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This QAA Collaborative Enhancement Project is exploring how institutional regulations and practice regarding assessment can impact students’ sense of belonging. It is led by University of the Arts London, partnered with Glasgow School of Art and Leeds Arts University.

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.
Watch the introductory video

As part of this project, we delivered a Belonging through Assessment Symposium on 21 October.

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.