessment tasks, and was created by the Higher Education Academy Subject Centre for Bioscience.
Assessment pages from the University of Technology, Sydney.
Llinks to information and resources including Assessing Groupwork, Streamlining Marking and Assessment Criteria. In particular the site Assessment Futures is very useful.
Challenging Perspectives on Assessment
A collection of short video presentations and associated resources from the Open University in the United Kingdom, including Peer Assessment and Feedback.
Good practice case studies
Faculty of Biomedical and Life Sciences, University of Glasgow
The Biology Level 1 class was redesigned to include more active engagement. This was achieved by adding online elements in the form of group discussions and complex formative assessment exercises.
Computing Science, University of Glasgow
It was found that a number of students were struggling with the basics of the course, leading to difficulties in later stages. Assessment practices were amended to include weekly learning cycles of multiple small exercises.
Computing Science, University of Glasgow
Two supplementary classes (Computing Science Accelerator 1 & 2) were developed for students with low progression rates. These classes used formal and informal assessment and feedback to help aid student progression.
Transforming assessment in Scottish higher education
Other outputs from the Re-Engineering Assessment Practices (REAP) Project which piloted innovative models of assessment across three universities - the University of Strathclyde, Glasgow Caledonian University and the University of Glasgow.