University assessment and quality assurance

Rethinking assessment strategies? Academics offer guidance on how to give feedback, grading v ungrading, authentic assessment, monitoring student progress, preventing cheating and maintaining academic integrity

A woman working at a desk, viewed from above

Portfolio assessment may be the key to deeper learning

Portfolio assessment has proved to be an innovative way to track students' progress in economics classes, making learning deeper and more meaningful. Here’s how to do it

Belén Pagone, Cecilia Primogerio

Universidad Austral

A woman works on an essay, using her laptop and several books

The renaissance of the essay starts here

In the age of AI, has long-form writing in higher education reached a dead end? Martin Compton and Claire Gordon discuss the unique aspects of the essay and introduce a manifesto to revitalise it

Claire Gordon , Martin Compton

The London School of Economics and Political Science, King’s College London

person using laptop in front of blackboard

AI as a catalyst for assessment innovation

University educators have an opportunity to rethink their approach to assessment, so that artificial intelligence tools support student learning without compromising academic integrity

Zheng Feei Ma, Antony Hill

University of the West of England Bristol

Students working at their laptops in class

Using GenAI tools to refine EAP assessment

There are several tools available to help English for academic purposes assess students’ writing skills. Here is some guidance on how to use a selection of them

Rui Xu (Tiffany) , Mengqi Hu

Xi’an Jiaotong-Liverpool University

Millennial man thinking at laptop

Online tests as a method of engagement in higher education

Continuous e-assessment helps students engage with course materials and reduce procrastination, and offers educators benefits such as automated marking

Panagiotis Giannarakis

University of Southampton

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The Goldilocks effect: finding ‘just right’ in the AI era

When artificial intelligence is embedded into almost every tool students use, how can university educators find the line between misconduct and ethical use? A new approach to assessment is required, writes Kathryn MacCallum

Kathryn MacCallum

Te Whare Wānanga o Waitaha | University of Canterbury

Frustrated student trying to understand her notes

How can we help students manage frustration and build resilience?

Help students not to become discouraged by poor exam results by instilling a growth mindset, helping them plan their time and encouraging self-reflection

Agustina Ortelli

Universidad Austral

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Taking trust to the next level in healthcare assessment

When educating health professionals, the role of trust is paramount. Here’s how we can link entrustment with student consensus grading and programmatic assessment

James Thompson, Amanda Maddern

The University of Adelaide

A student and teacher speaking

Open dialogue about AI in HE is the way forward

The assumption that instructors hold negative views on the use of any generative AI means that important conversations aren’t being had

Florian Stoeckel

University of Exeter

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Peer feedback: a burden for students or route to better academic writing?

Asking students to give anonymous feedback on each other’s work can not only result in better writing skills but also offer them opportunities to try new approaches and refine assessment tasks

Alison Daniell

University of Southampton

An AI traffic light

How to navigate the grey areas of AI ethics

With principles on AI’s use still evolving, universities must navigate a complex ethical landscape. Here are ways they can help shape responsible application of the tool

Lakshmi Goel

Al Akhawayn University

Students working together in class

Use peer feedback to build engagement and belonging online

Giving feedback is a time-consuming and often frustrating part of teaching. What if educators handed the task to students? Here are the takeaways from an online business course

David Waller, Kaye Chan, Melissa Clarke

University of Technology Sydney

Five hands holding stars

Ways to empower EAP students to give high-quality feedback

Helping English for academic purposes students provide better quality feedback to their peers can give them more autonomy and free up teachers’ time

Jingfei Zhang

Xi’an Jiaotong-Liverpool University

A doctor advising a patient

A blueprint for programmatic assessment in healthcare courses

A shift from traditional to outcome- or competency-based programmatic assessment began before the pandemic and has gained momentum since. Here are some ways to work towards it

Sreejith G

Manipal Academy of Higher Education

A student uses a pen to take a test

Ten tips when instigating an assessment transformation programme

Higher education is facing pressure to reform assessment. But how to get started? Steve Briggs offers 10 tips

Steve Briggs

University of Bedfordshire

Young woman in lab coat with tablet

Lessons in chemistry: widening university students’ participation through storytelling

Storytelling can bridge the gap between complex STEM content and student engagement – it gives learners a discovery-based approach and educators an inclusive teaching tool and means of assessment

Karen Ho

Mount Royal University

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AI as tutor and critic: using tech to personalise education

Artificial intelligence can have practical applications for assessment in higher education, despite the focus on the threats it poses. Here are considerations when using AI to support teaching and generate feedback

Michael Butler

King’s College London

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Assessments that maintain fairness and authenticity without AI

In-person, reflective and analytical tasks require students to apply their learning in real-world ways that AI can’t easily replicate. Here are eight ways to tailor AI-resistant assessment

Temesgen Kifle

The University of Queensland

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The transformative power of immersive field studies

Embracing experience in teaching can bring the curriculum to life and help students forge their own learning journey. Here are five benefits it offers

Myria Georgiou, Afroditi Koulaxi

The London School of Economics and Political Science

A lecturer speaks to a group of students

Four ways to tap into students’ family experiences for better learning

Using students’ family experiences as a jumping-off point for learning can help engage them and prepare them for the workforce. Here’s how to do it

Ankit Agarwal

The University of Adelaide

A group of students fist-bump over a table of work

Spark creativity in your students – and boost their employability

Thinking creatively is a crucial skill for the future workplace. But how can we instil it in today’s students?

Sarah Montano, Inci Toral

University of Birmingham

Learning outcomes concept

Learning objectives as a tool to guide post-Covid learning

Instructors can use specific learning objectives to spark greater reflection and self-regulated learning in students. Here’s a step-by-step guide to aligning learning, course and curriculum outcomes

Jeremy Hsu

Chapman University

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How to embed critical thinking from course design to assessment

Critical thinking is an essential, human skill. This practical advice aims to help university educators nurture and enhance students’ ability to analyse and evaluate information at all stages of teaching

M. C. Zhang

Macau University of Science and Technology

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THE podcast: university success stories in managing AI and building digital capacity

Find out how two universities, in Hong Kong and the UK, are embracing generative AI and building institution-wide digital expertise

Julia Chen, Helen Cocks

The Hong Kong Polytechnic University, University of Exeter

A young woman presents on a screen as someone takes notes

Flip students’ presentations for more in-depth learning

Ask students to record presentations ahead of class, in order to free up time for in-depth questions, discussion and feedback when together in person, and enable fairer assessment

Eric Tsui

The Hong Kong Polytechnic University

A teacher filming herself giving video feedback for her students

Why we should be giving feedback via video

Reasons for adopting video as an assessment feedback method plus how to implement it

Wennie Subramonian

University of Manchester

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Connecting adult learning principles, assessment and academic integrity

Adult learning principles and authentic assessment can offer ways for educators to not only prevent academic misconduct but also give students a chance to demonstrate skills that employers want to see in graduates

Carl Sherwood, John Raiti

The University of Queensland

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Ten tips when building a centralised evaluation unit

How can we establish and develop evaluation activities to show what support and interventions affect the student experience, as well as their learning, outcomes and destinations?

Steve Briggs, Diana Pritchard, Sibel Kaya

University of Bedfordshire

Students in class working on a project together

Events-based authentic assessment that can boost employability

While demonstrating knowledge through exams has its place, how often do we use exam techniques and skills in our daily lives? Events offer a more authentic way to demonstrate and test professional skills

Becky Lewis, Colin McClure

University of East Anglia, Queen’s University Belfast

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Green light student engagement: Squid Game tactics in the classroom

Gamifying your classroom can help foster learning, offers a cheat-free method of assessment and creates a memorable experience

Clare Keonha Shin

IÉSEG School of Management

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Students need a balanced diet of assessment practices

We propose evaluating our assessments and incorporating innovative elements to better emulate real-world tasks in terms of both the process and product of assessment, write David Tree, Stephanie Baines, Pauldy Otermans, Nicholas Worsfold and Emily Hobson

Multiple authors

Brunel University London , University of East Anglia

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For learning design projects, build the time to reflect on the past into your future

Reflective practice is essential for continuous improvement in learning design. Paul John Gregory Moss, Richard McInnes and Simon Marek explain how to incorporate structured reflection into project scopes

Paul Moss, Richard McInnes, Simon Marek

The University of Adelaide

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Why I ban AI use for writing assignments

Students may see handwriting essays in class as a needlessly time-consuming approach to assignments, but I want them to learn how to engage with arguments, develop their own views and convey them effectively, writes James Stacey Taylor

James Stacey Taylor

The College of New Jersey

Students in an exam hall during an exam

Partnering with industry for authentic experiences and assessment

Getting students workplace-ready is a challenge. However, partnering with industry can help us offer authentic experiences and assessments that equip our students for successful futures in their chosen fields

Richard Bowater, Sarah Rayment, Michael Loughlin

University of East Anglia, Nottingham Trent University

Emperor penguin on ice sheet

How environmental issues can unite and inspire diverse student groups

Looking for ideas for next semester’s projects? Climate change could be the answer, whatever your students’ field of study, writes Jim Entwistle

Jim Entwistle

Teesside University

motor racing pitstop crew

What block learning taught me about meeting diverse student needs

In block learning, where time is condensed, students are at a greater risk of falling behind. Here, Kevin Merry explains how formative assessment can drive targeted instruction and enable students to accelerate their learning

Kevin L. Merry

Global Banking School

Students working at their laptops

Giving students options when it comes to assessment

By identifying the types of feasible options in assessment and discussing them with your students, you will naturally build their confidence in their assessment, writes Miriam Firth

Miriam Firth

University of Manchester

Illustration of human and robot in an arm wrestle

RIP assessment?

How can educators make learning and human intelligence visible in the age of GenAI? Abby Osborne and Christopher Bonfield outline a model to rethink assessment and reward non-AI knowledge and understanding

Abby Osborne , Christopher Bonfield

University of Bath

A woman massages her temples in front of a desktop computer

To build resilience, we need to embrace failure in the classroom and beyond

Let’s redefine failure by changing the way we teach, assess and support students and staff. Ibham Veza, Mhadi A. Ismael and Taib Iskandar Mohamad outline how

Ibham Veza, Mhadi A. Ismael , Taib Iskandar Mohamad

Universiti Teknologi Petronas (UTP)

A red toy robot sits on a pile of books

With AI at their fingertips, are students still learning?

The ubiquity of artificial intelligence may be affecting students’ cognitive development. Gareth Morris and Bamidele Akinwolemiwa consider how to address this

Gareth Morris, Bamidele Akinwolemiwa

University of Nottingham Ningbo China

Tips on implementing a more agile and responsive assessment extensions process

Applying for and managing of extensions for certain assessments within higher education can be time-consuming and stressful for students and staff. Read about how UEA has implemented a more agile process.

Eloise Ellis, Kay Yeoman, Karin Goodby

University of East Anglia

An illustration of figures loading cogs, books and a lightbulb into a giant head

A whole-organisation approach to digital upskilling is the way forward

The challenge of digital transformation is one universities must rise to, or be left behind. Amanda Taylor-Beswick advocates for an organisation-wide approach

Amanda Taylor-Beswick

University of Cumbria

Two male Asian students working together

An assessment design that promotes learning and academic integrity

Identity-verified assessment can be used alongside online tasks to check students’ understanding and foster collaborative learning, writes Carl Sherwood

Carl Sherwood

The University of Queensland

Group work concept

Moving from individual contributions to team achievements in group projects

Putting the emphasis on a deliberate, reflective approach that emphasises clear goals and active engagement is a better way to prepare students for teamwork in their future careers, write William Owen and Leah Chambers

William J. Owen , Leah Chambers

University of Northern British Columbia

Robot hand typing

The (AI) sky isn’t falling

Students using generative AI to write their essays is a problem, but it isn’t a crisis, writes Christopher Hallenbrook. We have the tools to tackle the issue of artificial intelligence

Christopher R. Hallenbrook

California State University, Dominguez Hills

Illustration of a man in a rowboat

AI did not disturb assessment – it just made our mistakes visible

If educators don’t understand the learning processes, they also miss the reasons why students cheat, writes Margault Sacré. Here, she offers an approach to motivate and benchmark progress

Margault Sacré

University of Luxembourg

assessment concept

Leverage large language models to assess soft skills in lifelong learning

Leadership and critical-thinking skills are difficult to measure. Here, Jonna Lee offers case studies that test the idea of integrating large language models into assessment practices as a feedback tool to empower both students and instructors

Jonna Lee

Georgia Tech’s Center for 21st Century Universities

A robot and human hand put two jigsaw puzzle pieces together

Rather than restrict the use of AI, let’s embrace the challenge it offers

Using the AI assessment scale, we can equip students with the skills they’ll need for the future workplace. Mike Perkins and Jasper Roe explain how

Mike Perkins, Jasper Roe

British University Vietnam, James Cook University Singapore

using AI concept

How students’ GenAI skills and reflection affect assignment instructions

The ability to use generative AI is akin to time management or other learning skills that students need practice to master. Here, Vincent Spezzo and Ilya Gokhman offer tips to make sure instructions land equally no matter students’ level of AI experience

Vincent Spezzo, Ilya Gokhman

Georgia Tech’s Center for 21st Century Universities

A hand reaches for a wooden block displaying "AI"

We should be thinking about assessments and AI in a completely different way

Let’s embrace the benefits of AI rather than fearing its impact on academic misconduct. Dilshad Sheikh offers her tips on adopting new technology in pedagogy

Dilshad Sheikh

Arden University