About this project
This project will pilot, evaluate and refine a practical Assessment Toolkit that supports programme teams to design secure, inclusive and future-focused assessments across online, blended and face-to-face contexts. Specifically, it will pilot the integration of the toolkit into programme design practices, leading up to validation of named modules/programmes from each institution.
Led by SOAS, working in partnership with six UK HEIs, it responds to the sector-wide challenge of sustaining integrity and assurance of learning in the AI era. The use of the toolkit will support programmes to design assessments for AI supporting future learning, employability and positive graduate outcomes.
This project brings together three institutions who are at different stages of the journey towards embedding different models of authentic assessments in UG and PGT provision in academic programmes, with different practices, experiences and policies.
Our cross-institutional team will draw on their expertise in developing, implementing and researching authentic assessments, and in the evaluation of educational practices, and provide access to data from different departments. By employing student research consultants, student perspectives and voices will be amplified.
The project complements previous CEP assessment projects by offering a focus on authentic assessments and developing a methodology that can be applied to evaluate the impact of future types of assessment transformation.
The project will:
• Collaboratively pilot the Assessment Toolkit across six institutions, testing its usability and adaptability within different programme development contexts.
• Evaluate the effectiveness of the Assessment Toolkit in supporting staff to design authentic, inclusive and AI-aware assessment, using mixed methods including surveys, interviews and artefact review.
• Refine the Assessment toolkit through iterative feedback, ensuring clarity, scalability and alignment with the UK Quality Code.
• Develop short case studies and resources that illustrate effective programme-level approaches to assessment integrity and assurance of learning.
• Disseminate findings and outputs through sector networks, supporting wider adoption of evidence-informed, quality-led assessment reform.
• Evaluate the effectiveness of the Assessment Toolkit in supporting staff to design authentic, inclusive and AI-aware assessment, using mixed methods including surveys, interviews and artefact review.
• Refine the Assessment toolkit through iterative feedback, ensuring clarity, scalability and alignment with the UK Quality Code.
• Develop short case studies and resources that illustrate effective programme-level approaches to assessment integrity and assurance of learning.
• Disseminate findings and outputs through sector networks, supporting wider adoption of evidence-informed, quality-led assessment reform.
The project will follow a five-phase action-research approach aligned with its objectives. (1) Partners will pilot the toolkit within the named module/programme development spanning multiple disciplines. They will (2) evaluate outcomes using inclusive, mixed methods that capture diverse staff perspectives.
Findings will be (3) synthesised to refine toolkit content for clarity, student accessibility and scalability. The team will (4) develop short text and video case studies promoting engagement through multi dissemination formats.
Finally, partners will (5) disseminate learning through sector channels to support enhancement beyond the consortium. EEDI principles inform all phases, ensuring representation across disciplines, delivery modes and student demographics.
Findings will be (3) synthesised to refine toolkit content for clarity, student accessibility and scalability. The team will (4) develop short text and video case studies promoting engagement through multi dissemination formats.
Finally, partners will (5) disseminate learning through sector channels to support enhancement beyond the consortium. EEDI principles inform all phases, ensuring representation across disciplines, delivery modes and student demographics.
Lead institution
- Dr Mark J.P. Kerrigan, SOAS, University of London (PI)
Partner institutions
- Dr Sian Lindsay, University of Reading
- Sarah Sherman, Bloomsbury Learning Exchange
- Dr Jamie Cawthra, University College London
- Dr Iain Cross, King's College London
- Dr Laura Green, Birkbeck University of London
- Dr Jessica Clare Hancock, University of London
- Dr Kenjiro Hori, Birkbeck, University of London
- Professor Diane Houston, Birkbeck, University of London
- Tim Seal, London School of Hygiene and Tropical Medicine
- Dr Juliette Smeed, London School of Hygiene and Tropical Medicine
- Dr Julie Voce, City St George's, University of London
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Dr Mark JP Kerrigan, Head
of Learning, Teaching Enhancement and Online Learning, School of Oriental and African Studies, University of London