Designing assessment and feedback

Thinking about assessment and feedback? We can help.

The Learning and Teaching Development Service can support academic and professional services colleagues in developing approaches to delivering effective assessment and feedback.

Bespoke workshops for your school

We can work with you to design bespoke workshops to fit in with your assessment and feedback needs to support you in:

  1. Using rubrics. marking schemes and criteria
  2. Developing student assessment and feedback literacy
  3. Thinking about assessment
  4. Writing assessment questions
  5. Developing self and peer assessment activities

The earlier you contact us, the more tailored the programme of support, based on the five workshop examples below, we can offer. We’d love to work with you right from the start, to support you in your assessment and feedback journey.

Your bespoke programme of workshops, devised in partnership with us, will be developed to suit your particular needs and context. Workshops typically last between 1-2 hours.

1. Using rubrics. marking schemes and criteria

This session looks at the use of rubrics, marking schemes or marking criteria from both the staff and student points of view. You will explore making what is required of students explicit through the effective use of marking schemes. You will be encouraged to think about how such schemes can help with marking consistency how developing rubrics can help with structuring feedback. (2 hours)

2. Developing student assessment and feedback literacy

What is assessment literacy, and why should you look to develop it? In this workshop you will explore assessment literacy and techniques to develop this in your students. We will look at self and peer assessment and dialogic feedback, exploring examples of effective practice and the pedagogic literature. You will explore the use of rubrics in relation to assessment literacy. (2 hours)

3. Thinking about assessment: mapping where formative and summative assessment takes place, thinking creatively about projects and how they are assessed

Taking team based approaches to thinking about assessment can reinvigorate how you approach your module assessment, though thinking about what the student experience is. Do they experience and range of types of assessment across their programme? What is the assessment load on students and can we work together to alleviate it? (2 hours)

4. Writing effective assessment questions

In this session we will explore assessment for and of learning. We will look at what you want to assess, when, how and why. We will look at examples of effective assessment questions in your discipline, and examine what makes them effective from both staff and student perspectives. We will touch on the role of rubrics, marking schemes or marking criteria. Some time will be spent working in pairs on practical assessment question design. (3 hours)

5. Developing self and peer assessment activities

The use of student self and peer assessment can help students develop their assessment literacies, understand how to approach summative assessment more effectively and learn how to use marking criteria to help structure their techniques for assessed pieces of work and exams. The use of some self and peer assessment can also alleviate marking requirements for staff. Together we will explore the range of self and peer assessment types you might consider, and explore what might be appropriate approaches in your subject areas. (2 hours)

Implementation of the education strategy: Assessment and feedback TEL projects

You can get involved in projects which are developing and implementing comprehensive approaches to online assessment, marking and feedback, making online summative assessment possible across a wide range of assessment types and enabling the wider adoption of electronic submission and marking of appropriate student assignments.

1. Diversifying and expanding our online exam provision

The project focuses on

  1. expanding capacity for secure online exam provision at Newcastle University by investigating use of flat spaces to deliver exams on students’ own laptops (BYOD)
  2. diversifying the range of assessment types that can be supported, with particular focus on typed written answer/essay-based exams.

The project will include:

  • exploring and evaluating available digital platforms to deliver these types of exams
  • investigating feasibility of BYOD and typed written exam delivery within existing institutional infrastructure, policies and procedures
  • consulting with key stakeholders including NUIT, Exams and Awards, eAssessment and feedback Steering Group, academic and School professional services staff, NUSU and the student body, about appropriate approaches to delivering these types of exams, and evaluating pilot exams
  • testing software, devising robust technical and logistical processes for exam delivery
  • delivering pilot exams, evaluating and adjusting processes in response to stakeholder feedback, scaling up provision for potential instutitional rollout

Enabling the wider adoption of online submission and marking

The benefits of online marking for students are clear:

  • student submission can take place anywhere in the world. No need to visit the School office.
  • markers are not limited by the size of paper, so the correct quantity of feedback can be provided.
  • feedback can be accessed from any location, on any device.
  • feedback can be easily transferred into other systems to allow for structured reflection.
  • comment banks can allow for quicker marking, and supports consistency when marking in teams.
  • typed feedback is accessible, supporting students with specific learning needs

This project aims to increase the amount of online submission and marking for appropriate assignments across the institution. A new link between NESS and Blackboard grade centre will also be promoted as part of this work.

How to get involved

If you are interested in either of these projects and would like to run a new online exam or start to mark online, or would just like to speak to someone to find out more please contact LTDS@ncl.ac.uk.

Assessment and feedback toolkits

There is a great deal of support available to you and your programme/module team with online resources, case studies, advice and guidance:

  1. Learning and Teaching Essentials - Assessment and Feedback
  2. Assessment and feedback case studies
  3. Exam and assessment policies
  4. Feedback advice and guidance
  5. Tools to support assessment

How LTDS can help

Contact LTDS to discuss your assessment and feedback requirements.