Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research

The impact of innovative assessment on student experience in higher education is a neglected research topic. This represents an important gap in the literature given debate around the marketization of higher education, international focus on student satisfaction measurement tools and political calls to put students at the heart of higher education in the UK. This paper reports on qualitative findings from a research project examining the impact of assessment preferences and familiarity on student attainment and experience. It argues that innovation is defined by the student, shaped by diverse assessment experiences and preferences and therefore its impact is difficult to predict. It proposes that future innovations must explore assessment choice mechanisms which allow students to shape their own assessments. Cultural change and staff development will be required to achieve this. To be accepted, assessment for student experience must be viewed as a complementary layer within a complex multi perspective model of assessment which also embraces assessment of learning, assessment for learning and assessment for life long learning. Further research is required to build a meta theory of assessment to enhance the synergies between these alternative approaches and to minimise tensions between them

Innovative assessment practice - evaluating and managing the impact on student experience

Summary report from session funded under the HEA 2012 Workshop SeriesThis paper summarises the input and discussions from a workshop which aimed to use the experiences gained from two patchwork text assessment projects undertaken at The University of Derby to explore wider issues relating to the use of innovative assessment. Evidence indicates both quantitative (grade uplift) and qualitative improvements in learning from these projects. Students reported a range of benefits including improved focus on learning outcomes, management of the learning process and feedback to help understanding and improvement of performance. Developments were also reported to a range of supporting study skills and confidence. However the impacts were not all positive with concerns raised about perceived additional workloads, the use of technology and over reliance on tutor feedback. The report suggests the introduction of innovative assessment practices needs to be carefully considered. Recommendations are discussed around design, at module and programme level, management of workload and student expectations, provision of guidance and feedback and the use of technology. The development of partnership working around new assessment methods and the need for institutional support is emphasised. Developments in innovative assessment need to be supported by further research in a number of key areas highlighted in the report and more effective evaluation mechanisms at group and individual level.Higher Education Academy(HEA