Introduction: Rethinking Assessment and Feedback

Nicola Smith, Helen Williams

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)


There is now a rich pedagogical literature that attests to the absolute centrality of assessment and feedback in effective student learning at undergraduate and postgraduate levels. And yet – despite this consensus in the pedagogical literature over the crucial importance of assessment and feedback – they are not, it seems, fulfilling their purpose or potential for students or lecturers alike. This symposium starts from the premise that assessment and feedback matter, that they are not working at present and that we need to find ways to do them differently. The symposium brings together five original articles from contributors who all want to explore alternative ways of thinking about, and doing, assessment and/or feedback so that they work better both for our students and for us as their lecturers.
Original languageEnglish
Pages (from-to)127–134
JournalEuropean Political Science
Issue number2
Early online date6 May 2016
Publication statusPublished - Jun 2017


  • pedagogy
  • assessment
  • feedback
  • dialogic learning


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