Assessment and feedback is one of four priority areas within the Shaping Futures pillar of University Strategy.

The Course Assessment and Feedback Experience (CAFÉ) project supports course teams to understand the assessment and feedback practices operating across their course and highlight the student experience. This will be used to identify and implement strategic changes to assessment and feedback practices.

The project draws on established approaches developed to enhance assessment and feedback practice; these include the TESTA model (Transforming the Experience of Students Through Assessment) (Jessop, El Hakim, & Gibbs, 2014; Jessop, 2012)[1].

CAFÉ Project components

Student Interns identifying and appointing interns for assessment and feedback
Perceptions and experiences surveying and conducting focus groups with the course’s students to find out their perceptions and experiences of assessment and feedback
Data review reviewing extant data related to students’ experiences of assessment and feedback
Mapping across and between levels engaging the course team in an exercise to map the assessment and feedback practices operating across and between levels on the course
Solution collaboration and implementation designing and implementing solutions in collaboration with students to enhance the assessment and feedback experience

The focus of the project centres around

  • quantity of assessment
  • balance between formative and summative assessment
  • variety and distribution of assessment
  • impact of assessment on student effort, feedback practices
  • relationship between these factors and students’ overall perception of their degree

[1] Jessop, T. (2012). NTFS Project final report TESTA (2009-12). Transforming the experience of students through assessment. Retrieved from: Project_Final_Report_TESTA_2009-12_

Jessop, T., El Hakim, Y., & Gibbs, G. (2014). The whole is greater than the sum of its parts: a large-scale study of students’ learning in response to different programme assessment patterns. Assessment & Evaluation in Higher Education, 39(1), 73-88.