Offered as a case-study, this chapter considers the introduction by Oxford Brookes University of an Assessment Compact (defined as a non-legally enforceable agreement) between the university and its students. The aim of the Compact is to reconceptualise thinking about assessment and feedback in the institution to bring about significant change in both assessment practices, and attitudes to assessment and feedback among staff and students, rather than just consolidate current practice. The chapter will consider the difficulties and challenges that have been faced in the implementation of the Compact, and the degree to which it has so far been successful, and why.
Rust, ChrisPrice, MargaretHandley, KarenO'Donovan, BerryMillar, Jill
Department of Business and Management
Year of publication: 2013Date of RADAR deposit: 2020-02-06
This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in Reconceptualising Feedback in Higher Education in 2013, available online: https://www.routledge.com/Reconceptualising-Feedback-in-Higher-Education-Developing-dialogue-with/Merry-Price-Carless-Taras/p/book/9780415692359