In this section, you will find an overview of the principles-based toolkit which is described in the 'A principles-based toolkit for effective assessment design' guide written by Sally Brown and Kay Sambell. The guide is followed by twelve worksheets which correspond to the twelve principles. The principles and the toolkit taken as a whole set a substantial agenda for action, but Brown and Sambell stress that the toolkit can primarily help local teams to set short- and longer-term prioritised targets to enhance assessment by focusing on activities that would help to ensure that assessment tasks, assignments and feedback could fully contribute to student engagement and positive outcomes. The worksheets can be used by teams who wish to review how the principles are enacted in their work, and who wish to plan to enhance their practice regarding these principles.
Eight Principles of Assessment of/for/as learning
Infographic explaining the National Forum for the Enhancement of Teaching and Learning in Higher Education eight principles of assessment of/for/as learning. Source: Maynooth University and National Forum (Ireland).
‘Assessment Principles’. Webpage describing five assessment principles. Source: Lancaster University (UK).
‘Assessment for learning principles' Webpage describing Assessment for learning principles in the context of Durham Univeersity's Principles for Teaching, Learning and Assessment. Source: Durham University (UK).
‘Assessment Principles’ discussed under the heading of ‘What are the qualities of good assessment?’ Webpage which describes seven assessment principles. There is also a link to a short guide that provides ‘practical strategies for embedding principles of good assessment’. Source: Imperial College London (UK).
‘Assessment Principles’. This webpage outlines 20 principles which are grouped under three headings: Educational Principles, Ethical Principles and Regulatory Principles. Source: University of Manchester (UK).
‘Principles of Assessment Design’. This webpage describes seven principles of assessment design. It includes links to some research and a few resources. Source: University of Warwick (UK).
‘Principles of good assessment and feedback’. Comprehensive guide which outlines in detail seven principles. The guide includes several links to podcasts, templates, guides, publications, websites, case studies and other resources. Source: Jisc (UK).
‘Assessment and Feedback in higher education’. Concept map based on the findings of a literature review supported by Advance HE and Australian Council for Educational Research (ACER) on the international and UK literature on assessment and feedback. Source: Advance HE and ACER (UK and Australia).
‘Assessment Design Decisions’. Framework described in a two-page guide. The authors note that the framework ‘helps university teachers make good decisions about assessment design. The six categories draw from existing evidence on good assessment, and data from a study of Australian university assessment practices. The Framework identifies the key considerations in assessment design, including the effects of assessment on learning.’ Source: Assessment Design Decisions project (Australia).
‘The EAT Framework’. Framework presented as a short guide. In the guide it is noted that ‘The ‘Evans Assessment Tool’ (EAT) Framework demonstrates a research-informed, integrated and holistic approach to assessment and feedback practices’. The framework is divided into three core dimensions of practice: assessment literacy, assessment feedback and assessment design. This short guide can be used with Evans’ the comprehensive document on this approach. Source: Carol Evans, University of Southampton (UK).
‘Standards Based Assessment’. Webpage which briefly defines standards based assessment, outlines the benefits, and provides some guidance for getting started. Source: Charles Sturt University (Australia).
‘Assessment – Guiding Principles’. Webpage outlining ten guiding principles for assessment. Source: Quality Assurance Agency for Higher Education – QAA (UK).
‘Inclusive Assessment of Student Learning’. Short research-informed article which outlines three approaches to addressing the challenges associated with implicit bias and stereotype threat, namely, framing of feedback, transparent assignment design, and blind and systematic grading processes. Source: Brown University (USA).
‘What are inclusive assessment practices’. Short webpage which includes a definition of inclusive assessment, a few principles and effective practices. Source: Tufts University (USA).
‘Inclusive assessment chart’. Chart which prompts consideration of inclusive assessment mapping what might generally occur, alongside some considerations for enhancement. Source: Tufts University (USA).
‘Design inclusive assessment’. Short webpage which outlines four strategies for designing inclusive assessments. Source: Carnegie Mellon University (USA).
‘Principles of Inclusive Online Assessment’. Short webpages outlining ten principles specifically associated with online assessment. Source: University of Leeds (UK).
