Relational assessment in a low-trust world

Abstract

ABSTRACT Prompted by concerns over student use of ChatGPT, staff teaching leadership and teamwork on a large university course experimented with an alternative way of assessing students’ learning. Past assessment practices emphasised individual reflection and quality assurance. Aiming for a more relational approach that is aligned with the course’s content, an oral review was employed. Staff conducted a review of learning with teams rather than individuals. Based on an in-depth staff review of the experience, this article explores the approach. The relational nature of the review was a dramatic departure from students’ previous experience of assessment, which some students found disconcerting. Staff identified key lessons that can be applied to future oral review assessments. Lessons learned involved how to balance the twin goals of quality assurance and personalised learning. Staff recognise the need to explain the approach to assessment, starting early in the course.