Introduction
Here we provide guidance around how staff can reflect on and review the assessment experience and delivery at both module and course level as well as guidance to staff around how feedback from various sources can be used to inform future design and delivery of assessment.
Assessment and Feedback reflections
Review, evaluation and the continuous improvement of assessment is an essential activity to assure the quality of the student experience and to maintain standards. Annual Review of assessment operates in the same way as the University’s Annual Review process and at the same levels through a hierarchical reporting structure of
♦ Module ♦ Course ♦ School/Institute ♦ College ♦ Institutional Level
This allows module leaders to review the assessment performance of their module, course leaders to review their course and the performance of the modules contributing to it and so on through all levels of the University’s organisation.
The main aims of the review process are to allow module and course leaders to review and reflect on the whole assessment lifecycle and other aspects of course and module performance and to identify actions for enhancement. In line with the continuous improvement approach adopted by the university this can take place at any time throughout the year and course improvement plans updated with actions to support timely enhancement to the assessment experience.
When it comes to reviewing and reflecting on assessment, key information can be gained from student and staff feedback throughout the academic year that can inform future delivery of your course and module.
Annual Review
The monitoring and evaluation and the continuous enhancement of all the University’s award-bearing provision is an essential activity to assure the quality of the student experience and to maintain standards.
Course and Module Review (CMR)
There is no longer a requirement to complete module review forms as a discreet process. Instead, it is essential to hold a CMR meeting (formerly known as Review of Reports) for every course. These should be attended by the course leader, module leaders, and the external examiner where possible. This process is linked to the Annual Review. For more information read the guide on Course and Module Review Meetings.
Module Evaluation Questionnaires (MEQs)
Module evaluation is a comprehensive and systematic process to provide module leaders with anonymous feedback from the students studying their modules. It is an important part of the quality assurance and enhancement of the University’s academic provision and provides a mechanism for collecting feedback from students on their learning experience and their perceptions of the delivery of teaching. Module evaluation is used to support module review, and reflection on module delivery.
School/Institute Periodic Reviews
The periodic review or School/Institute Periodic Review is one of the processes through which the University assures itself that the academic quality and standards of its award-bearing provision are maintained.
Student attainment and student voice forums
Student Representatives - work with your student reps on feeding into module and course discussions.
Student Engagement guidance – support students to make the most of their learning.
Listening Rooms – a sector-leading method designed to capture students’ voices and learn about their experiences.
Student Surveys
The Student Experience, Teaching & Learning (SETL) Operations team are responsible for the operational delivery and analysis of a number of statutory and internal surveys, such as:
The National Student Survey (NSS)
Module Evaluation Questionnaires (MEQs)
The Postgraduate Taught Experience Survey (PTES)
The Postgraduate Research Experience Survey (PRES)
Graduate Outcomes Survey
Coming soon – Apprenticeship Satisfaction and Exit Surveys
External Examiners
External Examiners are also expected to provide feedback and comment on good practice observed and to suggest actions to enhance the quality of the learning opportunities provided to students.
Academic Quality and Standards (AQS): External Examiners – for guidance and resources.
College and School/Institute
Each college and school/institute have their own structures that support module and course teams/leaders.
Next steps
- When reviewing your approach to assessment and feedback for the next academic year, you could consider questions such as:
- Is there a good range of assessment task types set across the course and can some creativity be built into the assessment task?
- Are assessment deadlines spread out through the academic year to avoid bunching?
- Do all module leaders make assessment criteria and assessment statements available to students in advance of the module commencing?
- Can you engage students in designing the assessment criteria and assessment statement?
- Which feedback approaches allow you and your course/module team to easily feedback online?
- Do all the modules fit together across levels and throughout levels to allow for student skill development and will changes to the design of the course/module help the students achieve the learning outcomes set?
Once you have completed your course/module review, this information can feed back into the Assessment Lifecycle, providing an iterative process to inform your future module/course.
