Assessment and feedback are key aspects of our students experience and can have a significant influence on the quality, enjoyment and success of their time at the university. The University vision for assessment states:
Assessment at Leeds will be fair, inclusive and authentic and designed to support learning. Using digital technologies to deliver assessment and feedback practices and processes, we will ensure that assessment upholds academic standards and integrity whilst providing students with appropriate opportunities to demonstrate their potential and achievement.
Institutional assessment strategy
The ‘Institutional Assessment Strategy‘ has been developed to provide clarity and outline a unified institutional approach to assessment. The strategy builds on the progress towards enhancing assessment and feedback at Leeds that has already been made through Leeds Expectations for Assessment and Feedback (LEAF). LEAF principles can now been seen as guidance to support the implementation of the defined strategy.
Key principles and objectives of the Assessment Strategy include;
- Developing an assessment and feedback culture that is fair, inclusive and authentic – this includes students as partners in assessment- involving students in shaping assessment that is relevant and gives the best opportunities to show how they have met their learning objectives in addition to surfacing the ways in which that learning prepares them for their futures.
- embed digital technologies in our assessment and feedback practices and processes
- assessment practices are designed to support learning and progression using an evidence-based approach
This page has been divided into sections that align with these principles to support you in your practice and implementation of the strategy.
Inclusive and authentic assessment
Authentic assessment and assessment literacy is aligned with with the University strategy in supporting students to develop the knowledge and skills they need to succeed and make a positive impact in the world and engaging students as partners in their education allows for a more inclusive and valuable student experience. Explore these resources to further develop your practice and to align it with the University strategy.
Together these resources are designed to help you consider feedback and explore 'what does 'good' feedback look like and how you make it inclusive.
Digital technologies and assessment
Current contexts have moved assessments to being online this move has highlighted that online assessment can support diversity, inclusivity and improve efficiency in assessment. Therefore we need to make optimal use of digital platforms. These resources are specifically selected to help you design and conduct online assessments.
Our assessment practices need to be underpinned by appropriate disciplinary pedagogies and reflect our commitment to student-centred education. Reflecting on sector wide developments in assessment, drawing on evidence-based research and sharing best practice can help us to ensure our assessment practices are robust. Explore the following sections to find out more about sector developments and the practice of colleagues.
Case studies and shared practice
Explore the TIPS Blog and TIPS channel for articles and videos created by colleagues showcasing their excellent practice in teaching and learning. Focus your search on assessment or feedback using the search boxes.
- Assessment and feedback in higher education – a guide for teachers by Teresa McConlogue is available to download for free
- A compendium of examples of authentic assessment in practice from diverse discipline – Sally Brown and Kay Sambell share a collection of subject specific examples of how authentic assessment can work in practice section
- Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion – AdvanceHE publication (to download log in using your UoL email address) that comprise of 19 papers on assessment and feedback in higher education.
- Student partnerships in assessment – AdvanceHE project supporting the development of assessment models and practices within higher education institutions. The outputs from this project will include shared examples and a series of guides on ‘What works’ to engage students as partners in assessment.
- Students as partners in assessment (SaPiA)– Dublin City University explore a variety of partnership possibilities in assessment and how academics and students can make partnership a success.
- Transforming assessment and feedback with technology– this JISC guide provides ideas and resources to help colleges and universities enhance the entire assessment and feedback lifecycle.
- Inclusive assessment design – these guides will help you think through the design of your assessment to ensure it is inclusive to the widest range of students from the outset.