'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’.  

Plymouth University is committed to ensure 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. 


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.

Inclusive assessment

Programme Assessment Strategies Project (PASS)

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.