Description
In the annual UK National Students' Survey, questions regarding assessment and feedback frequently score lower than others relating to the quality of teaching (Advance HE, 2023). This disparity has resulted in a number of research projects that have explored how to improve students' experiences of assessment and feedback. For example, a QAA funded research project (2021-2023) led by Teesside University (including University of Brighton and 7 other partners), led to the development of the Inclusive Assessment Attributes. Notably, during this research, students at the University of Brighton frequently commented that having a good relationship with their tutors was important to positive experiences of assessment, and particularly, they wanted to know that their tutors cared about them and their outcomes.This research has since extended into the creation of an Inclusive Learning and Teaching Toolkit, a training resource for staff at the University of Brighton. In constructing this resource, I have explored how we can support students in assessment and feedback using ideas from critical theory and compassionate pedagogy. To do this, I draw on the work of McArthur (2021), who suggests that recognition is a useful way to understand inclusivity, as it emphasises the individual and their place within the broader culture or society. Specifically, McArthur refers to Honneth's (2010) definition of recognition, which identifies three aspects that are important to achieve individual self-realisation: love or mattering, respect and social esteem. In this paper, I develop these ideas, suggesting that attending to these three aspects in the design and implementation of assessments will support both student and staff well-being, and allow us to find joy and mattering in assessment.
| Period | 11 Jul 2025 |
|---|---|
| Event title | University of Brighton Education and Student Experience Conference |
| Event type | Conference |
| Location | Brighton Show on map |
| Degree of Recognition | Local |