[et_pb_section bb_built=”1″ admin_label=”section” fullwidth=”on” _builder_version=”3.17.6″ next_background_color=”#000000″][et_pb_fullwidth_menu menu_id=”7″ submenu_direction=”downwards” fullwidth_menu=”off” module_class=”main-navigation” _builder_version=”3.0.106″ background_layout=”dark”]<\/p>\n
[\/et_pb_fullwidth_menu][\/et_pb_section][et_pb_section bb_built=”1″ module_class=”header-image-section” _builder_version=”3.0.74″ custom_padding=”0px||0px|” custom_css_main_element=”padding-top:0px” transparent_background=”off” prev_background_color=”#000000″ next_background_color=”#000000″][et_pb_row custom_padding=”||0px|” custom_margin=”||0px|” parallax_method_1=”off” module_class=”header-image” _builder_version=”3.0.47″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″][et_pb_image src=”https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-content\/uploads\/sites\/205\/2024\/07\/assessment.jpeg” show_bottom_space=”off” _builder_version=”3.17.6″ border_color_all=”#ffffff” custom_margin=”0px|||” animation_direction=”left” use_border_color=”off”]<\/p>\n
[\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ _builder_version=”3.0.74″ custom_padding=”||0px|” transparent_background=”off” prev_background_color=”#000000″ next_background_color=”#000000″][et_pb_row custom_padding=”||0px|” custom_margin=”||0px|” parallax_method_1=”off” module_class=”breadcrumbs-row” _builder_version=”3.0.47″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″][et_pb_text admin_label=”Breadcrumbs (do not remove)” module_class=”breadcrumbs” _builder_version=”3.0.87″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” custom_css_main_element=”border-bottom: 1px solid #ececed;” use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\nHumanities Teaching and Learning Blog<\/a><\/span><\/span>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ _builder_version=”3.0.47″ prev_background_color=”#000000″ next_background_color=”#1d1d1d”][et_pb_row _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”3_4″][et_pb_text admin_label=”Title -Assessment Design” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” use_border_color=”off”]<\/p>\n Whether you are amending an existing assessment or developing a new assessment from scratch, learning designers can support you with the process.<\/span><\/p>\n For major amendments, including assessment amendments, we work alongside colleagues in the Teaching Learning Support Office and the Quality, Standards, Design and Enhancement (QSDE) committee to support you through each stage of the approval process.<\/span><\/p>\n Read more about\u00a0TLSE and the QSDE approval process<\/a><\/span><\/p>\n You may also find this 5 minute video from Louisa Dawes (SEED AD for Assessment in SEED) a helpful introduction to\u00a0Integrating Assessment into Teaching & Learning<\/a>. It has some useful examples of formative assessment as well as an overview of foundational assessment principles.<\/span><\/p>\n<\/div>\n<\/div>\n [\/et_pb_text][et_pb_accordion _builder_version=”3.17.6″][et_pb_accordion_item title=”Evaluate an assessment strategy” open=”on” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em”]<\/p>\n You may wish to review and evaluate your assessment strategy–perhaps you’re updating a unit or programme, or you feel the current strategy isn’t meeting student needs. You may wish to embed University goals such as digital capabilities, employability, inclusiveness, and sustainability. So, where do you start?<\/span><\/p>\n Here are some key questions to help you begin your assessment review:<\/p>\n For further information and guidance, please<\/span>\u00a0<\/span>book a consultation\u00a0<\/a>to get you started.<\/span><\/p>\n See also the HTA Assessing Online page<\/a><\/span><\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Design \/ re-design an assessment” open=”off” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em”]<\/p>\n You may be designing a new assessment for an existing or a new course unit. In both cases, there are some steps you can take to ensure that the assessment you design sits appropriately in a wider (programme) assessment strategy.<\/p>\n Designing a new assessment means first understanding the constraints which exist in the form of university, faculty or school regulations or guidelines such as the Maximum Summative Assessment policy, the Attendance and Participation policy,\u00a0 programme and unit learning outcomes, and the precise nature of the methods you plan to use to measure achievement.<\/p>\n Learning Design can support you to explore :<\/p>\n For further information and guidance, please<\/span>\u00a0<\/span>book a consultation\u00a0<\/a>to get you started on your assessment design journey.<\/span><\/p>\n See also the HTA Assessing Online page<\/a><\/span><\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Explore student co-creation of assessment” open=”off” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em”]<\/p>\n If you are thinking about involving students in the evaluation or redesign of your assessment strategy or design, great! There are many potential benefits to this from both a student experience and a pedagogical perspective.<\/p>\n For further information and guidance, please see our Student Co-creation<\/a> page or book a consultation\u00a0<\/a>to get you started on your co-creation journey.<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Assessment Toolkit (Flexible Learning Programme)” open=”off” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em”]<\/p>\n A one-stop-shop resource for assessments has been developed by the FLP (Flexible Learning Programme)<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Explore AI resistant assessment” open=”off” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em”]<\/p>\n AI-resistant assessments are designed to minimise the risk of academic dishonesty facilitated by AI tools. These assessments focus on critical thinking, creativity, and real-world application, making it difficult for AI to generate valid responses.<\/p>\n AI-detection tools<\/strong> struggle to keep up with rapidly evolving AI systems, making it hard to catch all AI-generated content. They also raise ethical concerns, like privacy issues and the risk of wrongly accusing students of cheating.<\/p>\n AI-resistant assessments<\/strong> are designed to be difficult for AI to complete, promoting genuine learning. They focus on tasks that require real-time demonstration of skills, critical thinking, and problem-solving, which helps maintain academic integrity and develop valuable skills.<\/p>\n Key Approaches<\/strong><\/p>\nAssessment & feedback<\/h1>\n
Reviewing an assessment strategy<\/h3>\n
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AI-Detection or AI-Resistant Assessment?<\/h3>\n