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Reconceptualising assessment to promote student learning, resilience and wellbeing

Hill, Jennifer; Keywood, Sophie; Malcolm, Gemma; West, Harry


Jenny Hill
Associate Professor in Teaching and Learning

Sophie Keywood

Gemma Malcolm


In this workshop we present results from a longitudinal mixed methods study which evidences that dialogic feed-forward assessment asserts a positive influence on the undergraduate student experience in a number of inter-related cognitive and affective ways (Hill & West, 2019). Staff-student dialogue impacts positively upon learning, uncovering emotion and enhancing resilience and wellbeing (Hill et al., 2019). Through activities and discussion a staff-student team will encourage workshop participants to reconceptualise assessment and feedback as a collaborative process at a number of scales within their institutions. Participants will be encouraged to plan assessment approaches conscious of student stressors and emotions, maximising the potential for sustainable learning and academic success.

Hill, J., Healey, R., West, H. & Dery, C (2019), Pedagogic partnership in higher education: Encountering emotion in learning and enhancing student wellbeing, Journal of Geography in Higher Education, In Press.

Hill, J. & West, H. (2019), Improving the student learning experience through dialogic feed-forward assessment, Assessment & Evaluation in Higher Education, DOI:

Presentation Conference Type Conference Paper (unpublished)
Start Date Jul 3, 2019
Publication Date Jul 3, 2019
Peer Reviewed Peer Reviewed
APA6 Citation Hill, J., Keywood, S., Malcolm, G., & West, H. (2019, July). Reconceptualising assessment to promote student learning, resilience and wellbeing. Paper presented at AdvanceHE Annual Conference
Additional Information Title of Conference or Conference Proceedings : AdvanceHE Annual Conference