The conference themes are set out below:
- Exploring approaches to assessment and feedback in higher education·
- Enhancing assessment and feedback at programme and institutional level
- Cultivating assessment literacy
- Integrating digital tools and technologies for assessment
- Developing academic integrity and academic literacies through assessment
- Assessment for Social Justice
Exploring contemporary approaches to assessment and feedback in higher education: This theme is about assessment in the context of current pedagogical approaches in higher education, including, for example inquiry-based learning or feedback processes that emphasise dialogue. This theme includes investigation of how assessment can be employed in relation to specific subject disciplines, work-based learning, professional learning, and distance learning.
Enhancing assessment and feedback at programme and institutional level: This theme is concerned with programme and institutional initiatives and research that focus on improving assessment strategy, policy, regulations or systems. Contributions to this theme may be related to academic standards, grading systems, marking practices, quality assurance or policy development.
Cultivating assessment literacy :This theme is about investigations and educational interventions related to the assessment literacy of students. It is also about the assessment literacy of academic staff, and approaches that can be used to enhance educators’ understanding of assessment. It is an opportunity to share research on assessment transparency, the development of staff and students’ appreciation of criteria and standards, and their grasp of assessment methods and techniques.
Integrating digital tools and technologies for assessment: This theme is focused on the use of digital technologies and their significant impact on assessment in higher education. Contributions here may relate to how technology-enhanced study has influenced assessment for learning, or present research or evaluation studies that have investigated the use of e-assessment tools for particular pedagogic purposes.
Developing academic integrity and academic literacies through assessment: This theme encompasses research, policy and practice on employing assessments to develop students’ understanding of academic integrity and the associated skills in good academic practice. This theme will also include related contributions on facilitating students’ academic literacies, particularly academic writing. Papers might focus on assessment design to promote learning and minimise possibilities for student plagiarism or explore the use of group assessments and students’ understanding of collaboration and collusion.
Assessment for Social Justice: This theme considers how assessment theory and practice can promote or diminish social justice. This may include issues of inclusion and how we design assessments that are fair for all. But it also involves consideration of how assessment approaches and policies align with broader conceptions of social justice and with struggles for a more socially just world. Contributions may address how assessments are perceived by students and staff, the effects of assessments on dispositions and actions towards social justice or the design of assessment instruments, programmes and policies from a social justice perspective.
The AHE conference is leading the development of assessment for learning in higher education