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Developing Programme Level Assessment

This section includes links to a number of projects that were set up to review and develop programme based assessment. There are discipline specific examples as well as change tools and evaluations of specific projects. Some of the projects also include literature reviews (although they might only include the literature current at the time of the project).

  • The PASS Project (Front page of website last updated January 2014) was funded by the HE Academy's NTFS project strand and set up to review programme based assessment & this is their position paper. It includes a brief background, some justification for programme based assessment (as well as a discussion of the unknowns and possible confounding factors). Examples are also given – most of which are linked to directly under disciplines below:
  • PASS project literature review. This literature review is primarily concerned with developing Programme level assessment but it includes as discussion of what makes assessment: effective, efficient, inclusive & sustainable which is useful:
  • Discipline Specific examples of programme level assessment from the PASS project:
  • TESTA Project (Transforming the Experience of Students through Assessment). This National Teaching Fellowship project funded by the HEA (2010-2012 but still appears to be ongoing) is concerned with assessment and feedback patterns as well as improved assessment design. This includes the role of programme level assessment and the outcomes of ‘evidence based assessment interventions’. Lots of resources are available here:
  • Here are links to some specific TESTA resources:
  • Abstract: Empirical and other enquiries indicate that the assessment of ‘wicked’ competences is problematic. This is unfortunate since ‘wicked’ competences include ‘soft skills’ and other performances, skills and dispositions that are highly valued by employers. Evidence collected in this study that there are, in fact, few reported problems in the assessment of ‘wicked’ competences may indicate that there is a problem of ‘false consciousness’, with practitioners simply not seeing how limited their assessment plans are. If that is the case, then not only is there a problem of improving assessment, there is a problem of raising awareness of the problem itself. This also raises the issue of how best to foster the formation of ‘wicked’ competences in higher education.