ABSTRACT
In September 2009, Oxford Brookes University introduced an Assessment Compact – defined as a non-legally enforceable agreement – between the university and its students (see Figure 13.1). The aim of the Compact is to bring about significant change in both assessment practices, and attitudes to assessment and feedback among staff and students, rather than just consolidate current practice. It is both values- and evidence-based, and seeks to reconceptualise thinking about assessment and feedback in the institution whereby assessment and feedback are seen as a relational and integrated learning process involving on-going dialogue within an active learning community of staff and students. This chapter explores the approach to institutional change and, in doing so, aims to help you, the reader, consider (a) whether the introduction of such a compact might be appropriate in your institution, and (b) if so, how you might improve the chances of successful introduction by judicious consideration of the Brookes’ experience. It will offer this experience as a case study, and consider which factors enabled the development of the Compact and identify issues arising in the translation of the Compact into practice. In particular, difficulties in understanding the ideas within the Compact and the capacity to envision radical change are discussed. There will also be consideration of the degree to which this strategy has succeeded so far in changing thinking about and practice of assessment in the institution. The Oxford Brookes University Assessment Compact. https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203522813/b36a88d4-16d3-4bb6-88bc-2e8b47968597/content/fig13_1a_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/> https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203522813/b36a88d4-16d3-4bb6-88bc-2e8b47968597/content/fig13_1b_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>
