{"id":227,"date":"2019-04-03T15:07:34","date_gmt":"2019-04-03T15:07:34","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=227"},"modified":"2023-01-06T11:54:11","modified_gmt":"2023-01-06T11:54:11","slug":"assessment","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/assessment\/","title":{"rendered":"Assessment"},"content":{"rendered":"
\n\t\t\t\n\t\t\n\t\t\t\n\t\t\tCURRICULUM FRAMEWORK HOME\t\t<\/span>\n\t\t\t<\/a>\n\t<\/div>\n<\/div><\/div>
\n
\n\t

Engage in Assessment<\/a><\/strong><\/p>\n

Assessment for Learning<\/strong><\/a><\/p>\n

Programme-level Assessment<\/strong><\/a><\/p>\n

Diversifying Assessment<\/strong><\/a><\/p>\n

Formative Assessment<\/strong><\/a><\/p>\n

Assessment Literacy<\/strong><\/a><\/p>\n

Assessing Group Work<\/a><\/strong><\/p>\n<\/div>\n<\/div><\/div><\/div><\/div>

\n
\n\t

Assessment and the Curriculum Framework<\/h1>\n

 <\/p>\n

Assessment is for learning. It is carefully planned across a programme. It contributes directly to learning and skill development; it is authentic, varied and proportionate. There is an appropriate balance between formative and summative assessment, and formative assessment prepares students well for summative assessment. Where possible, students are provided with some choice in assessment methods. Feedback on assessment feeds forward; it is regular, accessible, thorough, and timely.<\/p>\n

The links on this page provide information and resources on assessment. Programme Directors may find these useful when planning assessment and feedback at the level of the programme. Module conveners will also find these pages helpful to prompt reflection on whether assessment and feedback on their module makes a coherent contribution to the programme.<\/p>\n

It is important to involve students in the process of reviewing assessment. Working in partnership with students can be a learning experience for both staff and students, as well as provide valuable information on how assessment is experienced and contributes to learning on a programme.<\/p>\n<\/div>\n<\/div><\/div><\/div><\/div>

<\/div>
\n\t
\n
\n\t

\n\tAssessment for Learning\n<\/h1>\n\t<\/div>\n\t

\n\t\t

\nDesigning assessment to promote student learning\n<\/p>\n\t\t\n<\/div>\n<\/a><\/div><\/div>

\n\t
\n
\n\t

\n\tDiversifying Assessment\n<\/h1>\n\t<\/div>\n\t
\n\t
\n

\nAchieving the programme level learning outcomes and graduate attributes through diverse assessment practices\n<\/p>\n<\/div>\n<\/a><\/div><\/div>

\n\t
\n
\n\t

\n\tBuilding Assessment Literacy\n<\/h1>\n\t<\/div>\n\t
\n\t
\n

\nMaking sense of assessments to enhance teaching and learning\n<\/p>\n<\/div>\n<\/a><\/div><\/div>

\n\t
\n
\n\t

\n\tAssessing Group Work\n<\/h1>\n\t<\/div>\n\t
\n\t
\n

\nFurther resources to support assessing group work\n<\/p>\n<\/div>\n<\/a><\/div><\/div><\/div>

\n\t
\n
\n\t

\n\tProgramme Level Assessment\n<\/h1>\n\t<\/div>\n\t
\n\t
\n

\nPlanning and implementing assessment practices at programme level\n<\/p>\n<\/div>\n<\/a><\/div><\/div>

\n\t
\n
\n\t

\n\t\n\t\tUsing Formative Assessment\n<\/h1>\n\t<\/div>\n\t
\n\t
\n

\nUsing assessment for learning and developing student assessment literacy\n<\/p>\n<\/div>\n<\/a><\/div><\/div>

\n\t
\n
\n\t

\n\tModule & Session Level Assessment\n<\/h1>\n\t<\/div>\n\t
\n\t
\n

\nFurther resources to support assessment design and implementation\n<\/p>\n<\/div>\n<\/a><\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"

Engage in Assessment Assessment for Learning Programme-level Assessment Diversifying Assessment Formative Assessment Assessment Literacy Assessing Group Work Assessment and the Curriculum Framework   Assessment is for learning. It is carefully planned across a programme. It contributes directly to learning and skill development; it is authentic, varied and proportionate. There is an appropriate balance between formative […]<\/p>\n","protected":false},"author":85,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"acf":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PbcJTb-3F","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/227"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/users\/85"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/comments?post=227"}],"version-history":[{"count":5,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/227\/revisions"}],"predecessor-version":[{"id":2933,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/227\/revisions\/2933"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/media?parent=227"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}