The document summarizes a presentation on reimagining assessment and feedback given by consultants from Jisc. It discusses Jisc's current research on trends in assessment, principles of good assessment, results from a poll on concerns in the higher education assessment landscape, examples of how technology can help implement assessment principles, and looking to the future of assessment including what is not yet supported digitally. The presentation engaged participants in activities to discuss tools, examples of good practice, and future support needs.

1. Reimagining assessment and
feedback: future trends
and platforms
Gill Ferrell, Consultant
Simon Walker, Consultant
Sarah Knight, Head of learning
and teaching transformation
Jisc
17 October
2023

2. Getting started
While you are listening to the intro
use the BLUE post-it notes in front of you to list the systems and
tools you are using to support assessment and feedback
• One BLUE post-it per tool
• Include the name of your institution
2

3. Overview of session
• Jisc’s current research into assessment and feedback
• Principles of good assessment and feedback
• Research into current trends (poll results)
• Digital tools to support your practice (activity)
• Feedback and next steps
3

4. Current Jisc activities:
4
Developing future scenarios for assessment and feedback and the
role technology plays
Understanding PSRBs expectations on the use of digital to support
assessment - working with QAA
Developing a maturity model for digital assessment - led by the
Edtech team
A review of specifications and requirements of digital assessment
and feedback systems for UK higher education

5. Direction of travel
• Assessment of learning - the institutional quality-
assured processes that lead to a qualification
• Assessment for learning – learning design
emphasising formative opportunities that feed
forward to future improvement
• Assessment as learning – the lived experience of
students and staff when active learners contribute
to decision-making and are able to monitor and
regulate their own learning
5
The diagram shows how our
emphasis is changing …

6. Principles of good learning, teaching and assessment
What the principle is Ways to achieve this
1
Help learners understand what good looks
like
By engaging learners with the requirements and performance criteria for
each task
2 Support the personalised needs of learners By being accessible, inclusive and compassionate
3 Foster active learning
By recognising that engagement with learning resources, peers and tutors
can all offer opportunities for formative development
4 Develop autonomous learners
By encouraging self-generated feedback, self-regulation, reflection,
dialogue and peer review
5
Manage staff and learner workload
effectively
By having the right assessment, at the right time, supported by efficient
business processes
6 Foster a motivated learning community
By involving students in decision-making and supporting staff
to critique and develop their own practice
7 Promote learner employability By assessing authentic tasks and promoting ethical conduct
Available from ji.sc/assessmentguide

7. Poll findings and reflections

8. Have our concerns changed?
Assessment and feedback higher education landscape
review: survey Oct-Dec 2021.
“A move away from traditional unseen exams to other
forms of assessment has seen many students, particularly
those from disadvantaged backgrounds, perform better” (p
3)

10. Roadblocks to innovating practice?
10

11. What is taking up your time and attention at the moment with
regards to assessment and feedback?
11

12. 12
How effective is your institution’s policy on
use of GenAI?
Guess out of 10?
4

13. Principles of good learning, teaching and assessment…alignments
What the principle is Ways to achieve this
1
Help learners understand what good looks
like
By engaging learners with the requirements and performance criteria for
each task
2 Support the personalised needs of learners By being accessible, inclusive and compassionate
3 Foster active learning
By recognising that engagement with learning resources, peers and tutors
can all offer opportunities for formative development
4 Develop autonomous learners
By encouraging self-generated feedback, self-regulation, reflection,
dialogue and peer review
5
Manage staff and learner workload
effectively
By having the right assessment, at the right time, supported by efficient
business processes
6 Foster a motivated learning community
By involving students in decision-making and supporting staff
to critique and develop their own practice
7 Promote learner employability By assessing authentic tasks and promoting ethical conduct
Available from ji.sc/assessmentguide

14. Is technology helping us put principles into practice?
• Add your BLUE post-its to the posters to show where a tool/system is helping
you implement one of the principles (duplicate the post-it if the same tool is
supporting multiple principles)
• In your groups highlight common ground or significant differences in how
institutions are using A&F tools
• Use GREEN post-its to illustrate good practice examples
• Discuss good practice examples
• Feedback from each group

15. Looking to the future
• Apply ORANGE post-its to the posters to identify:
- What pedagogic activities are not well supported by digital tools at the moment?
- Where are the problem areas (e.g. interoperability, scalability, cost etc)?
• Discuss in your groups what support is needed and how Jisc might help
• Plenary session including feedback from the groups

16. Principles of good assessment and feedback guide
For each of the 7 principles we discuss:
• The context and how technology can support the
principle
• Putting the principle into practice – with examples
from across the HE sector and internationally
• Listen to our Beyond the technology podcasts on
assessment available from
https://www.jisc.ac.uk/podcasts
• Read our report ji.sc/assessmentreport
16
ji.sc/assessmentguide

17. Get in touch …
Gill Ferrell
gill@aspire-edu.org
Simon Walker
sialker@gmail.com
Sarah Knight
sarah.knight@jisc.ac.uk
@sarahknight
Except where otherwise noted,
this work is licensed under CC-BY