Compassionate assessments in HE: using a trauma-informed approach to develop an assessment design strategy and feedforward practice

Authors

  • Alice Graeupl Manchester Metropolitan University https://orcid.org/0000-0002-5833-9694
  • Amanda Miller Manchester Metropolitan University
  • Marilena Antoniadou American College of Greece

DOI:

https://doi.org/10.47408/jldhe.vi35.1317

Keywords:

compassionate assessment and feedback, trauma informed, assessment design, feedforward practice

Abstract

This brief communication offers reflections, through the lens of trauma-informed education, on the implementation of a portfolio approach to assessment design and feedback within a large business school department. Recognising the interconnectedness of assessment and feedback, we have fostered a more caring and compassionate culture at the department level by leveraging the challenges presented by the COVID-19 pandemic. Being guided by trauma-informed education, we also strengthened the importance of anchoring teaching practices within an ethic of care (Keeling, 2014). Our approach involved the introduction of flexible assessment design and feed-forward strategies, complemented by staff development workshops focused on race awareness and inclusive best practices. We advocate for adopting a trauma-informed approach, emphasising compassionate leadership and transparency to drive meaningful change. Our experience underscores the importance of nurturing a compassionate culture in assessment design and feedback, especially during times of trauma, empowering both students and colleagues to thrive academically.

Author Biographies

Alice Graeupl, Manchester Metropolitan University

Alice Graeupl is a senior lecturer at Manchester Metropolitan University where she works in the Business School. She teaches and supports students on tourism and marketing programmes. In her role as assessment lead, she has created significant impact and change with an inclusive, compassionate assessment strategy by empowering staff to find the right fit for their modules. Alice has also been involved in a QAA project on ‘Learning in Blocks’ and still contributes and consult with universities considering a change to block teaching. She is a senior fellow of the HEA. Her research interests lie within flexible, functional assessment that empowers both students and staff.

Amanda Miller, Manchester Metropolitan University

Amanda Miller is an associate professor/reader at the Manchester Metropolitan University Business School. She is currently in her second year as an institutional lead innovation scholar and co-leads a cross-university strategic community of practice in authentic and flexible assessments. This role is a newly created secondment, representing a step change for the university to utilise strategic communities of practice to amplify excellence in practice and inspire innovation and excellent student experiences and outcomes. She is based within the triple-accredited business school and teaches in the area of marketing and tourism: co-leading on a department final year undergraduate independent study module and leading a module at the postgraduate level. Amanda has led significant curriculum change initiatives at the department level and mentors colleagues new to academia, those who aspire to apply for education leadership roles, those new to the scholarship of teaching and learning, and those working towards achieving professional recognition (via Advance HE). Externally, Amanda is the Director of Education for EuroCHRIE, a certified management and business educator (Chartered Association of Business Schools) and a fellow of the Royal Society of Arts and holds a number of external examining posts at UK institutions.

Marilena Antoniadou, American College of Greece

Marilena Antoniadou is an associate professor in management, currently serving as the associate dean for education and employability at the American College of Greece, and she oversees academic programs, curriculum development, faculty development, and accreditation processes. Her leadership emphasises bridging the gap between academia and industry, equipping students with practical skills for successful careers. Previously, Marilena held significant roles at Manchester Metropolitan University, including Director of Education for the Faculty of Business and Law, where she spearheaded initiatives to enhance student satisfaction, retain triple accreditation, and elevate global rankings. Her teaching and research interests lie in organisational behaviour, workplace emotions, and education for sustainable development, with numerous publications in academic journals. A Principal Fellow of the Higher Education Academy and an active member of professional bodies, she has led innovative projects, secured research funding, and contributed to curriculum development internationally. Holding a PhD in organisational behaviour and several postgraduate degrees, she is dedicated to developing inclusive, collaborative environments that inspire growth and learning.

References

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Published

27-03-2025

How to Cite

Graeupl, A., Miller, A., & Antoniadou, M. (2025). Compassionate assessments in HE: using a trauma-informed approach to develop an assessment design strategy and feedforward practice. Journal of Learning Development in Higher Education, (35). https://doi.org/10.47408/jldhe.vi35.1317

Issue

No. 35 (2025): Special Edition, Liberating Learning

Section

Caring and compassionate pedagogies

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