Making assessment accessible: a student–staff partnership perspective

Abstract

Student assessment literacy, and staff assessment practices can be enhanced through constructive dialogue, designed to help build better shared understandings, and in which both students and staff can meaningfully contribute. Such a dialogue has great potential to increase student engagement with their own learning. Focusing on a UK university law school’s staff–student partnership initiative called Getting It Right: Assessment and Feedback in Translation (GRAFT) and aimed at improving assessment feedback practices, this paper demonstrates how students and staff working as partners in this context can make a major contribution to assessment literacy and student engagement.