Assessment, particularly summative assessment, can often be seen as an end point. Evidence shows that students are very much more interested in the grade than the feedback, and hours spent feeding back individually may be an inefficient use of tutor time, as well as keeping assessment compartmentalised. Think about how you might introduce a sense of belonging through assessment. As well as individual grading and feedback, can you

Example:

June and Sean work on a large international online masters course. They develop a feedback dialogue process where students are encouraged to comment on their assignment and their feedback. Currently this is only shared with the student’s tutors. Students have highlighted that they feel empowered to discuss their feedback with the tutors, including identifying anything they don’t understand. By practising the language of assessment with their tutor their sense of belonging within the academic sphere is increased. Tutors have welcomed this space for helping their own feedback practices, increasing their own sense of belonging and professional development.