The Assessment for the Future project (AFF) was established in 2021 under the leadership of Gabrielle Finn, Associate Vice President for Teaching, Learning, and Students. Assessment is among Gabrielle's top areas of priority. AFF recognises that assessment is integral to the student journey and experience, with Assessment and Feedback among the University's key operational and strategic priorities.
AFF so far:
Cadmus
Cadmus, a secure online assessment platform integrated with our Central Learning Environment (currently Blackboard but transitioning to Canvas), is now available University-wide.
For the 2023/2024 academic year, 104 units used Cadmus across all three faculties.
For more information, please visit our Cadmus page or read the full ITL Case Study.
The Cadmus team is delivering a number of training sessions on the following dates, that are now open for registration via the Training Catalogue:
- Thursday 16/01/2025 9:00 - 10:30, Online
- Wednesday 22/01/2025 13:00 - 14:30, Online
- Tuesday 04/02/2025 10:00 - 11:30, Online
If you are interested in using Cadmus, please request to join our Teams space or email teaching.learning@manchester.ac.uk
AI Working Groups
The AI Working Groups met in May, June, and July 2023. Recommendations from those working groups have been fed into the AFF steering group and will also feed into the Assessment Framework Review. AI Teaching Guidance was released in October 2023, and summaries of the AI Teaching Guidance for staff and students have been created.
The AFF steering group are also feeding into the new AI strategy group - Artificial Intelligence in Teaching and Learning Strategy Subgroup (AITLSS).
Students may find the library resource on AI guidance useful.
Differential Attainment
Differential Attainment is a cross-faculty project, led by Aseih Yousefnejad Shomali (Research Associate) alongside Adam Danquah (Vice Dean for Teaching, Learning, and Student Experience, FBMH) and Gabrielle Finn (AVP for Teaching, Learning, and Students).
Differential attainment is the variation in attainment between student groups who share protected characteristics and those who do not share the same characteristic. The biggest differences are found by ethnic background. This research has been conducted to better understand how we can support the attainment, progression, and continuation of our students.
The research revealed a number of expected and unexpected areas where differential attainment has been identified. Key findings include:
- Financial Challenges
- Mental Health and Wellbeing
- Lack of Representation
- Disabilities and Learning Environment
- Cultural and Linguistic Barriers for International Students
- Basic Physical and Cultural Needs
What initiatives are we developing?
A new Student Voice Strategy, co-created with the Students' Union has been launched. The SVS centres on empowerment, accountability, and authentic engagement. A representation toolkit will be developed, with a focus on race and disability. The resources will cover two types of representation: 1. Direct representation of minoritised groups within materials such as assessment questions and scenarios; 2. Representation through universal design principles in assessment methodologies. The toolkit will be embedded within our new assessment platform, Cadmus.
EAR 1.0
The Enhancing Assessment Review (EAR) 1.0 was a small-scale proof-of-concept pilot which ran in the School of Biological Sciences in Spring of 2024. This pilot project took a holistic view of assessment in Semester 1 of Year 2 across two undergraduate programmes, and made recommendations to improve assessments to the programme teams. These revisions were implemented in time for the 2024-25 academic year. Evaluations of the project are ongoing, have been well-received by students and colleagues so far, and has been scaled-up and rolled out (EAR 2.0) across Years 2 and 3 of all undergraduate programmes in the School of Biological Sciences this academic year.
Assessment Showcase (Student Comms)
The Assessment and Feedback Change Project is a multi-year project led by the Students' Union, aimed at transforming assessment and feedback practices across the University. The project started in October 2023 and is a collaborative effort between the University and the Students' Union elected Officers to address key student concerns and enhance the overall assessment experience.
The Assessment and Feedback Change Project was initiated based on consistent feedback from students that assessment and feedback were major areas requiring reform. The project outlines a series of recommendations to be implemented over the next few years.
Recommendations are informed by extensive data from sources like the National Student Survey (NSS), the 'BuildYourMCR' (BYMCR) survey, focus groups with School Representatives, and the new 'EducateMCR' survey.
This is a collaborative, student-focused initiative. The Students' Union is welcoming feedback and involvement from students, staff, and faculty throughout the process.
Their vision is to create a fair, timely, and effective assessment and feedback system that supports student success and enhances the overall educational experience at the University of Manchester.
Their 'What Matters: Assessment and Feedback' paper is now complete and available to read.
If you would like to contact the project team for further information, please email your query to the SU Officers:
- humsofficer.su@manchester.ac.uk
- fbmhofficer.su@manchester.ac.uk
- fseofficer.su@manchester.ac.uk
What's now and next?
Group Work
Group Work has been widely reported and identified as a source of anxiety and inequity by students, and this project seeks to investigate how groupwork can be enhanced and made to be more effective. The project is in its infancy and proposes three potential outputs:
1. Materials for students to support with groupwork.
2. Materials to support colleagues with developing effective groupwork for students.
3. Develop resources to show the value of groupwork.
Assessment Framework Review
The aims of the review are:
- To update the University’s Assessment Framework ensuring relevant, inclusive, and trustworthy assessments for the future
- To simplify the framework and make the content more accessible for staff and students
Watch the following background presentation/video for information about the Assessment Framework Review and consultation process.
EAR 2.0
Following the well-received EAR 1.0 pilot, the Enhancing Assessment Review (EAR) process has now been scaled-up and rolled out across Years 2 and 3 of all undergraduate programmes in the School of Biological Sciences (EAR2.0). The project team are taking a holistic view of assessment and making recommendations to improve assessment and feedback in time for the 2025-26 academic year.
Inclusive Assessment (new)
This project will seek to define inclusive assessment and address conflicting matters that arise with inclusivity or optionality. This work will examine what reasonable adjustments or accommodations can be made to ensure students' needs are met.
Rubrics (new)
Rubics have been identified as an area of concern for students. This project will involve looking at what makes for effective assessment rubrics? What do students expect from rubrics? What good practice around rubrics is already happening at Manchester?