This week’s reflection, I am taking a slightly different approach with what I regularly use, which is using the prompt questions. During this week’s reading and writing on inclusivity practice in Higher Education, I am also preparing my teaching module’s assessment. So it has been brilliant opportunity to me to construct my assessment documents. A few of things I gather from the reading which I have not considered:

• Levels of responsibility based on the role in Higher Education we are serving as. I found that the checklist is eye opening and helps me to carefully consider my A&F strategy.
• Potential problems such as: lack of information to students on assessment matters, poor moderation, variability of standards and lack of assessment criteria (Quality Assurance Agency 2006a).
• Mitigating extenuating circumstances and how this is reflected on my A&F plan
• How students can be helped with the feedback they will receive. Often I thought about the A&F stopped when feedback is distributed, but it goes beyond that. How to make sure students get the benefits of the A&F.
• Data protection strategy. What will I do with the assessment data, who will have access to it?
• Giving regular assessments, serial assignments building to a larger assignment for summative assessment.
• Reassessment strategies. It is a crucial but yet something I seemed to miss, what happen if a student failed? When will s/he re-take?
• “How students need to be encouraged to celebrate their diversity and differences and how the A&F can enrich their academic work”
• There are many ways to make sure that equal opportunities are achieved, one of the example mention the inclusive assessment tasks.

1. To what extent do you think you have achieved each of the learning outcomes for this week? If you think there is room for you to achieve these more fully, how could you do this?
Reflecting on giving and receiving feedback is an interesting quick discussion this week. I had thorough look on the brief for second assignment and questions were noted, for the webinar. Outlining and rationaling the new assessment strategies I am a slightly confused about.

2. What have you learned this week about formative and summative assessment and feedback in HE?
They should be designed to test whether students have met the criteria in relation to the learning outcomes. They are deployed differently, and formative assessments ideally help to build on the formative assessment.

3. How did you learn this? What supported you?
From the digital resources, in particular “The Handbook for Teaching and Learning”.

4. What have you learned this week about the practice of supporting student learning in HE?
As daunting as assessments for students, it is also a big task for lecturers to make sure that fairness, consistency and reliability are achieved.

5. How has your understanding of this changed from doing this week’s topic and activities?
Nothing major as reading list is pretty much a continuation from previous week.

6. What has challenged you?
Thinking through in detail about the assessment that currently I am doing, and writing the rationale in words. So far it has always been in my head only and I have not externalised them.

7. What has surprised you?
N/a

8. What has this taught you about your strengths in your practice in supporting student learning, through formative and summative assessment and feedback?
I can put myself to learners’ shoes and think about how would I like to get my learning process assessed.

9. What actions can you identify that you could take to further develop your practice in formative and summative assessment and feedback in the future?
Related to feedback and they should be constructed and given to students.

1. Consider what you have learned about your own and others’ practice in supporting student learning from doing this week’s activities.
I’ve come to appreciate a little more about the intricacies of assessment, particularly the link between LOs and assessment, and validity/ reliability of assessment instruments. The surface approach vs deep approach has also made for interesting reading.

2. What have you learned this week about formative and summative assessment and feedback in HE?
Formative assessment constitutes assessment of learning, whereas summative assessment is mostly diagnostic and aids in the learning process.

3. How did you learn this?
From Bloxham and Boyd (2007), also from my own experience.

4. What supported you to do that?
I followed the recommended reading, and reflected on my own experience as both an educator and a learner.

5. What have you learned this week about the practice of supporting student learning in HE?
The crucial role of summative assessment in the learning process.

6. How has your understanding of this changed from doing this week’s topic and activities?
I now have a more theoretical background to support my anecdotal experience.

7. What has challenged you about doing this?
The logistical issues of assessment in online courses, brought about by the pandemic. The lack of second marker as I am the sole facilitator of this module.

8. What has surprised you?
“Cue seeking”, i.e. learners’ motivation being instrumental- to pass assessments.

9. What has this taught you about your strengths in your practice in supporting student learning, through formative and summative assessment and feedback?
That my “instincts” were largely correct, and supported in literature.

10. What actions can you identify from this that you could take to further develop your practice in formative and summative assessment and feedback in the future?
I need to think a little more about inter-rater (or inter-marker) reliability, as I am the sole tutor on this module.

11. How well do you think you have achieved the learning outcomes for this week (found in the Introduction section)? Is there anything else you could do to achieve these learning outcomes for this week?
As mentioned previously, I am an early-career educator, so I think more practical experience in the field- as many of my peers have- would be invaluable.