The Impact of Innovative Assessment on Student Learning

Abstract

SUMMARY Assessment methods such as non‐conventional exams, oral presentations, group projects and peer assessment are increasingly being used in HE in an attempt to introduce more realistic and meaningful tasks and provide broader and more reliable indicators of students' achievements. The impact of such assessment on student learning is being investigated via a series of case studies at the University of Northumbria. A number of positive effects on learning have been identified and students strongly support new methods of assessment. Problems do arise, particularly since the often unchallenged 'level playing field' of exam room must be replaced by new means of establishing fairness, reliability and validity. Innovative assessment is limited in its developments within the HE context; eg the weightings given to the process and products of learning can be of issue. It is also difficult to accotnodate individual learner needs and acknowledge individual progress.