Using Assessment for Learning approaches in Higher Education
- Kay Sambell, Visiting Professor at the University of Sunderland and the University of Cumbria (UK)
Scientific Coordinator: Anna Serbati
This pragmatic and interactive workshop will be led by an expert who cares deeply about foregrounding the potential of assessment to be transformative of the student experience. It will highlight the important role that assessment designs can play in helping students become more productive and reflective learners, both in higher education and lifewide.
Building on her three decades of researching and thinking about assessment for learning Professor Kay Sambell will draw on the extensive suite of principles and practical resources she has developed to support staff to implement Assessment for Learning approaches. The workshop will be accompanied by plenty of illustrative examples showing participants how you can readily and creatively implement these approaches.
The overall aim is to offer a helping hand to university educators who want to integrate more authentic, learning-oriented assessment into their teaching in manageable and effective ways.
By the end of the workshop participants will have had the opportunity to
- Engage with evidence-informed scholarship about the need to transform assessment to enhance learning
- Consider some feasible, pragmatic approaches to designing assessment and feedback processes which energise and engage students’ learning
- Reflect on your own practice and consider changes you might like to make
- Sambell, K., McDowell, L. and Brown, S., 1997. “But is it fair?”: an exploratory study of student perceptions of the consequential validity of assessment. Studies in educational evaluation, 23(4), pp.349-371.
- Sambell, K., McDowell, L. and Montgomery, C., 2012. Assessment for learning in higher education. Routledge.
- Sambell, K., Brown, S,. 2021. Changing assessment for good: building on the emergency switch to promote future-oriented assessment and feedback designs. In Baughan, P.(ed), Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion, pp.11-21.
- Brown, S., and Sambell, K. 2020, 2021 The Covid Assessment Collection, Kay Sambell and Sally Brown: Covid-19 Assessment Collection - Sally Brown Sally Brown (sally-brown.net)
Professor Kay Sambell is widely known internationally for her contributions to the Assessment for Learning (AfL) movement in Higher Education, which seeks to emphasize the ways in which assessment processes can be designed to support and developing students’ learning, as well as measure it. For over two decades she has spearheaded a range of pragmatic innovations, research projects and initiatives focused on improving university student learning via assessment. She co-led the pioneering Centre for Excellence in Assessment for Learning during her time at Northumbria University. She is a UK National Teaching Fellow (2002) and a Principal Fellow of the Higher Education Academy. She is currently an independent consultant and Visiting Professor of Assessment for Learning at the University of Sunderland and the University of Cumbria.
Kay also helped to establish and support a series of international conferences aimed at rethinking assessment practice. She is currently President of the vibrant Assessment in Higher Education (AHE) conference series (https://ahenetwork.org/), which leads the development of assessment for learning.