The (dis)continuities of digital transformation in flexible assessment practice: Educator perspectives on what matters most

Assessment forms an integral part of history education at all levels, throughout school, college and university. The process of assessing and being assessed occupies much time and attention of staff and students alike. Research demonstrates that diversifying assessment methods has the potential to enhance student engagement. However, assessment remains relatively traditional compared to innovation in other areas of history curricula. Opportunities to rethink assessment can feel limited, constrained by sector or institutional frameworks. This article uses practitioner research to advocate rethinking assessment in history, and asks how ‘creative’ or ‘innovative’ approaches to assessment can make this a more effective and meaningful process within a subject-specific context. The focus is history assessment in higher education in the UK, but the context, discussion and recommendations have wider reach, extending beyond disciplinary, educational sector and geographical boundaries. It demonstrates the potential, practicalities and possible pitfalls of alternative forms of assessment, using a case study of creative approaches to assessing history.

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The (dis)continuities of digital transformation in flexible assessment practice: Educator perspectives on what matters most

Abstract: Article typeFull paper, double-blind peer review.

Cited by 4 publications

References 27 publications

The paradox of inclusive assessment

The paradox of inclusive assessment

Embedding assessment flexibilities for future authentic learning

Rethinking assessment: the potential of ‘innovative’ or ‘creative’ assessments in history

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