{"id":398,"date":"2019-04-08T11:37:39","date_gmt":"2019-04-08T11:37:39","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=398"},"modified":"2022-04-22T12:29:55","modified_gmt":"2022-04-22T12:29:55","slug":"diversifying-assessment","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/diversifying-assessment\/","title":{"rendered":"Diversifying 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<\/div>\n<\/div><\/div><\/div>

\n
\n\t
\n
\n
\n
\n
\n

resources<\/h1>\n

 <\/p>\n

UoR, Assessment and Feedback policy and guidance<\/em>\u00a0 <\/u><\/a><\/strong><\/p>\n

UoR, Inclusive Practice in Teaching and Learning Policy<\/em>\u00a0<\/a><\/span><\/strong><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div>

\n
\n\t
\n
\n
\n
\n
\n

Diversifying Assessment<\/h1>\n

 <\/p>\n

Diversification of assessment types on a programme enables students to access varied modes in which to demonstrate achievement of the programme level learning outcomes and graduate attributes.<\/p>\n

Why is it important?<\/h1>\n

 <\/p>\n

A diversified assessment diet, one which is not solely focused on essays and examinations, can help to ensure that learning is more inclusive<\/a><\/span> and engaging for students. Diversification can also be used to design assessments which are authentic<\/span><\/a>\u00a0<\/strong>and help students to develop the pertinent graduate skills and knowledge they need outside of university and for further study.<\/p>\n

When considering diversifying the assessment diet of a programme, it is important to take a programme level perspectiv<\/span>e<\/a>. This can help to ensure that the range of assessment types are suited to help student achievement of the programme level learning outcome and graduate attributes and that these are appropriately placed within the programme. A programme level perspective can also help to ensure that there is an appropriate range and volume of assessment types. It is important to remember that too much choice in the types of assessment offered can lead to student confusion, so a balance <\/strong>is needed. It is also important to consider where in the programme students encounter different assessment types. For example, if students are expected to produce a reflective journal in Part 3, they could be asked to produce a piece of reflective writing in Parts 1 and 2 as to prepare them.<\/p>\n

What can I do?<\/h1>\n

 <\/p>\n

The following links provide information and guidance on how to approach diversifying assessment:<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div>

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

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

\nDifferent methods of assessment promote inclusivity, engagement and develop a range of skills\n<\/p>\n<\/div>\n<\/a><\/div><\/div>

\n\t
\n
\n\t

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

\nAuthentic assessment tasks provide opportunities for students to develop and demonstrate key transferable skills\n<\/p>\n<\/div>\n<\/a><\/div><\/div><\/div>

\n\t
\n
\n\t

\n\tChoice of Assessment\n<\/h1>\n\t<\/div>\n\t
\n\t
\n

\nChoice of assessment can be more inclusive and benefit all students\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 resources   UoR, Assessment and Feedback policy and guidance\u00a0 UoR, Inclusive Practice in Teaching and Learning Policy\u00a0 Diversifying Assessment   Diversification of assessment types on a programme enables students to access varied modes in which to demonstrate achievement of the programme […]<\/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-6q","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/398"}],"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=398"}],"version-history":[{"count":3,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/398\/revisions"}],"predecessor-version":[{"id":2551,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/398\/revisions\/2551"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/media?parent=398"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}