Assessment and feedback is a troublesome area in the HE sector. Repeated National Student Surveys (2005, 2006, 2007, 2008, and 2009) show that students are least satisfied with this aspect of their experience, researchers point out that practices are not underpinned by pedagogical theory (Rust, 2007), and staff frequently feel that they are overburdened with increasing marking loads and fewer resources.

In this context the Write Now CETL has been pursuing a substantial body of research looking at the issue mainly from the perspective of academics. Since this work is not a ‘project ‘in the usual sense but rather a series of inter-connected research studies with one common theme, this CETL guide is intended to be read as an overall summary of evidence for informing practice. It will be of use to all who have an interest in assessment at higher education level. More specifically, it is intended for:

• Lecturers who are interested in changing their assessment practice at the level of the courses they run
• Heads of department and senior managers who are interested in strategic change related to assessment
• Staff developers and Post-Graduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) leaders/tutors who are interested in seeing how theoretical understandings of assessment pedagogy can be implemented when participants return to their departments and disciplines
• Researchers who are interested in our methodologies and/or research tools for furthering their own assessment research.

Click here to download a PDF of the Write Now CETL guide on Assessment, feedback and marking practices