Transforming assessment and feedback case study: Students as partners and pioneers in assessment and feedback enhancement

In 2011, with funding from our Assessment and Feedback Programme, teams of academics at the universities of Bath Spa and Winchester embarked on FASTECH, an ambitious project aiming to engage students as partners in embedding technology-enhanced assessment-for-learning practices across all programmes of learning. Four years on, both universities are experiencing more agile responses to their assessment and feedback concerns. A pioneering student fellow scheme has played a key part in the FASTECH story. Working alongside tutors as researchers, evaluators and technology champions, the role of a student fellow involves researching and proposing ways of enhancing the student experience of assessment and feedback, gathering evidence of the transformative potential of technology, evaluating project outcomes and acting as advocates for the use of technology-supported approaches whenever these offer proven learning gains. This ground-breaking collaboration has not only advanced understanding of assessment for learning at both universities but also shown the potential of engaging students as active partners in curriculum enhancement. This is a one of a series of case studies developed by the Jisc Assessment and Feedback programme