Assessment is a crucial aspect of academic work. Indeed, there is substantial literature on assessment design and how to ensure the integrity of studentsâ€™ learning. Much work goes into enhancing assessment practices to ensure the validity of assessment to safeguard the reliability of studentsâ€™ knowledge. Yet relatively little research has investigated how university educators might learn about significant assessment concepts through experiencing them for themselves. This evaluation sought to explore how a change in a marking approach on a professional development module for academics supported an assessment for learning approach. The reasons for the change are described and the experience of implementing a pass/fail model on an assessment-focused module is discussed. Data was collected from an interactive student activity, external examiner feedback, and a module evaluation survey. Findings indicated a range of reactions suggesting that consultation processes, orientation time, student involvement, and care with nomenclature are required by those considering similar changes.
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