how the University of Strathclyde implemented new models of assessment practice:

Assessment principles

Read the 10 principles below and consider them alongside the CU Group Assessment Strategy.

1. Undergraduate student progression from assessment as learning in level one to assessment of learning at level three.

2. Every course will include one or more integrative assessment points.

3. Synergy of assessment between each level of study and course stage.

4. Transparent and simple assessment points with no prescribed minimum or maximum number of assessments.

5. Identified course stage assessment outcomes.

6. Formative and summative assessment points in all courses.

7. All assessments enable equal attainment opportunities for all students, whether home or overseas and regardless of socio-economic background or ethnicity.

8. Standard maximum marking turnaround times for each level of study.

9. Early and ongoing feedback, including course feedback and feedforward for individual students and groups.

10. The opportunity for an individual mark as a contribution of every assessment.

By taking a course-based approach to assessment, the assessment journey can be made more visible to the course team. What we need to consider, though, is how we will make this visible to the students to get insight into the ‘bigger picture’ of their learning journey.