ABSTRACT
When graduates think back to their university days, it is often the assessments that stick in their minds – cramming for that final exam, staying up all night drinking coffee to finish a report or essay on time or frantically rushing around to get their dissertation bound – and, for many, these reminiscences are often associated with rising stress levels and feelings of dread. There has been a growing academic discourse in recent years that assessment, and the feedback that students receive as part of this process, are a key part of the learning process. However, when I speak to students, many of them consider assessments to simply be a hurdle that they have jump over on the way to getting a qualification. This chapter will provide an overview of what students think about assessment and suggest some ways of improving this experience.
