European Political Science

, Volume 16, Issue 2, pp 127–134 | Cite as

introduction: rethinking assessment and feedback

  • nicola smith
  • helen williams


There is now a rich pedagogical literature that attests to the absolute centrality of assessment and feedback in effective student learning at undergraduate and postgraduate levels. And yet – despite this consensus in the pedagogical literature over the crucial importance of assessment and feedback – they are not, it seems, fulfilling their purpose or potential for students or lecturers alike. This symposium starts from the premise that assessment and feedback matter, that they are not working at present and that we need to find ways to do them differently. The symposium brings together five original articles from contributors who all want to explore alternative ways of thinking about, and doing, assessment and/or feedback so that they work better both for our students and for us as their lecturers.


pedagogy assessment feedback dialogic learning 


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Copyright information

© European Consortium for Political Research 2016

Authors and Affiliations

  • nicola smith
    • 1
  • helen williams
    • 2
  1. 1.Department of Political Science and International Studies, University of BirminghamBirminghamUK
  2. 2.School of Politics & International Relations, University of NottinghamNottinghamUK

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