Principles of Assessment and Feedback for Learning


Assessment and Feedback for Learning should:
Clarify good performance
Help to clarify, from the early stages of a programme, what good performance means (goals, criteria, standards);
Encourage positive motivational beliefs
Ensure that all assessment has a beneficial, constructive, impact on student learning, encouraging positive motivational beliefs, confidence and self-esteem;
Encourage time and effort on task
Encourage 'time and effort' on challenging learning tasks, which recognise the importance of learning from the tasks, not just demonstrating learning through tasks;
Develop self-assessment and reflection
Facilitate the development of self- and peer-assessment skills and reflection on learning, to enable students to progressively take more responsibility for their own learning, and to inspire a lifelong capacity to learn;
Deliver timely high quality feedback
Deliver timely learner-related feedback information that helps students to self-correct and communicates clear, high, expectations and professionalism;
Encourage interaction and dialogue
Encourage interaction and dialogue around learning and professional practice (student-student, lecturer-student and lecturer-lecturer) including supporting the development of student learning groups and peer learning communities.
Provide opportunities to act on feedback
Provide opportunities for students to act on feedback and close any gap between current and desired performance through complementary and integrated curriculum design and pedagogic practice;
About the principles
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These principles are based on the REAP Principles of Good Formative Assessment and Feedback.
The implementation of these principles will influence curriculum design, delivery and educational practice,
such that students and staff become co-creators and collaborators in learning.
Please read assessment to include all assessment (formative and summative, coursework and examinations).