Assessment and Feedback institutional checklist

The toolkit working group will be looking at the usefulness of tools & checklists over the next few weeks so here’s an example just to get us thinking. Comments welcome

Checklist for institutional Self-Assessment

  • Strategy and policy
  • Is your institution’s approach to assessment and feedback articulated in institutional strategy and, if so, at what level institution-wide or devolved?
  • Is your assessment and feedback strategy underpinned by educational principles?
  • What guidance exists to help staff apply the principles in practice?
  • Academic practice
  • Does your institution use consistent templates for assignment briefs, assessment criteria, marking rubrics etc?
  • How and when do academic staff e.g. programme teams discuss and compare approaches to feedback?
  • Does your institution use any audit tools to analyse tutor feedback?
  • How do part time teaching staff develop an understanding of the programme wide approaches to assessment and feedback?
  • What opportunities are there for student/tutor dialogue around feedback?
  • Are academic staff able to view past feedback for a particular student?
  • Learner engagement
  • How are students inducted into assessment and feedback practices and encouraged to develop assessment literacy?
  • What mechanisms for learner self evaluation are promoted and supported?
  • What mechanisms for learner peer evaluation are promoted and supported?
  • How are learners involved in dialogue around developing assessment and feedback practice?
  • Do students have access to personalised information about assessment and/or feedback deadlines for submission and/or returned work?
  • Are students able to view all of their past feedback in one place?
  • Curriculum design
  • Does your institution have any policies relating to the number and type of assessments per module/course?
  • Are learning outcomes for specific modules and courses mapped to scheduled assessments?
  • Does your institution use any modelling tools to look at the balance of formative/summative assessment and the scheduling of assessments across modules and courses?
  • Does your institution have a full overview of its assessment activity and the implications of submission peaks on administrative support and IT systems?
  • Does your learning design implement educational principles e.g. ‘Help clarify what good performance is’ in a teacher centric or a learning centric way?
  • Employability
  • Does your institution use a range of assessment types that mirror actual working practices in the relevant discipline?
  • Is the development of student self and peer evaluative capability valued as an important attribute of employable graduates?
  • Does your institution involve employers in determining what should be assessed?
  • Processes and technologies
  • Does your institution have a policy on online submission and/or feedback/marking?
  • Does your institution have consistent processes relating to the submission, marking and return of assessed work?
  • Do staff have ready access to information about available technologies and ways in which they can support assessment and feedback practice?
  • Are students able to employ an appropriate range of technologies in producing assessed work?

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