Core elements of assessment & feedback

What is assessment and feedback and why it is important; University of Edinburgh assessment and feedback principles and priorities; and programme-level assessment.

What is assessment and feedback?

This may seem obvious: universities teach and need to assess student learning to grade and award degrees and other qualifications. We need to know our students are learning what they need to learn and have good preparation for their future lives and careers. Both modes of assessment and feedback can have a big influence on how students work. Broadly there are two categories of assessment: summative and formative.

Summative can be seen as assessment of learning and often happens at the end of a course and determines what grades they get. Formative assessment is intended to help students learn (assessment for learning) and it can both give them a sense of development and help them learn and practice new things. Ideally, through experience, students start gauging the quality of their work and can make their own evaluations of their learning (assessment as learning).

Feedback is part of the assessment process that can help students in their learning. Typically, this is made up of comments on work students have completed and is intended to help them improve their work in future.  Feedback can more productively be seen as a process of dialogue between students and teachers rather than as a commodity produced by teachers for students. Feedback information can come at any time and from any source.

Why is it important?

Assessment and the feedback students get can be a big influence on their behaviour and experience of studying at university. They are both important elements of coherent course and programme design. Good assessment and feedback practices can help our students learn, motivate them to engage and develop their own independence and agency. Your assessments should offer students a chance to articulate the Skills for Success that they have developed on your course. This is important to allow students to capture learning that can sometimes be hidden within the discipline content. You’ll see below that the University has developed some assessment and feedback principles and priorities that will help enhance not only our assessment and feedback practices but also connect with the other sections of this site.

Assessment and Feedback Policy

The University's Assessment and Feedback Policy outlines a set of principles that underpin Assessment and Feedback Practice at the University:

  • Alignment and Coherence: assessment aligns with learning outcomes and supports coherent progression across the student journey.
  • Standards and Integrity: assessment evidences learning while upholding academic integrity and standards.
  • Consistency and Fairness: assessment and marking are applied consistently and fairly for all students.
  • Inclusivity and Equity: assessment is inclusive by design, enabling all students to demonstrate their learning equitably.
  • Clarity and Transparency: assessment expectations, criteria, and processes are clearly communicated to students, enabling them to understand what is required of them.
  • Learning and Development: assessment and feedback support reflection, improvement and ongoing learning.
  • Meaningful and Relevant: assessment prioritises tasks that are meaningful, realistic and connected to real-world or professional contexts.
  • Manageable and Sustainable: assessment and feedback practices are effective and manageable for both students and staff.
  • Evaluation and Enhancement: assessment and feedback practices are regularly 
    reviewed and improved using evidence and feedback. 
     

Programme-level assessment

What is it?

Planning, conducting and overseeing assessment and feedback holistically across programmes rather than focusing on assessment at the course level. This means assessment and feedback can build progressively on experience across the programme lifecycle.

Why is it important?

Programme-level assessment allows mapping of assessments across the whole programme which can be important in identifying overassessment, deadline log jams and other pressure points. It can help study across a programme to be experienced as a coherently joined up experience for students. Ensuring students have a coherent learning experience across a whole programme helps them to develop their own understanding of the assessment process and to experience feedback as part of a developmental journey. This, in turn, can lead to enhancement of the educational experience and promote greater student satisfaction.

Programme learning outcomes can be tested across programmes in a more holistic way through programme teams working and planning together above the level of the course. It can also help to reduce both staff and students’ workloads through removing unnecessary elements.

For more details, you can read the following resources:

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