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Feedback that is useful rather than quantity
Reduce length of assessments, synthesis is a skill, also reduces the staff assessment workload
Using most appropriate form of assessment

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Seeing where marks are assigned and feedback on areas to improve

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How more reliable is AI in marking than humans.
Students may accept AI marking for lower stake assessments.

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but generally, PSRBs open to being flexible about the assessment itself

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Technology to automate the marking process

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Technology to automate the marking process

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Apart from MCQs etc. Quizzes that work.
GRAIDE AI marking tool - but only works with latex
Comparative marking tools
AI formative feedback tools
Automated feedback
Crowdmark - helps to speed up marking
Marking by questions

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ABC learning design process to design better assessments and learning experience.

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Process of mapping assessment criteria across a course and/or for individual learners

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To mitigate the vast array of assessment, to look at programme-level design and, from that, programme-level assessment. This should reduce over-assessment and duplication of assessment

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Certain criteria are often repeatably assessed because they are easier to assess. So can we drop some of these and create more authentic assessment activities.
Reducing the number of assessments acreoss a course, do we need to assess every module?

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Giving students work experience as part the learning

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Group work that brings students across different disciplines.

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To evaluate individual contributions
of group members

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Use of tools to allow students to do peer assessmnet.
Copack at UCL, feedback fruits, etc.
Understandingwhat is being asssessed (engage to students in setting the criteria(
How groupwork to include in a course, which years and how much.

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Peer assessment and group work.

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Use of students to mark other students work - how could this work

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But getting better

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Used by some programmes for large cohorts

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Reticence over changing types of assessment

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Reticence over changing types of assessment

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Even in person exams present challenges to manage the exam timetable and delivery of exams for large cohorts

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Post grad cohorts ~200 students with 3000 word assignmnets, employ marking teams, arranging teams, moderating marks etc.
Reluctance to change for what works (using plagiarism) - resitstance to chance

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When each unit assessment designed individually

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Yes but can't do that with so many students

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Yes but can't do that with so many students

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Existing examples of assessment practice that offer alternatives to exams/course work are difficult to scale.

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Pandemic saw increases in cohort numbers (example given 300 - 700).
Shared modules across courses, faculties can be very large as well.