Learning and Teaching Innovation Centre

Assessment for Learning


My Course > LEARNING AND TEACHING INNOVATION CENTRE > Guidance, Resources and Toolkits > Assessment and Feedback > Assessment for Learning

In 2012, the University separated the mandatory aspects of the UH Academic Regulations for Undergraduate and Taught Postgraduate Programmes from the Assessment Principles. The mandatory aspects have been incorporated into UPR AS12 whilst guidance aspects have been aligned with the Assessment-for-Learning Principles.

University of Hertfordshire Assessment-for-Learning Principles 2012. These principles suggest that good practice in Assessment-for-Learning: 

  1.          Engages students with the assessment criteria
  2.          Supports personalised learning
  3.          Ensures feedback leads to improvement
  4.          Focuses on student development
  5.          Stimulates dialogue
  6.          Considers student and staff effort

The guidance document aims to support staff to deliver an enhanced assessment process that values assessment for learning. The document has been developed from the pedagogic evidence of assessment for learning principles synthesised (mainly) from the work of Gibbs and Simpson (2004), Nicol (2007) the NUS (2010) and the Weston Manor Group (2007) and the Student Experience Strategy (UH, 2011).

UH Assessment-for-Learning guidance and principles (1862.6kb)
This document details the UH 'Assessment-for-Learning' principles and gives guidance as to how they can be used to support and develop good teaching practice.
Comments or suggestions for improvement on this guidance would be welcome; please send these to the Assessment Team via Julie Vuolo on j.c.vuolo@herts.ac.uk

LTI presentation on Assessment-for-Learning (1191.5kb)
A copy of the slides used in the Assessment-for-Learning workshop.

A marked improvement - transforming assessment in HE (2159.5kb)
A 2012 publication from the HEA essentially about moving assessment into the 21st century. Areas covered include a discussion about the value of formative assessment, the need for authentic assessment,the importance of developing graduate attributes and the role of technologies to enhance assessment.

QAA Understanding Assessment (277.4kb)
A useful guidance document from the QAA.

* Enhancing the seminar experience through preparatory assessment tasks (234.3kb)
Case study on using preparatory assessment to ensure early engagement with subject material

Assessment and Feedback at a Distance
This is a very rough recording of the LTI workshop on Assessment and Feedback at a distance which was held on 8th December 2010

Engaging students with assessment and feedback
Professor Chris Rust, Oxford Brookes, leads an excellent seminar on engaging students with assessment and feedback. The video is in three sections of 10-15 minutes each.

Assessment Equivalency guidance
This document provides guidance on assessment equivalency by considering student effort required to complete assignments. It has been adapted from documentation initially developed and used within the Faculty of Health and Human Sciences.

Assignment submission - uploading offline assignment marks (116.9kb)
This short 'text and screen shot' guide explains how to upload marks to StudyNet for assignments that have not been set up in the electronic assignment portal.

Assessment Efficiency - Resource Comparator (5357.1kb)
A tool to help you estimate staff effort involved in different types of assessment

Assessment & Feedback Benchmarking Tool
This tool was produced by the National Union of Students in 2013. The tool uses the NUS's 10 principles of effective feedback and assessment with markers of progress against which teachers and others can measure practice and progress.

Assessment Brief Checklist (1214.6kb)
The Centre for Academic Skills Enhancement (CASE) and the LTIC have developed an Assessment brief checklist for staff to ensure they have provided enough information to enable the students to do the assignment. The checklist can be used alongside the Top Tips for designing assessments.