Beyond the Technology: Demonstrating digital transformation - reimagining assessment and feedback at University College London

Sarah Knight, head of learning and teaching transformation at Jisc, is joined by Marieke Guy, head of digital assessment at University College London (UCL) and Mary McHarg, activities & engagement officer at UCL Students' Union to discuss the reimagining of assessment and feedback at the institution.

Marieke provides insights into the university's broad scope, with 11 faculties and over 60 departments. UCL supports around 43,000 students and over 14,000 employees, offering a diverse range of undergraduate and postgraduate programmes. They discuss how the institution faces the challenge of maintaining consistency and utilising technology effectively due to its scale and diversity.

Mary highlights the challenges students face in relation to assessment and feedback. With a vast institution like UCL, students experience different assessment methods, frequencies, and feedback quality across departments. The podcast explores the importance of consistency, quality feedback, and supporting student well-being.

This episode emphasises the involvement of students in the assessment process. UCL actively engages students through panels, partnerships, and programmes such as ‘student changemakers’.

Marieke discusses the wide range of assessment tools used at UCL, such as Moodle, Wiseflow, Mahara, WordPress, Crowdmark, and Turnitin. The conversation moves on to how UCL is addressing the need for assessment practice and curriculum redesign. Marieke mentions ongoing work with the academic practice centre and academic communication centre to support staff in rethinking assessments. They explore AI integration, programme-level assessment, and enhancing academic integrity resources.

The discussion delves into AI's role in assessment and the need to educate staff and students about its capabilities, limitations, and ethical considerations. UCL is incorporating AI into assessments and actively involving students in discussions about its use.

The episode concludes with the importance of senior leaders supporting the institutional approach to rethinking assessment and feedback. It emphasises the need for clear communication, involving students as partners, providing resources and support for staff, and investing in experts.