"Assessment is not an end point of learning, but part of the learning process." - CU Group Assessment Strategy

On this page, you will find a collection of assessment case studies based on innovative and inspiring practice. These are practically focused reflections, drawing on a range of disciplines and assessment methods. Thank you to everyone who has shared their practice for this collection. 

  • Academic Development’s case studies eBook also includes examples of great assessment practice from across the CU Group.  For engaging students with assessment criteria, see Chapters 1.6 and 3.2.  On authentic assessment, see Chapters 2.1, 2.2, and 3.1.
  • The CU Staff Conference 2021 featured sessions on supporting your students to "Pass First Time", with a focus on inclusion and assessment literacy, plus a virtual exhibition stall on Developing Deeper Assessment Literacy by Aarti Kotecha (Faculty of Health and Life Sciences). A CU login is required to access these materials.

Assessment case studies collection

Whilst reading these case studies, you may wish to refer to information about what is meant by Level 3,4,5,6 and 7 at UK Universities (source: IELL).

Image: Hush Naidoo, unsplash.com

"What makes a good submission?: Using video as a means of assessment guidance" by Chris Smith (Faculty of Arts and Humanities)                                                                          

"Getting students involved:  Increasing engagement with    assessment in an Addvantage module" by Idris Sidique-Adair (Faculty of Health & Life Sciences)

"Taking care of assessment: Supporting reflective writing in the Nursing Associate Foundation Degree" by Rija Bobby (Faculty of Health and Life Sciences) 

"Increasing student engagement: Enhancing students’ assessment literacy on a Sino-UK programme" by Fred Parker (Faculty of Business and Law)

"On the right (musical) track: Scaffolding learning via industry-style working briefs" by Rich Hall (Faculty of Arts and Humanities)

"Joining the dots: Enhancing assessment and feedback in a business module" by Folajimi Ashiru (Faculty of Business and Law)

"Towards collaborative assessment design: Enhancing assessment literacy in an online foundation engineering module" by Alexandra Petre (Engineering, CU Coventry)

"Articulating learning: The use of debating as an assessment task" by Deb Nye (Health and Social Care, CU Coventry)

"Streamlining assessment: Enhancing constructive alignment in response to student feedback" by Jonathan Dale (Faculty of Engineering, Environment and Computing)

"A successful makeover! Improving students’ experience of assessment in a fashion module" by Giulia Massera (Coventry University London)

"An innovative approach to student engagement and assessment  in science lab sessions" by Sharon Williams (Faculty of Health and Life Sciences)

"An assessment health check: Strengthening assessment and feedback practices in an undergraduate module" by Hannah Degge (Health and Social Care, CU Scarborough)

"Providing asynchronous feedback in a synchronised way, using Screen cast-o-matic video capture and editing software" by Christopher Haycock (Faculty of Health and Life Sciences) 

"Learning through doing: Using digital tools to facilitate a simulated business project" by Karim Ahmed (Faculty of Engineering, Environment and Computing)

"Virtual environment, real-life skills: Assessment as learning in a criminology module "by Graham Steventon (Faculty of Health and Life Sciences)           

"Feedback as a dialogue: Implementing a tool to                encourage student reflection and feedforward" by Emma Holdsworth (Faculty of Health and Life Science) 

"Keeping it real: Enhancing authenticity and engagement in a policing module" by Clare Brennan (Policing, CU Coventry)

"The phenomenon of being an internship student" by Steve Jewell (Faculty of Business and Law) 

"Feedforward –Levelling the playing field of survival of the fittest" by Mark Noon (Faculty of Health and Life Sciences)

"Feedback in Computer Science – Meaningful, Consistent, On-time, Extensive, Popular (and Automated!)" by Matthew England and David Croft (Faculty of Engineering, Environment and Computing)

"Combatting perceived academic misconduct on a Sino-UK commercial law program" by Alex Simmonds (Faculty of Business and Law)