SoSS Teaching and Learning / Scholarship / Roadmap / Assessment and Feedback

SoSS Teaching Roadmap

Assessment and Feedback

Colleagues must be effective in setting and marking assessment to deliver student progress and contribute to learning.  They must ensure that disabled students receive adjustments detailed in their University Support Plan.  Colleagues must deliver quality and timely feedback to students in line with the Policy on Feedback to Undergraduate and Postgraduate Taught Students, that is as personal as possible to the individual student and enables them to reflect on their skills and performance regardless of background, identity, personal characteristics or ability on entry.  Assessments and feedback must be delivered in line with the requirements of the University’s Assessment Framework. 

Note:

  • Some of the activities below could be co-created with students.
  • Choices and innovation should be the product of understanding of pedagogical insights/literature
Activities Descriptor 2 (Fellow) Descriptor 3 (Senior Fellow) Descriptor 4 (Principal Fellow)
Designing module assessment Designing, vetting and marking assessment that appropriately tests the acquisition of ILOs is a normal activity expected for any lecturer. Ensuring the appropriateness and rigour of the assessment of a department/programme is normally the responsibility of exam officers and is an example of advanced activity.  
Awareness (and implementation) of a variety of assessment types and implications in terms of ILOs, EDI, digital skills, employability Designing innovative assessment that is inclusive and appropriately tests/supports the development of employability and soft skills is a normal activity expected for any lecturer. Sharing positive and innovating types of assessment among colleagues (including outside of the own department) in workshops and scholarship literature is an example of advanced activity. Chairing T&L/Programme Committees (at Department, School and Faculty levels)  and contributing to the assessment structure are examples of strategic leadership.
Service as external examiner   Serving as external examiner for a module (or set of modules) is an example of advanced activity. Serving as external examiner for a degree programme or as reviewer for the approval of a new degree are examples of advanced activity.
Service as exam officer Ensuring that regulations are followed is the setting up and marking exams is a normal activity expected for any lecturer. Leading the assessment and feedback culture and practices in a department, supporting the T&L leads, is an example of advanced activity. Contributing to policies and regulations to address Assessment and Feedback in a School/Institution are examples of advanced activity.
Designing ways of feedback delivery (e.g. feedback sessions, rubrics, peer-marking, etc.) Designing feedback practices that are effective and inclusive s a normal activity expected for any lecturer. Sharing positive and innovating feedback practice among colleagues (including outside of the own department) in workshops and scholarship literature is an example of advanced activity.

Chairing T&L/Programme Committees (at Department, School and Faculty levels) and contributing to the assessment structure are examples of strategic leadership.

 
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