students in a lecture

'Students can escape from the effects of poor teaching, they cannot, by definition if they want to graduate, escape the effects of poor assessment.' Boud (1995)                                               

Student voice has been a key driver for change in assessment practices. For many years the National Student Survey (NSS) responses to the five assessment and feedback questions show markedly lower satisfaction rates than all the other eighteen questions. The Annual Report of the National Student Forum (2009), highlighted the need for change, arguing that one of the key challenges for the future is to ‘ensure a university-wide focus on assessment for, and not just of, learning’ with emphasis on ‘increased flexibility and innovation in course structures and modes of delivery’.  

The University of Plymouth is committed to ensuring all assessments will: 

  • fairly evaluate students’ ability to meet module and programme learning outcomes and academic standards
  • be accessible for all students
  • provide every student with an equal opportunity to demonstrate their achievement
  • support student engagement, learning, progression, retention and address the needs of our diverse student population
  • be authentic and offer students contextualised meaningful tasks that replicate real-world challenges through effective programme design
  • reduce the need for modified assessment provision.

University of Plymouth assessment policy and glossary

Inclusivity case study: Inclusive assessment

"But I think having the element of choice almost inherently makes it much more inclusive because people can play to their strengths."
Patchwork Assessment Practice Guide This HEA Guide has been designed to help practitioners develop and implement patchwork assessment processes at institutional and practitioner levels. It contains related case studies showing application in different contexts from many disciplines. The intention of the guide is to assist in the development of more inclusive forms of assessment.
Comprehensive information on eSubmission for staff and students is also available on the Help and Guidance pages on the DLE. 
The EAT framework (Evans, 2016) revision January 2018 is a research-informed inclusive approach to enhancing assessment and feedback at individual, module, programme, faculty, and university-wide levels. In focusing on assessment literacy, assessment feedback, and assessment design it promotes a holistic and integrated perspective to enhancing self-regulation in learning and teaching.