Assessment and feedback: resources and useful links
A summary of various resources from UCL and external sources to inspire and support you in delivering assessment and feedback. To be used together with the various related guides.
1 August 2019
Email firstname.lastname@example.org if you know of a useful resource or link and wish to share them.
UCL resources for assessment and feedback: general
Teaching resources on this website contain several guides related to assessment and feedback. Tick 'assessment and feedback' under 'subject' on the left hand side.
UCL Student Assessment Criteria for Taught Programmes Chapter four in the Academic Manual.
Have you got MyFeedback? Information and guidance a case study and presentation slides about using the MyFeedback tool in Moodle.
Assessment and feedback mythbusting panel - a write-up (UCL E-Learning wiki): a summary of questions and answers discussed at UCL's Assessment and Feedback Special Interest Group mythbusting panel, 24th June 2015.
Tong, V.C.H. (2011) Linking summative assessments? Electronic feedback and feedforward in module design. British Journal of Educational Technology, v42, E152-155.
Tong, V. C. H. (2014), Towards Technology and Research-Enhanced Education (TREE): Electronic Feedback as a Teaching Tool in Geoscience. In Geoscience Research and Education: Teaching at Universities.
Good Practice in Assessment a compendium of assessment methods and approaches based on research into best practice across UCL by IOE authors (UCL sign on needed)
Assessment and feedback training
The UCL Arena Centre runs a popular series of events called 'Giving good quality feedback'.
These, and all other assessment and feedback events are listed on the events calendar.
Simply tick the 'assessment and feedback' option in the subject filter on the left to see all available events related to this topic.
UCL communities and forums for assessment and feedback
Assessment Forum on Moodle: Here you can raise assessment and feedback questions for discussion, and respond to others' questions. This space has been set up by the Connected Curriculum Assessment and Feedback Working Group, and is open to anybody at UCL. Everybody enrolled in the Connected Curriculum Moodle space is automatically enrolled here.
External resources for assessment and feedback: general
Assessment Toolkit from the LSE Teaching and Learning Centre.
NUS assessment and feedback benchmarking tool (pdf) and the NUS Assessment and feedback benchmarking tool - UCL Guidance (word document).
Self- and Peer- Assessment: guidance on practice in the biosciences (pdf) from the Higher Education Academy (2004). Although aimed at the biosciences, the guide covers many aspects of assessment in a general way.
The problem with assessment criteria: implications for fair and consistent marking (powerpoint) A presentation by Professor Sue Bloxham from the University of Cumbria.
- Watch the full presentation (video on MediaCentral)
Better Questions for Higher Order Objectives: Improving the Quality of Assessment in Higher Education (pdf). Seminar for the Linking University with the Working World project Chile, December 2015 by Gavin T L Brown, The University of Auckland.
Development of Learning Taxonomy for an Undergraduate Course in Architectural Engineering Program (pdf). The American Society for Engineering Education, 2016.
Comparison of Case-Based and LectureBased Learning in Dental Education Using the SOLO Taxonomy (pdf). Journal of Dental Education, 2014.
Constructive Alignment and the SOLO Taxonomy: A Comparative Study of University Competences in Computer Science vs. Mathematics (pdf). Aalborg University, Denmark.
Assessment resources, the Oxford Brookes University Centre for Staff and Learning Development.
Assessment as Learning Toolkit, University of New South Wales (UNSW), Sydney.
Defeyter, Margaret and Pamela McPartlin (2007), Helping Students Understand Essay Marking Criteria and Feedback, Psychology Teaching Review, 13 (1), 23-33.
Gibbs, Graham and Claire Simpson (2004), Conditions under which assessment supports students’ learning, Learning and Teaching in Higher Education, 1, 3-31.
Krathwohl, David (2002), A Revision of Bloom’s Taxonomy: An Overview, Theory into Practice 41(4) 212-9.
Race, Phil, Using feedback to help students learn, HEA, York (2001).
Hattie, J. & Timperley, H. 2007. The Power of Feedback. Review of Educational Research 77 no. 1: 81-112.
Hughes, G. 2014. Ipsative Assessment: Motivation through marking progress, Basingstoke: Palgrave Macmillan.
- Ipsative assessment is the practice of determining a student’s progress based on their earlier work, rather than against a static set of criteria.
Helping students understand assessment: UCL resources for your students
Assessment: a UCL ChangeMakers Guide (pdf booklet written by students, for students).
Feedback: a UCL ChangeMakers Guide (pdf booklet written by students, for students).
This guide has been produced by the UCL Arena Centre for Research-based Education. You are welcome to use this guide if you are from another educational facility, but you must credit the UCL Arena Centre.