Grade Based Assessment in ACES

We continue to develop a comprehensive library of online case studies for academics which share innovative assessment practice across faculties.

The fourth assessment design case study focuses on how the introduction of Grade Based Assessment (GBA) in Art and Design is improving the student experience.

Case study

gba

Written by Simon Clark, Roger Eccleston and James Corazzo, the case study focuses on the use of GBA and its benefits, which include:

  • Encourages staff to make wider use of the marking range.
  • Students can easily and consistently see how well they are doing across all the modules that they are studying.
  • By reviewing their grades, students are able to determine more easily if their module performance is consistent with the degree class that they are aiming for.
  • Staff using written descriptors with grades that relate directly to final degree classifications make assessment decisions clearer and improve the usefulness of the feedback to students.

Please contact us if you have any innovative assessment design practice that we can share via a case study.

Formative assessment – modelling assessment on the real world

We continue to develop a comprehensive library of assessment design case studies for academics, which share innovative assessment practice across faculties.

This latest case study focuses on formative assessment and feedback and how it is used to model the approach of the outside world in teacher education.

Case study

formative

Written by Rebecca Hodgson (Department of Teacher Education), the case study focuses on the use of a range of formative assessment, providing students with the opportunity to attempt tasks and receive feedback prior to summative assessment tasks being submitted. These formative tasks include observations, peer-assessment, tutorials, workshops, presentations and debriefs.

“Time spent giving formative feedback is usually more effective than feedback given on the final assessment. We have found that using a range of formative assessment throughout the academic year can be less time-consuming than the writing up of detailed summative feedback, when many more assessments are due in at the same time.”  Rebecca Hodgson, Principal Lecturer and Head of Academic Development.

Please contact us if you have any innovative assessment design practice that we can share via a case study.