Abstract:

This paper explores the findings of a study taking place at City, University of London focused on student and staff experiences of assessment. The project aims to identify the benefits and challenges of assessments as perceived by students and staff. This has been undertaken in light of the ongoing student feedback around assessment and feedback each year in the other National Student Survey (NSS) and other forums. Our paper draws on the findings of three world café events for students (two in-person and one online) with a total of 52 participants, and an online staff survey for which we received 61 responses.

We draw together the findings of these research activities through the following questions:
- What do students and staff value about assessments?
- What are the challenges students and staff experience with assessments?

Using thematic analysis we were able to draw out data related to the above questions but it also became clear that there was an additional theme related to the value and challenges associated with formative assessments.

Exploring these themes, we found that students see assessments as more than just a “necessary evil” and value the opportunity they provide to test their knowledge, develop their skills, and to gain feedback. Staff similarly value the opportunity assessments provide for students to consolidate their learning and to promote student engagement. However, participant responses also suggest that both students and staff face challenges in their experiences of assessment, with students sometimes struggling to interpret assessment briefs and not understanding the marking criteria. Staff, on the other hand, identified student anxiety, difficulties in applying feedback, and issues with student engagement identified as key challenges to assessment practice.

This paper will present the findings and make recommendations for how we can learn from these findings when designing assessment of student learning.

Keywords:

Assessment, student experience, educational development.