The aim of this project is to drive transformation, innovation and flexibility in assessment policy to support and influence transformation in assessment practices to recognise and meet the needs of diverse learners across Scottish tertiary education.

The project will aim to develop comprehensive evidence base and resources to share across the sector to stimulate and support transformation. This will be informed by published research and scholarship; analysis of data related to assessment and student outcomes in collaborative HE and FE partner institutions and case studies contributed from staff and students from across the sector to document and support effective practice.

Through dissemination and sharing of the evidence-based resources (compendium, toolkit and repository) the project aims to drive, influence and lobby for changes at policy level in relation to assessment that accommodate widespread transformation in practice which is student-focussed and works to meet the learning and development needs of learners in all their diversity.

Given the centrality of assessment as the engine driving student learning in tertiary education (Cowan 1998), this project arguably aligns to all four priority areas of the STEP topic, ‘Supporting Diverse Learner Journeys’. However, if aligning to one area or sub-topic, the project clearly aligns with and supports ‘Developing skills and capabilities for learning’ as assessment supports students’ development of skills including self-regulation, reflection, critical thinking, communication, and digital skills through the tasks assessments involve students to engage in to demonstrate their learning.

_{Cowan, J (1998) ‘On becoming an innovative university teacher,’ Society for Research into Higher Education. Buckingham: RHE & Open University Press}