| Description | This micro-credential supports higher education staff in rethinking assessment as an inclusive, learning-oriented, and feedback-rich pedagogical practice. It moves beyond assessment as measurement, foregrounding assessment as learning, participatory design, and student agency, while addressing the pedagogical and ethical implications of AI-supported assessment.
Drawing on research-informed practices and case studies from across the INGENIUM Alliance, the course focuses on assessment literacy, co-creation of criteria and rubrics, multimodal and culturally responsive assessment, sustainable feedback and feed-forward systems, and responsible uses of generative AI.
A central component of the micro-credential is practice-based professional learning: participants redesign an assessment element in their own teaching context, implement it, and critically reflect on the process through a small-scale action research report. Peer-coaching and reflective judgment are embedded throughout the course.
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| Format of Learning Material | Expert video lectures, PowerPoint presentations, Multilingual transcripts, Formative multiple-choice quizzes with automated feedback, Guided reflective questions, Peer-coaching activities, Practice-based action research project |
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| Learning Outcomes | Upon successful completion, learners will be able to:
- Critically analyse assessment practices in higher education using contemporary assessment theory and inclusive design principles.
- Differentiate between summative, formative, participatory, and assessment-as-learning approaches.
- Design transparent, student-centred assessment tasks, including co-created criteria and rubrics.
- Apply Universal Design for Learning (UDL) principles to assessment design.
- Evaluate pedagogical affordances and ethical considerations of AI-supported assessment and feedback.
- Implement sustainable feedback and feed-forward systems that support learner agency and reflective judgment.
- Conduct and document a small-scale action research project focused on assessment redesign in their own teaching context.
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