Effective assessment and feedback

Well-designed assessment schemes are important not only for valid measurement of how well students have achieved a subject’s intended learning outcomes, but also for influencing student motivation, behaviour and approaches to learning. Effective assessment regimes achieve both goals and include diverse tasks that focus both on feedback for learning and assessment of learning. Assessment design choices consider not only learning outcomes but are mindful of workload, student diversity and situational factors. Expectations in relation to assessment are communicated clearly, and students are provided with regular opportunities to practice and consolidate their knowledge and skills and receive timely, actionable feedback. Students perceive assessments to be authentic, fair, and relevant, and are motivated and supported to perform well. Marking and grading processes are transparent and equitable.

Important aspects of practice in relation to this dimension

• clear alignment between assessments and intended learning outcomes
• variety and choice in assessment tasks and evidencing of learning
• assessment and grading practices that are secure, reliable, transparent, fair and scalable
• authentic forms of assessment that are relevant to students’ current and future goals
• assessments that encourage the development of critical thinking and evaluative judgement
• staged assessments that build learning through cycles of feedback and iterative improvement
• provision of constructive and timely feedback
• helping students to develop skills in giving, receiving and responding to feedback
• modelling reciprocal feedback by soliciting and using feedback from learners

Demonstrating excellence in relation to this dimension

Historically, staff have relied heavily on scores associated with student evaluations of teaching to demonstrate educational excellence, and in particular the End of Subject Survey (ESS). While the student voice is an essential element of evaluation, robust evidencing of educational excellence calls for a multidimensional approach that recognises the complexity of educational endeavours and allows for the student voice to be balanced and complemented by reasoned judgements made by other relevant parties, including the educator and external experts. These are described in the University’s guide to Evidencing Educational Excellence.

The table below provides examples of forms of evidence that could be used to demonstrate educational excellence for the dimension of well-designed and engaging learning experiences.

Educator evidence	Evidence-based rationale for assessment regime and alignment with intended learning outcomes through curriculum design Examples of both formative and summative assessments that conform to principles of good assessment design, and that work together to develop student understanding of key learning in the subject Clear explanation of practices in relation to students' development and practice of feedback literacy Demonstration of variety and choice in assessment tasks, and inclusion of authentic assessment approaches relevant to students' needs and ambitions Assignments, assessment briefs and rubrics that are clearly expressed, aligned, and provide students with equitable and transparent, reliable guidance
Student evidence	Student evaluations of the perceived value, relevance and alignment of assessment and feedback Examples of student contributions to feedback as part of peer feedback, and development of this skill over time Examples of student assignments that are developing over time in response to formative feedback provided by the staff member/s Positive ESS responses to Q2 and Q3
Independent expert evidence	Peer evaluation of assessment regime in relation to best practice Benchmarking with other Go8 universities Review of authentic assessments by practitioners or employers Department/School, Faculty, University and National teaching awards, Advance HE, Universitas 21 and GEM Scott Fellowships, grants and other measures that recognise excellence in this dimension Delivery of an education-focussed development (eg LTI) or research project positively addressing this dimension Invited review of others' scholarship (eg as a journal reviewer) addressing this dimension, or invited keynotes or presentations Adoption of developed innovations or guidance by other educators or institutions that address this dimension