Compassionate assessment: the value of programme-level student-staff collaborations

Authors

DOI:

https://doi.org/10.47408/jldhe.vi35.1327

Keywords:

student-staff collaboration, degree programme reviews, compassionate assessment

Abstract

Assessment practices in the high-stakes environment of contemporary tertiary institutions can appear to be far from compassionate. Over-assessment, heavy assignment weightings, and clustered deadlines, among other challenges, contribute to the risk of student anxiety, stress, and imposter syndrome, and create an assessment landscape that is not conducive to joyful learning or student wellbeing. Considering the impact assessment experiences have on student confidence and identity formation, alongside grade award and job prospects, assessment practices that have student wellbeing at their core are vital. This opinion piece is co-authored by student and staff colleagues at the University of Aberdeen, the former of whom were appointed through a recruitment call for paid assessment and feedback internships. These were offered to students in their final year of undergraduate study during the 2022-2023 academic year. Our contribution focuses on a jointly implemented degree programme assessment review as a means of enhancing student assessment experiences. We posit that the inclusion of students as colleagues rather than simply as data sources provides a unique vantage point from which to begin thinking about the ways in which assessment practices can be made more compassionate.

Author Biographies

Joanna Wilson-Scott, Arden University

Joanna Wilson-Scott is a Lecturer of Academic Professional Development at Arden University. Her work includes providing pedagogic training for staff colleagues on areas such as active learning, and assessment and feedback practices. She has research interests in compassionate assessment, education for sustainable development, and neuroinclusivity.

Joy Perkins, Heriot-Watt University

Joy Perkins is Associate Professor (Curriculum Innovation and Work-Integrated Learning) based at Heriot-Watt University, Edinburgh. She works in partnership with academics to enable cross-fertilisation of employability ideas and practice across the University. Her research interests and recent publications include the practice of remote and digital internships and developing student employability through formative assessment.

Mary Pryor, University of Aberdeen

Mary Pryor is the Senior Academic Skills Adviser in the Centre for Academic Development at the University of Aberdeen. She works with students at all levels of study to develop their critical thinking, oral and written communication skills, and with academic staff to facilitate exchange of pedagogic ideas and practice across the University. Her research interests and recent publications include exploring the potential of micro-credentials and digital badging to develop the workforce.

Mailie Besson, Sciences Po

Mailie Besson is a Master’s student in Environmental Policy at Sciences Po Paris School of International Affairs, with research interests including climate justice, urban sustainability, and student and staff partnership in education. She graduated from the University of Aberdeen in 2023, where she was a key part of the assessment programme review project.

Samu Turi, Independent scholar

Samu Turi graduated from the University of Aberdeen in 2023, where alongside his studies he was an integral part of the assessment programme review project, contributing to the development of the pedagogical work at Aberdeen and presenting aspects to internal and external audiences. He is an aspiring energy consultant, who currently works at Xodus as an Environmental Engineering Graduate.

References

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Published

27-03-2025

How to Cite

Wilson-Scott, J., Perkins, J., Pryor, M., Besson, M., & Turi, S. (2025). Compassionate assessment: the value of programme-level student-staff collaborations. Journal of Learning Development in Higher Education, (35). https://doi.org/10.47408/jldhe.vi35.1327

Issue

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

Section

Rekindling the joy of learning

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