With a unique focus on the relationship between assessment and engagement this book explores what works in terms of keeping students on course to succeed.

Against a backdrop of massification and the associated increase in student diversity there is an escalating requirement for personalized, technology driven learning in higher education. In addition, the advent of student fees has promoted a consumer culture resulting in students having an increasingly powerful voice in shaping curricula to their own requirements. How does one engage and retain a group of students of such diverse culture, ethnicity, ambition and experience?

Using examples from a variety of institutions worldwide this edited collection provides a well-researched evidence base of current thinking and developments in assessment practices in higher education. The chapters discuss:

  • Staff and student views on assessment
  • Engaging students through assessment feedback
  • Assessment for learning
  • Assessing for employability
  • Interdisciplinary and transnational assessment
  • Technology supported assessment for retention

The book draws together a wealth of expertise from a range of contributors including academic staff, academic developers, pedagogical researchers, National Teaching Fellows and Centres for Excellence in Higher Education. Recognising that a pedagogy which is embedded and taken-for-granted in one context might be completely novel in another, the authors share best practice and evaluate evidence of assessment strategies to enable academic colleagues to make informed decisions about adopting new and creative approaches to assessment. This interdisciplinary text will prove an invaluable tool for those working and studying in higher education.

chapter |3 pages


ByLynn Clouder, Christina Hughes

chapter 1|15 pages

Student views on assessment

ByAlex Bols

chapter 2|13 pages

Trained for the high jump; asked to do the long jump

Does first year assessment promote retention?
ByAnthony Cook

chapter 3|13 pages

Exploring new students' conceptions of engagement and feedback

ByEd Foster, Jane McNeil, Sarah Lawther

chapter 4|14 pages

Helping them succeed

The staff–student relationship
ByChristine Broughan, David Grantham

chapter 5|14 pages

Evaluating assessment practices

The academic staff perspective
ByFrances Deepwell, Greg Benfield

chapter 6|13 pages

Assessment for learning

ByLiz McDowell

chapter 7|13 pages

Finding their voice

Podcasts for teaching, learning and assessment
ByGraham Steventon

chapter 8|14 pages

Student peer mentoring for engagement and retention

Challenges in community building and assessment
ByHeather Conboy, Richard Hall

chapter 10|12 pages

Digital storytelling as an alternative assessment

ByMartin Jenkins, Phil Gravestock

chapter 11|14 pages

Interdisciplinary assessment

ByClinton Golding, Chi Baik

chapter 12|14 pages

Assessing employability skills

Understanding employer needs and how to engage with students
ByMarie Hardie, Norman Day

chapter 13|15 pages

Getting the context right for good assessment practice

ByLynne Hunt, Sara Hammer, Michael Sankey

chapter 14|15 pages

Technology-supported assessment for retention

ByOrmond Simpson

chapter |2 pages


ByChristine Broughan, Steve Jewell