Assessment is not just about grades; it’s about feedback, reflection, and growth. Durham advocates for a balanced mix of evaluative methods, emphasizing formative assessments that support learning, provide constructive feedback, and contribute to the ongoing learning process rather than just a final grade.
Assessment for learning principles
AL1: Programmes will use a range of pedagogically- and discipline-appropriate assessment approaches including, but not limited to, peer assessment, self-assessment, group assessment, and digital assessment.
AL2: Programmes will employ strategies to develop students as self-assessors and effective independent lifelong learners.
AL3: Assessments will be designed to provide flexibility of formats and topics where possible to evidence learning outcomes.
AL4: Programmes should balance formative and summative assessments that provide opportunities for practice, feedback, and improvement.
AL5: Amounts of assessment, and types and amounts of feedback provided, will be appropriate, timely, and consistent.
AL6: Assessment design, including measures to ensure validity, reliability, and fairness, such as marking schemes, criteria, and rubrics, will be explicit and shared with students.
AL7: Programmes will be designed to ensure that students have the opportunity to complete a diverse range of assessments that have global real-world relevance.
Assessment for learning resources
Assessment for learning evidence
This is an appendix to the ‘Principles for Teaching, Learning and Assessment’ white paper that was approved by the University Education Committee in 2023. References can be found here: Principles of Teaching, Learning and Assessment References