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TESTA Videos

One-Hour TESTA

If you're curious to find out everything you need to do TESTA please view the eight videos below. Please ensure you have headphones available or sound enabled (though every video is transcribed if this is not possible).

There are two videos below: one on the TESTA process, which looks at the first element of this, and one covering the Programme Audit.

How does TESTA work?

The Programme Audit

There are two videos below which cover the next two steps in a TESTA audit: the student focus groups and the AEQ.
Assessment Experience Questionnaire
The Focus Groups
There are two videos on this page. This page will cover the case study, programme team meeting and look at five models of programme-level assessment.

Make sure you scroll to the bottom of the page to ensure you have viewed all of the elements.

Programme Team Meeting 

Poem - Obituary for Curiosity




TESTA is a joint National Teaching Fellowship Project with four partner universities of similar character: Bath Spa, Chichester, Winchester and Worcester. It is funded by the Higher Education Academy for three years (2009-2012). TESTA aims to improve the quality of student learning through addressing programme-level assessment. TESTA is a £200,000 National Teaching Fellowship project on programme assessment, funded by the Higher Education Academy, led by the University of Winchester (2009-2012). TESTA originally conducted research on eight programmes in four partner universities to map assessment environments, develop interventions and evaluate them. The TESTA approach has been used with more than 100 programmes in over 40 UK universities, and in Australia, India and the USA. TESTA works with academics, students and managers - and for students, academics and managers – to identify study behaviour, generate assessment patterns to foster deeper learning across whole programmes, and debunk regulatory myths which prevent assessment for learning. 


Jessop, T. and Maleckar, B. (2014) The influence of disciplinary assessment patterns on student learning: a comparative study. Studies in Higher Education. (Open Access).

Jessop, T., El Hakim, Y. and Gibbs, G. (2014) TESTA in 2014: A way of thinking about assessment and feedback. Educational Developments. 15(2). 21-23. June 2014. Published by SEDA.

Jessop, T., El Hakim, Y. and Gibbs, G.
(2014) The whole is greater than the sum of its parts: a large-scale study of students' learning in response to different programme assessment patterns. Assessment and Evaluation in Higher Education. 39(1).73-88. Available at:
Jessop, T., McNab, N. And Gubby, L. (2012) Mind the gap: An analysis of how quality assurance procedures influence programme assessment patterns. Active Learning in Higher Education. 13(3). 143-154.
Jessop, T., El Hakim, Y. and Gibbs, G. (2011) TESTA: Research Inspiring Change. Educational Developments 12(4). 12-16. Published by SEDA.;pID=12.4

Jessop, T., Lawrence, P. and Clarke, H.
(2011) TESTA: Case Study of a Change Process. BA Primary, University of Winchester. Available at:

Gibbs, G. & Dunbar-Goddet, H.
(2009) Characterising programme-level assessment environments that support learning. Assessment & Evaluation in Higher Education. 34(4): 481-489.

Gibbs, G. and Dunbar-Goddet, H. (2007) The effects of programme assessment environments on student learning. Oxford Learning Institute, University of Oxford. Report commissioned by the Higher Education Academy.  Available at:
Gibbs, G. and Simpson, C. (2004) Conditions Under Which Assessment Supports Students' Learning. Learning and Teaching in Higher Education (LATHE). 3-31. Available at: