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In this table you will find entries marked 'C' which indicate that they are provided centrally by the institution for all to use. Those marked with a 'D' require local approval and procurement at departments or Faculty level. If you are interested in exploring any of those marked with 'D' you are advised to speak to your departmental education leadership team. This is because assessment and feedback are a priority for UCL and work in this area is being progressed through Faculty and Departmental Education Plans (FEPs and DEPs), overseen by the Office of UCL Vice Provost (OVP) Education and Student Experience.
NB: if you note spot any errors or areas that need updating please contact the Digital Assessment Advisory: assessment-advisory@ucl.ac.uk.
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- Payne, A. 2021 (preprint) Technology-Enhanced Feedback in Higher Education: Source-Recipient Relationships in a New Dialogic Paradigm
- Winstone, N. and Carless, D. (2020) Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach, Abingdon: Routledge, 208pp. Available to download under creative commons licence.
- Nicol, D. 2009, Centre for Educational Development Reflections on Assessment and Feedback (May 2009 conference publication), Queen's University Belfast
- Winston, N. and Boud, D. (2022): The need to disentangle assessment and feedback in higher education in Studies in Higher Education Volume 47. Issue 3
- Sharma, R. et al (2016) Impact of self-assessment by students on their learning. International Journal of Applied Basic Medical Research. Jul-Sep;6(3):226-94.Winston, N. and Boud, D. (2022): The need to disentangle assessment and feedback in higher education in Studies in Higher Education Volume 47. Issue 3