Whiting, Chris ORCID: https://orcid.org/0009-0006-9237-2443 (2026) From grading artefacts to learning infrastructure: Co-creating competency-based assessment descriptors for inclusive learning. In: QAA: Assessment and Feedback Roadshow, 14-18th September 2026, Online.

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Abstract

In 2024, York St John University refreshed its Generic Assessment Descriptors as part of a values-led move towards compassionate, inclusive and accessible assessment. The project engaged students, Students’ Union officers, professional colleagues (Library and Study Skills), and academic staff, repositioning GADs from grading artefacts to learning infrastructure.

Drawing on QAA guidance on competency-based education and assessment language, we removed deficit framing, rewrote descriptors around observable competencies, and embedded them within wider institutional documents (assignment briefs and assignment coversheets).

This session shares how co-creation, competency-based design and aligned institutional processes can enhance assessment literacy, support authentic assessment design, and translate policy into meaningful classroom practice, offering transferable insights for institutions seeking systemic assessment reform.

Item Type:	Conference or Workshop Item (Paper)
Status:	Published
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/15986

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