Join us for an engaging and collaborative session focused on improving assessment practices in ways that actively support student self-regulation. We’ll begin with a short panel conversation exploring practical strategies for rethinking:
(1) assessment task design,
(2) enhancing assessment briefs, and
(3) making feedback more meaningful and actionable.
This session is part of a wider initiative at Ravensbourne University London to explore what makes assessment ‘better’—not just in theory, but in practice. We’re particularly interested in how assessment can help students plan, monitor, and evaluate their own learning: the core elements of self-regulation. This panel will review our ongoing institutional journey to develop and implement a ‘Better Assessment Toolkit,’ created collaboratively by staff and students.
Following the panel discussion, you will be invited to contribute your reflections, experiences, and ideas via a shared interactive wall.
We look forward to your contributions as we ask: How can we make assessment better?
This work follows and expands on prior research and projects by Evans and Waring (2024), which emphasizes self-regulatory approaches to assessment; Gilbert and Maguire (2016), who provide guidance on designing effective assessment briefs; and Rust, Price, and O’Donovan (2003), who advocate for improving students’ understanding of assessment criteria and processes. It also draws on Walsh (2021), who highlights the role of effective communication in reducing assessment-related anxiety, and my previous work around inclusive assessment design (Rossi 2023). Additionally, this initiative reflects the principles of compassionate and empathetic assessment design, as outlined by Gachago, Bali, and Pallitt (2022), prioritizing clarity and accessibility to support diverse student needs.
Key References
Evans, C., & Waring, M. (2024). “Prioritising a self-regulatory assessment and feedback approach in higher education”. Research Handbook on Innovations in Assessment and Feedback in Higher Education. Edward Elgar Publishing.
Walsh, E. (2021). “The role of effective communication on students’ emotional response to assessment: Written assignment brief”. La Revue LEeE, 5.
Gilbert, F., & Maguire, G. (2016). “Assignment brief guidelines: developing academic communication to enhance the student experience of assessment”. Assignment Brief Design.
Gachago, D., Bali, M., & Pallitt, N. (2022). “Compassionate learning design as a critical approach to instructional design”. In J. Quinn, M. Burtis, & S. Jhangiani (Eds.), Critical Instructional Design. Hybrid Pedagogy Publishing.
Rossi, V. (2023) Inclusive Learning Design in Higher Education – A Practical Guide to Creating Equitable Learning Experiences. London: Routledge
Rust, C., Price, M., & O’Donovan, B. (2003). “Improving students’ learning by developing their understanding of assessment criteria and processes”. Assessment & Evaluation in Higher Education, 28(2), 147-164.
Please click on the facilitator’s name in the session info to view their bio.
This session will be recorded and shared on the website and on our YouTube channel
