In this third episode of our mini-series on rethinking assessment and feedback, we are joined by Karen Barton, director of the learning and teaching innovation centre at the University of Hertfordshire.
Karen shares some of the feedback they have had from students on assessment including, providing authentic assessment, providing personalised assessment where possible and changes to the workloads/phasing of assessment.
We then discuss a recent consultation and review that the university has taken to help identify the changes needed to support their vision for teaching, learning, and assessment. The review helped develop the ‘Herts learning principles’, which were created to help address some areas that the university sees as important in the future, with one of these principles being around how they harness technology to support their strategy.
We also discuss how the university is supporting staff to take these new assessment practices forward, discussing how they created an assessment experts group within the university to provide policy outputs, direction, and guidance for staff.
Lastly, Karen shares what she thinks are the critical success factors that need to be in place within an institution to help realise affective assessment and feedback.
- Read the assessment and feedback higher education landscape review
- Read our guide on the Principles of good assessment and feedback
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Director of the learning and teaching innovation centre at the University of Hertfordshire
Head of learning and teaching transformation, higher education, Jisc
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Digital campaign manager, Jisc