Adapting to 3rd-level Assessment: Has the Student Voice been Lost in Transition?
• Inform the ongoing conversation between students, educators, policy makers, and other ‘experts’ by (re)profiling the voice of those students directly impacted by the enforced rapid change in assessment practices
• Support development of learner agency and assessment literacy in students transitioning into HE and across programme years
• Inform educational strategies and practices to enable transitioning students, faculty, staff, and institutions to manage assessment in the aftermath of Covid-19
• Develop learner independence and student co-ownership of learning and assessment