Accrediting Effective Assessment Teams in Higher Education: The Assessment Specialist Team Award (ASTA)

Research output: Other contribution

Abstract

The Assessment Specialist Team Award (ASTA) acknowledges and accredits excellence in
assessment practice in higher education. The award is applicable to staff (academic and
professional) and students who can evidence a research-informed approach to
assessment.
The ASTA aligns with the UK Professional Standards Framework (2011, 2023), and EUA
Standards and Guidelines for Quality Assurance in the European Higher Education Area
(ESG) (2015).
The underpinning research-informed assessment framework to support colleagues in
evidencing excellence in assessment is the EAT Framework (Evans, 2016; 2020; 2022).
This framework highlights twelve interrelated dimensions and sub-dimensions of effective
assessment and feedback practice underpinned by key concepts including assessment
literacy (understanding of the assessment context), self-regulation (the ability to choose
the right strategies to address a task and to use them well), and agentic engagement (the
ability to influence one’s assessment environment to make it work better for oneself and
others).
The EAT Framework was developed to support application of a research-informed and
inclusive approach to assessment within higher education. A key element of this work is
working in partnership with staff and students. The team award highlights the importance
of developing a shared regulatory approach.
Shared regulation of assessment occurs where the regulatory processes are
interdependent among those participating in a collaborative task (Hadwin et al., 2011).
This is all about teams regulating together to achieve shared goals. This is different to our
understanding of self-regulation which usually means co-regulated learning, where a
learners’ interaction with others allows them to internalize regulatory processes for
themselves.
In socially shared regulation of learning and teaching including assessment, colleagues
(staff and students) work as a coherent team to attain shared goals. Furthermore, in
socially shared regulation, all colleagues participate equally in the regulation of each
other’s actions, whereas in co-regulation, the learner interacts with a person who has a
superior or more expert role (teacher/mentor or more knowledgeable peer). Recent
research has shown that both shared- and co-regulation can be empirically differentiated,
with shared regulation enhancing group performance, and the use of more advanced
shared assessment strategies (Panadero and Järvelä, 2015).
Original languageEnglish
TypeEAT Erasmus Resource
PublisherErasmus+
Number of pages16
Publication statusPublished - 1 Jan 2023

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