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Teaching & Learning building - Edgbaston campus

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Keynote:   Ensuring assessment and feedback enables student learning - David Boud, Deakin University, Australia

Student assessment and feedback have continued to be the most criticised aspects of university courses around the world, despite persistent efforts to change. Acknowledging this uncomfortable fact raises the question of whether we are thinking about these ideas in productive ways. What does assessment and feedback for students need to do?

The presentation will focus on recent changes in thinking about assessment and feedback in higher education. It will explore the often-conflicting purposes of assessment and examine the implications of standards-based assessment in both assuring learning outcomes and in promoting learning. It will consider the role of authentic assessments that represent what graduates will do in the world and how students’ evaluative judgement can be developed so their learning can be sustained up to and beyond the point of graduation.

There has been a revolution in how feedback is conceptualised in the past eight years. It has involved a shift from seeing feedback primarily as an input to students, to a process in which students necessarily are involved throughout. The implications of this view for the design of courses and the relationship between assessment and feedback will be explored.



David Boud 1

Professional Biography: 
David Boud is Alfred Deakin Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning at Deakin University, Australia, and Emeritus Professor at the University of Technology. He has previously held positions as Head of School, Associate Dean and Dean of the University Graduate School at UTS. He has published extensively on teaching, learning and assessment in higher and professional education over many years. His current work focuses on the areas of assessment for learning in higher education, academic formation, and workplace learning. He is one of the most highly cited scholars internationally in the field of higher education (h-index of 94). He has been a pioneer in developing learning-centred approaches to assessment across the disciplines, particularly in building assessment skills for long-term learning (Developing Evaluative Judgement in Higher Education, Routledge), designing new approaches to feedback (Feedback in Higher and Professional Education, Routledge; The Impact of Feedback in Higher Education: Improving assessment outcomes for learners, Palgrave Macmillan) and the implications of the digital for assessment (Re-imagining University Assessment in a Digital World, Springer)



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