Why has Queen's made these changes?
The main drive for the change to assessment structures is pedagogical – to emphasise assessment and feedback that facilitates learning. In the model which we have introduced, feedback is conceived as a process rather than a product, takes place over time, requires a dialogue between staff and students, and is central to learning and teaching.
The new academic year structure at Queen’s aims to realise the following outcomes:
- To improve the potential for student learning and hence to enhance student employability;
- To improve student learning outcomes, and to enhance student satisfaction;
- To employ 21st century learning methods that engage students and which enhance students’ skills, knowledge and learning experience;
- To embed a more inclusive assessment, that values the increasing diversity of the student body, anticipating and providing for a range of student learning needs in a culture of dignity, courtesy and respect, while maintaining high academic standards.