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Across the sector, NSS results illustrate that students are not content with assessment and feedback processes and this also applied to Bath students. Moreover, in light of a changing student population, a more diverse use of assessment and feedback mechanisms becomes appropriate, whilst current students have also commented on their desire for feedback practices to be enhanced.

In order to address the issues colleagues have invested considerable resource into enhancing the assessment and feedback experiences for staff and students for a number of years. There are numerous examples of innovative, outstanding and effective assessment and feedback methods across campus, but other than in Degree Scheme Reviews (DSR) we rarely review the pedagogical rational behind these methods at programme level. In order to support departments in their endeavours to evaluate and innovate assessment and feedback practices it is proposed that we launch the ‘Leading the Enhancement of Assessment Practices’ (LEAP) project. The project is based on two well researched and key educational principles of:
  • ‘Constructive alignment’, a principle used to devise learning, teaching and assessment activities which directly address the intended learning outcomes set out in the curriculum and
  • ‘Assessment for learning’, which concentrates on providing feedback that helps improve learning in future, rather than that it focuses on what was not achieved in the assessed work.

The project is informed by existing evaluation, research and development of assessment and feedback practices, both internally and across the sector, consultations with staff and students and by the review of relevant literature. It is set within a context of:
  • University Learning and Teaching Strategy
  • Quality Assurance Code of Practice
  • Faculty approved departmental assessment and feedback policies
  • Feedback and expectations from External Examiners
  • Professional Body expectations
  • Well established assessment and feedback practices, and
  • Student feedback and input.