Category Archives: Lifecycle

The journey of an assessment

An assessment passes through many hands and even more systems on its way from setting to recording the final mark. Partially because it is so central to teaching and learning, it’s a process that seems unusually complex, and involving many touch points in its electronic form. We’ve sequenced the whole trajectory of a typical assessment … Read more

UK HE system requirements: invitation to suppliers to respond

Jisc and UCISA have been working with universities to develop a statement of requirements to help suppliers understand the needs of UK higher education in relation to the electronic management of assessment (EMA). We have created a template for suppliers to respond to those requirements to help universities better understand the ways in which particular … Read more

EMA at Queen’s University Belfast

Background and context Queen’s University Belfast (QUB) is a broad-based research-intensive institution with 20 Schools, 11 Institutes, 2 University Colleges and 8 Directorates. The student body is primarily full time undergraduates from Northern Ireland. This case study looks at work undertaken in the period 2011 to 2014 as part of the Jisc assessment and feedback … Read more

EMA supporting effective feedback at the Institute of Education (now part of UCL)

Background and context The Institute of Education (IOE) has a reputation as the UK’s premier institution for the education and training of teachers and for educational and social research. Each year over 1,000 graduates train as teachers at the IOE on PGCE courses and over 4,000 embark on higher degrees. Many students are working and … Read more

EMA supporting assessment for learning at the University of Hertfordshire

Background and context The University of Hertfordshire is a large HEI with a student community of over 27,000 including more than 2,800 international students from 85 different countries. The University prides itself on being student-focused with an established reputation for using technology to support excellence in learning, teaching and assessment. Participation in the Jisc assessment … Read more

TRansforming Assessment + Feedback For Institutional Change (TRAFFIC) at MMU

Background and context Manchester Metropolitan University (MMU) is the largest campus-based undergraduate university in the UK with a total student population of more than 37,000. The university offers over 1,000 courses and qualifications, the majority of which have a strong professional bias. In 2010 MMU set up the EQAL Programme: ‘Enhancing Quality and Assessment for … Read more

1. Specifying

Specifying details of a significant course or programme of study (and consequently specifying the assessment strategy within it) is done infrequently. For new courses there may be a considerable time lag (of 1-2 years) between course validation and initial delivery. Often this means that the course is delivered by new staff who have little ownership … Read more

2. Setting

Whilst the overall assessment strategy and approach is specified very early in the life-cycle, there is a process of setting assignment details that needs to occur for each instance of delivery. At this point students are given details, that may take the form of an assignment brief, about precise topics, deadlines, learning outcomes assessed, marking … Read more

3. Supporting

This component of the life-cycle looks specifically at supporting students in the period between setting and submission of assignments (i.e. while they are in the process of completing an assignment) and is thus separate from the more general support that is needed for the business processes and technologies throughout the life-cycle (although it does have … Read more