Goldsmiths - University of London

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Assessment at Goldsmiths

Goldsmiths undertook a review of its assessment processes during 2006-08. Below are documents and resources which describe Goldsmiths’ assessment concerns and approaches.

    National Context

    These initiatives arise from a broader trend in higher education nationally to address the quality and criteria for assessment and integrate it as a part of the students' learning and teaching experience - assessment for learning, rather than assessment of learning.
    Initiatives shaping Higher Education Assessment Policy over the last five years include:
    • The Burgess Group and its proposals on undergraduate classification.
      • The report of the Scoping Group, published in November 2004, recommended several modifications to the UK classifications system, some of which - such as the student Progress File - have been adopted. Measuring and Recording Student Achievement [full text .pdf] See pages 4-6 of the report for the executive summary, with key conclusions and recommendations.
      • The full report, Beyond the Honours Degree Classification [full text .pdf], published October 2007.
        "...we intend that the existing degree classification system will decline in importance until it should no longer be considered necessary, but we cannot and do not assume this will be easily achieved." (p43)
      • Goldsmiths response to the report [Word].
    • The Higher Education Authority identifying "assessment" as one of four areas on which to focus its support to HEIs.
    • The revised QAA Code of Practice on Assessment.
    • The National Student Survey has foregrounded student interest in feedback.

    Departmental Case Studies

    During 2006-08, every Goldsmiths department reviewed their practice in relation to assessment.
    They sought to ensure – in the words of the current Learning, Teaching and Assessment Strategy – that their assessment was valid, reliable and explicit.
    Some departments asked what student attributes and achievements they needed to assess; others, the effectiveness of their methods of assessment; others, the weighting and timing of their assessment.
    The outcome of this review was a series of departmental case studies, which can be seen below. The results were also incorporated into the departments’ Learning, Teaching and Assessment Strategies.

    Anthropology
    Clarifying departmental practice [MSWord]

    Computing
    Computer programming as creative practice
    Computing 1 [pdf]
    Computing 2 [pdf]

    Design
    The role of the student voice in assessment [MSWord]

    Drama
    Assessing creative practice – what do we value? [MSWord]

    Educational Studies
    Sharing good practice, encouraging creative assessment [MSWord]

    English and Comparative Literature
    Forms of assessment - focus on the portfolio [MSWord]

    History
    Implementing new forms of assessment [MSWord]

    Media and Communications
    Using diverse assessments, providing consistent feedback [MSWord]

    Music
    Considering the BMus [MSWord]

    Professional and Community Education
    Towards standardization of feedback practice [MSWord]

    Psychology
    Do ‘soft skills’ increase student engagement and performance?
    Summary [MSWord]
    Full [MSWord]

    Sociology
    Assessment Case Study Sociology [pdf]

    Visual Cultures
    Mapping learning outcomes, learning opportunities (formal and informal) and assessment methods (Formative and summative) across an entire programme [MSWord]