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Our initial round of work packages aimed to review and compile evidence about effective programme strategies. We then went on to collect case studies and explore other aspects of programme focused assessment.

During the project we kept a close eye on other funded assessment projects. A number of assessment frameworks have emerged, and we are pleased that several assessment initiatives at a number of institutions still make reference to PASS and the merits of integrated programme assessment.

Short guide to programme focused assessment

Assessment Issues

Inclusive assessment

Inclusive assessment : an auditing tool

International perspectives

Interpreting PFA for programme validation

Position paper

Refocusing the undergraduate curriculum

Students' view of assessment strategies

Survey of staff attitudes

Assessment initiatives

Assessment projects

References

Adams, M and Brown, S (eds.) (2006) Towards Inclusive Learning in Higher Education London: Routledge.

Armstrong, M., Clarkson, P. and Noble, M. (1998), Modularity and credit frameworks: the NUCCAT survey and 1998 conference report,Newcastle-upon-Tyne, Northern Universities Consortiuum for Credit Accumulation and Transfer.

Bennett, L. and Folley, S. (2017) ‘Team based approaches to address TEF issues’. Educational Developments, 18.4, pp. 5-8.

Biggs, J. and Tang, C. (2007) Teaching for Quality Learning at University, 3rd edition. OUP (Society for Research Into Higher Education)

Binns, C. (2017) Module Design in Changing Era of Higher Education: academic identity, cognitive difference and institutional barriers, Palgrave MacMillan UK.

Bridges, P., Cooper, A., Evanson, P., Haines, C., Jenkins, D., Scurry, D., Woolf, H. and Yorke, M (2002), ‘Coursework marks high examination marks low: discuss’, Assessment and Evaluation in Higher Education, vol. 27, no. 1, pp. 35-48.

Brown, S and Pickford, R (2006) Assessing live and practical skills, London: Routledge.

Covic, T. & Jones, M.K. (2008) "Is the essay resubmission option a formative or a summative assessment and does it matter as long as the grades improve?" Assessment and Evaluation in Higher Education33, 75-85.

Duncan, N. (2007) "Feedforward: Improving students' use of tutors' comments", Assessment and Evaluation in Higher Education, Vol 32 (3).

Francis R.A. (2008) "An investigation into the receptivity of undergraduate students to assessment empowerment". Assessment & Evaluation in Higher Education 33(5): 547-557.

Fung, D. (2017) A Connected Curriculum for Higher Education. London, UCL Press.

Gibbs, G. and Dunbar-Goddet, H. (2009) Characterising programme level assessment environments. Assessment and Evaluation in Higher Education.

Gibbs G, Simpson C (2004), Conditions under which assessment supports students' learning, Learning and Teaching in Higher Education, 1 (2004-5).

Hartley P, Whitfield R (2011) ‘The case for Programme-focussed Assessment.’ Educational Developments, 12.4, pp. 8-12.

Higher Education Academy, Assessment Framework, York, HEA.

Higher Education Academy (2012), A Marked Improvement, York, HEA.

Higgins, R, Hartley, P. and Skelton A. (2002) "The conscientious consumer: reconsidering the role of assessment feedback in student learning." Studies in Higher Education, 27, 1, 53-64.

Jackel B, Pearce J, Radloff A and Edwards D (2017) Assessment and Feedback in Higher Education: A review of the literature for the Higher Education Academy. HEA/ACER.

Knight, P & Yorke, M. (2003) Assessment, learning and employability, SRHE/OU Press.

Sadler (2009), ‘Fidelity as a precondition for integrity in grading academic achievement’, Assessment and Evaluation in Higher Education.

Van der Vieuten, C P M et al (2012), A model for programmatic assessment fit for purposeMedical Teacher Vol. 34, Iss. 3,

Yorke, M, Bridges, P and Woolf, H (2000), ‘Mark distributions and marking practices in UK higher education; some challenging issues’, Active Learnong in Higher Education, vol. 1, no. 1, pp. 7-27.