The 12 principles of Good Assessment and Feedback were produced by Academic Policy Committee and agreed by Senate in 2008. They are intended to help academic staff who wish to promote student engagement and self-regulation in learning. They provide a guiding framework and they can be adapted to different disciplinary contexts.
Behind each principle is a full description, examples of good practice drawn from Strathclyde and elsewhere and a key question:
- Help clarify what good performance is.
- Encourage 'time and effort' on challenging learning tasks.
- Deliver high quality feedback information that helps learners self-correct.
- Provide opportunities to close any gap between current and desired performance.
- Ensure that summative assessment has a positive impact on learning.
- Encourage interaction and dialogue around learning (peer and teacher-student)
- Facilitate the development of self-assessment and reflection in training
- Give choice in the topic, method, criteria, weighting or timing of assessments
- Involve students in decision-making about assessment policy and practice
- Support the development of learning communities
- Encourage positive motivational beliefs and self-esteem
- Provide information to teachers that can be used to shape teaching.