Rethinking Assessment: Large-Scale Threshold and Grading Assessment in Engineering

In modern education, the widely used traditional examination assessment framework often places excessive stress on students (Robotham, 2008), hindering their holistic development and fostering a reactive rather than proactive approach to learning. Conversely, a resilient assessment framework is characterised by its ability to evolve in response to diverse learning needs and emerging educational paradigms. Such a structure is integral in mitigating the overwhelming pressure associated with highstakes examinations, thereby cultivating a conducive learning environment that offers intellectual curiosity and academic growth. Central to the efficacy of a resilient assessment structure is its capacity to embrace diverse assessment methods that encourage students to engage with learning free from the constraints of exam pressure. This paper presents a unique framework that enables large-scale implementation of assessment across degree programmes and any discipline. The model is represented by the Threshold Assessment (TA), to assess student competencies and ensuring they meet learning outcomes, and the Grading Assessment (GA) which promotes creativity and higher-level problem-solving skills to distinguish between students' abilities. For the past 5 years, the model proposed has been implemented across 50 taught modules at the Department of Electronic and Electrical Engineering (EEE), The University of Sheffield, demonstrating excellent scalability. Results from a wide-scale survey, administered to students at all levels, suggest that the TA/GA approach is clearly understood by students and recognised as a flexible approach to modern assessment.