Designing better assessment
  • Plymouth campus

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If assessment is ‘done right’ it can be a hugely powerful tool for learning (Gibbs and Simpson, 2005). The idea here shifts from simply testing what has already been learned towards making assessment an integral part of the learning process.

This session will share findings from the TESTA project which recommend key underpinning principles of a successful assessment strategy (Jessop, Hakim & Gibbs, 2011). It will invite participants to share examples of innovative assessment practice within the disciplines, and identify where there are opportunities to develop better inclusive assessment for learning without compromising academic or professional standards (Waterfield and West, 2006). 

This session will:

  • explain the rationale behind assessment for learning
  • review current assessment practice
  • explore a variety of assessment methods
  • consider the assignment brief
  • examine the use of marking rubrics
  • talk through the process of marking and moderation.

For further information please contact Pollyanna Magne ( or Jane Collings (

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