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The very idea that some people are better than others!

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The very idea that some people are better than others!

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How did they benefit from previous assessments in terms of joy, compassion, social justice?

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identify and reward skills that students bring that are not usually rewarded eg team work

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we need to change the assessment in education though - students are coming to HE "expecting" a particular model of assessment as they are used to it in schooling

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Showcase each student's choice of topic and the originality of their perspective

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Resist the urge to make everything concrete and certain. Support the uncertainty that leads to creativity and uncertainty. Uncertainty is an important emotion to manage, and is a critical part of good work/achievement. Don't ignore the anguish of this, but positively engage with this and support students to make the most of this stage of their work.

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support students with feedback literacy

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Finding ways to include student voice within the creation of rubrics (aware of the challenge of doing this within validation cycles)

Also having a range of assessments where possible - finding ways to diversify e.g. including options for presentations etc (as a support to essay based assessment - esp in discp like philosophy/theology)

i think transparent processes and global upskilling/ supporting to understand assessment offered as standard not as a "failed" opt in with the library team for eg

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By openly and earnestly allowing our students to make/write/examine what they care about. This isn't, as some critics would characterise it, 'letting them do whatever they want', but rather, empowering them to THINK about what they want to do, to DISCUSS why they care about this, and to EXAMINE what they have done, why, and to what effect.

# data[].attributes.subject
By openly and earnestly allowing our students to make/write/examine what they care about. This isn't, as some critics would characterise it, 'letting them do whatever they want', but rather, empowering them to THINK about what they want to do, to DISCUSS why they care about this, and to EXAMINE what they have done, why, and to what effect.

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Understanding students' motivation for studying a course can help shape assessments for social justice.

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Get to really know our students (really know)!

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Get to really know our students (really know)!

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And recognise (celebrate!) differences.

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Work on developing both teachers' and students' feedback literacy. The feedback process is a potential source of harm if not done appropriately. Feedback can be positive, and collaborative and is such an important and empowering part of assessment.

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use assessments that relate to professional practice in the discipline eg that will support students to "think like a psychologist"

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thoughtful feedback/comments with the grading can be more helpful than a strict rubric - allowing for student creativity as well - not a one size fits all

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thoughtful feedback/comments with the grading can be more helpful than a strict rubric - allowing for student creativity as well - not a one size fits all

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And for the importance of self-assessment

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Celebrate progress on assessments from the first moment to the last. Help students to celebrate each other and find joy in the achievements of other people, and then they will find more joy in their own.

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Resist ever more precise criteria description

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Resist ever more precise criteria description

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without fear of "you bring my grade down" maybe we can see peer support and compassion for others?

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Students need to be more informed for the purposes of the assessment in greater detail

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Students need to be more informed for the purposes of the assessment in greater detail

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co-design the assessment task with students . ask them what THEY value 

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co-design the assessment task with students . ask them what THEY value 

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Students co-creating their own assessment task. Creating opportunities for links between theory and practice

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Provide students with the opportunity to make choices in their assessments, develop their autonomy and sense of responsibility.

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Model joy, compassion and caring in working with students on their assessments. Students are amazed to know that I can be excited by their work, and then they begin to link my own excitement with their own. So when they feel excited by their work, they know they are really onto something. In this way, we scaffold and guide students to making authentic choices in their assessments

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Instil a love of learning and use the phrase LOVE of learning

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Instil a love of learning and use the phrase LOVE of learning

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Only ask questions if care about the answers

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Formative assessment & assessment literacy

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Formative assessment & assessment literacy

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This plays such a key role in preparing students for summative assessments, developing their capabilities and creating understanding of what is required

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Identify and share moments of joy with students in the learning process!

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Identify and share moments of joy with students in the learning process!

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Make explicit links to societal value of assessment in brief/LOs/rubric (and encourage students to actively engage with such docs). I didn't mean assessing the values per se (!), just trying to signpost them more explicitly to students.

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It worries me that our students need to be good at knowing how to succeed at assessment - leads to 'gaming' and away from authentic, honest engagement

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In contexts where we still need to provide marks to boards on the 0-100 scale, how do colleagues administer pass/fail...? Give passes 100% and fails 0? Do colleagues who are not interested in this approach lament the impact of a nominal 100% on honours calculations or year averages etc...?

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In contexts where we still need to provide marks to boards on the 0-100 scale, how do colleagues administer pass/fail...? Give passes 100% and fails 0? Do colleagues who are not interested in this approach lament the impact of a nominal 100% on honours calculations or year averages etc...?

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I think students need to learn how to identify the quality of their for themselves work is and grading makes them dependent on someone else to validate their work.

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we don't help students to trust in our professional judgement, or their own judgement if we pretend assessment is objective etc

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can create additional stress and activities if students are not happy with or do not understand how their grade has been arrived at. appeals and complaints can be stressful for all involved, especially students

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grading measures the endpoint, not necessarily the journey

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It might suggest students' knowledge level relative to student cohort and not necessarily show students' potential.

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feedback wording that does not offer support/ clarity/ encouragement

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Students fearing there may be bias in the marking, creating anxiety and stress.

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Students fearing there may be bias in the marking, creating anxiety and stress.

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This is really interesting, thank you. I am (in the context of an arts degree) trying to 'ungrade' as much as possible for all the reasons discussed today, but still work in a system where I need to provide a grade at the end of it. One way of trying to get around this is to have students mark themselves - with a lot of support - and that mark sticks. The harm that this causes, however, is that some students still want to be part of a bell-curve, and thus some students resent their 'less-able' peers being able to get 'good marks'. Such an uphill struggle to break the impact of many years of hierarchical grading that has come to be normalised (if not normative) in their minds.  

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This is really interesting, thank you. I am (in the context of an arts degree) trying to 'ungrade' as much as possible for all the reasons discussed today, but still work in a system where I need to provide a grade at the end of it. One way of trying to get around this is to have students mark themselves - with a lot of support - and that mark sticks. The harm that this causes, however, is that some students still want to be part of a bell-curve, and thus some students resent their 'less-able' peers being able to get 'good marks'. Such an uphill struggle to break the impact of many years of hierarchical grading that has come to be normalised (if not normative) in their minds.  

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I think we pretend that assessment encourages learning - but it's the work, not the assessing of that work which is important?

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stifles creativity when students need to meet certain criteria, but equally students sometimes feel lost when the criteria aren't clear or structured

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stifles creativity when students need to meet certain criteria, but equally students sometimes feel lost when the criteria aren't clear or structured

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anxiety caused by exams, especially if they are the only assessment used

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International students can feel unmotivated or unequal when being assessed to same standards as those whom English is first language

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lack of openness/ clarity about what results mean and what opportunities there are for resitting assessments

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Focusing on their grade and not learning, limiting their creativity.

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Focusing on their grade and not learning, limiting their creativity.

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Students are manipulated to demonstrate some pre-defined version of learning and achievement, rather than express their own position, understanding, process and be celebrated for that

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assessment is always an exercise of power. it is not about the assessment itself but Assessment as a social structure 

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assessment is always an exercise of power. it is not about the assessment itself but Assessment as a social structure 

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Are students given option to show how they meet LOs in a way that is suitable for them? If assessments are not inclusive the consequences can be very serious.

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The systemic inequalities of assessment practices with respect to EDI aspects (students with caring responsibilities; medical needs; jobs etc) are not considered within HE section other than adjustments. Need to give students more autonomy/choice/agency around assessment design and assessments methods PLUS the type of assessment that best demonstrates their own learning & understanding. Without it, assessment exacerbates ALL of those EDI issues too. 

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The systemic inequalities of assessment practices with respect to EDI aspects (students with caring responsibilities; medical needs; jobs etc) are not considered within HE section other than adjustments. Need to give students more autonomy/choice/agency around assessment design and assessments methods PLUS the type of assessment that best demonstrates their own learning & understanding. Without it, assessment exacerbates ALL of those EDI issues too. 

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causing anxiety by using terms (eg evaluate, discuss etc) without having a dialogue with student about what they mean in the context of the assessment.

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anxiety around high stakes assessment (i.e. modules where an essay is 100% of their grade), especially for international students

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anxiety around high stakes assessment (i.e. modules where an essay is 100% of their grade), especially for international students

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Demotivation resulting in disengagement

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focus on GPA and not learning

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Pressure on academics and administrators with additional processes, regulations and compressed timescales to complete assessment work

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Not considering the different needs of students and not offering varied assessment methods to fit different students.

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an emphasis of getting the grade rather than focussing on the learning

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I worry that we send messages that encourage 'reproduction' rather than transformation - of the self but also of the wider educational landscape

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Writing competence colours the marker's judgement across every submission

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Creating feelings of failure and inadequacy through fostering competition.

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I think there is a a question not necessarily about the assessment itself causing harm but the processes around the assessment - in terms of equal access and engagement with support around assessment (e.g. making use of tutorials, study support etc) i wonder if pass/fail changes engagement with these processes for the better?

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different expectations from different assessors add to anxiety and inequity

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different expectations from different assessors add to anxiety and inequity

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I think this was Paul Gilbert's phrase

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the term academic misconduct being used when students do not have confidence /skills/ understanding to use their own voice

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Risk that students may engage in this, knowingly or otherwise, if not sufficiently educated about plagiarism- can lead to a great deal of stress and anxiety.

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Can be really unclear as to what is required, but also fosters an unneccesary competition and need to be the best. Some students feel they have failed if not the best or near the top

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Feeling a low grade may cause students to be removed from a course or not progress onto their professional course

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Feeling a low grade may cause students to be removed from a course or not progress onto their professional course

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Carry implicit asssumptions about about who are studenrs are

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Carry implicit asssumptions about about who are studenrs are

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it's the fear & pressure associated with grading that concern me

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it's the fear & pressure associated with grading that concern me

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not all assessments are equally accessible or authentic.

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My students need a specific grade to access their next course and they can be devastated by a B- that's not a B as they feel they have lost their chance of success

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Reduction in confidence in the perfectionist student

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Reduction in confidence in the perfectionist student

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Potential for negative impact on wellbeing - e.g. feedback may not be received as developmental, but instead perceived as an attack on the individual

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Creates a barrier to authentic engagement with learning/experience

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Creates a barrier to authentic engagement with learning/experience

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we have to assess against particular knowledge and professional trait standards (externally set). I worry that this reinforces existing inequities through 'othering' narratives.  I'm not sure how we mitigate for this in our assessment practices - lots to take away from this morning already!

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By not offering students a choice in assessment medium or opportunities to demonstrate their knowledge, skills or understanding in different ways

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How might our assessment practices cause harm?

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How might our assessment practices cause harm?

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What can you do to bring compassion/ joy/ social justice into assessment?  

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What can you do to bring compassion/ joy/ social justice into assessment?  