Join the Higher Education Research Group (HERG) for their next event where they set out to uncover how transparency in assessment practices is framed within the policies of UK higher education institutions.

Analyzing 151 assessment policy documents through the lens of Ajjawi, Bearman, and Boud’s (2021) framework, we examined how HEIs communicate the principles of transparency and whom these efforts are intended to serve. Our findings revealed a striking pattern: while policies overwhelmingly adopt techno-rational approaches—emphasizing detailed documentation and dissemination of criteria—key aspects of socio-cultural engagement and socio-material interaction are significantly underexplored. We also discovered a narrow focus on students and markers as primary audiences, often neglecting external examiners and other critical stakeholders. To address these gaps, we introduce a multidimensional framework integrating diverse transparency approaches, emphasizing actionable strategies for enhancing stakeholder engagement. It highlights policy gaps and calls for professional development to bridge understanding and implementation. Our work raises questions about the assumptions underpinning transparency and its practical implications, offering fresh perspectives for transforming assessment practices into more equitable, inclusive, and dynamic processes across the UK’s higher education landscape.

Ajjawi, R., Bearman, M., & Boud, D. (2021). Performing standards: A critical perspective on the contemporary use of standards in assessment. Teaching in Higher Education, 26(5), 728-741.

About the speakers:

Chahna Gonsalves is a Senior Lecturer in Marketing (Education) at King’s College London. She is Senior Fellow of the Higher Education Association and Associate Fellow of the Staff Educational Development Association. Her interest in rubrics and the language of assessment is an extension of her role as Department Education Lead.

Zhonghan Lin is a Doctoral Researcher based at the Centre for Language, Discourse and Communication, the School of Education, Communication and Society, King’s College London. Her research interests include urban multilingualism, education in ethnically and linguistically diverse societies, and family language policy.