When designing the Research and Pedagogy module for my university’s MEd Educational Studies programme, I faced a familiar but pressing challenge: how to design assessment that is inclusive, authentic and that genuinely prepares students for the workplace, especially when generative artificial intelligence makes it easier to outsource essay writing? Here’s how I approached it and what I learned along the way.
Start with student experience
All students in this module are international and primarily from the Global South. Many are experienced educators in their home countries but are adjusting to a new academic culture, language expectations and professional norms. Their feedback was clear: they wanted less emphasis on long essays, more recognition of verbal and practical skills and assessments relevant to UK-based teaching roles. This became the foundation of a revised approach that balances institutional curriculum principles with Universal Design for Learning and a practical, student-informed assessment strategy.
- Rethink authentic assessment for the generative AI era
- Events-based authentic assessment that can boost employability
- Partner with industry for authentic learning and assessment
In response, I replaced the traditional essay format with a two-part, job-application-style assessment: either a research proposal or a teaching method statement as the written application, followed by an 8-10-minute recorded video presentation responding to a typical interview question. Together, these tasks simulate a realistic hiring process and support a wider range of communication skills.
Offer a choice
A previous module allowed students to choose between written or verbal assessments. Despite interest in verbal communication, no one chose that option because written formats felt safer and more familiar. So, this time I combined both elements into a single, authentic scenario. This structure builds confidence while allowing students to demonstrate both analytical depth and verbal fluency.
This design also aligns with Universal Design for Learning principles – giving learners varied ways to engage, show understanding and build confidence in professional contexts. What makes this approach especially effective is how often students recognise its real-world relevance. Students who’ve attended interviews in UK schools or education settings often say they were asked these very questions. These moments spark engagement and reinforce that what they’re learning has immediate, practical value.
Formative feedback that supports, not surprises
I also redesigned the formative assessment process. In earlier modules, submission was optional and students often missed the deadlines, submitted work that was too short or too long, or struggled to apply feedback. Now it’s compulsory but supportive. I developed a simple, structured planning table to guide students through their preparation step by step. Each section includes clear word limits alongside prompts and common pitfalls. This format breaks the task into manageable parts, making it easier for students to complete and quicker for me to review.
Because the table is short, I can identify key issues and provide focused feedback quickly. For those needing more help, I offer multiple rounds of feedback and verbal check-ins after class, and this loop continues until students feel confident with their final submission. The result is a clear improvement in both confidence and assessment outcomes, with students reporting feeling more supported and better prepared.
This assessment design is rooted in both the UWS Curriculum Framework and Universal Design for Learning. The module prioritises inclusivity, authenticity and career readiness by offering varied assessment formats, drawing on student voice and embedding supportive feedback. We encourage students to take ownership of their learning, build confidence and develop communication skills essential for the workplace.
Here are a few ideas that may help others exploring more inclusive, employment-focused assessment:
- Listening to students, even informally, can surface valuable insights without the complexity of formal co-creation.
- Designing authentic tasks like job applications and interviews makes assessment more engaging and relevant, especially when these reflect real professional expectations.
- Integrating multiple assessment modes within a single task lets students showcase different strengths.
- Embedding scaffolded formative feedback – short, structured and compulsory – can improve both engagement and outcomes.
- Aligning assessment design with institutional values helps ensure these practices are meaningful and sustainable.
Ultimately, this approach is about removing barriers and supporting learners to succeed. It’s not about lowering standards, but about meeting students where they are, especially those navigating new academic and cultural systems, and giving them every opportunity to grow, adapt and thrive beyond the classroom.
Xiao Qu is senior lecturer in education and programme leader of MEd Educational Studies at the University of the West of Scotland.
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