This QAA Collaborative Enhancement Project is exploring how institutional regulations and practice regarding assessment can impact students’ sense of belonging.
Assessment is relational, yet to date there has been limited discussion about how assessment can develop student belonging through meaningful compassionate interactions and practices. At each stage of assessment, how our students experience feelings
of belonging is critical to their involvement with their learning processes and their identification as successful HE learners.
This collaboration aims to:
- identify areas of enhancement in assessment policies and practices to promote students’ sense of belonging and tackle issues of social justice
- link this relational work with the attainment gap/awarding differentials agenda in the creative arts
- develop collaborative, dialogic, effective resources for staff development across the HE sector.
Find out more
A Project Position Paper introduces each of the three research strands (pass/fail grading/whole-self/feedback) and offers an overview of the work to date and plans for future development and project resolution.
A blog post by the project team details key discussions and how the project is progressing.
Watch the introductory video
Tune into this podcast
Project lead:
University of the Arts London
Project partners:
Glasgow School of Art and Leeds Arts University
Other Collaborative Enhancement Projects
QAA supports a number of projects every year, covering a range of topics and interest areas. Each is led by a QAA Member, working in collaboration with other members institutions. You can find more information on all projects, and access resources and outputs, on our website.