Abstract The study of history is traditionally characterized by written assessments. And yet, more creative forms of assessment have the potential to empower students, develop new skills and exhibit ‘imaginative insight’. Such an approach is in line with the recommendations of the UK's Quality Assurance Agency for Higher Education, as reflected in its ‘Subject Benchmark Statement’ for the discipline of history. This Forum piece critically examines creative assessment in history using practitioner research. It examines the pivotal role creative assessment played in the design and redesign of two undergraduate modules. It then considers the student experience of undertaking creative assessment using qualitative and quantitative research data. The article concludes by advocating for greater creativity in assessment design.
Sarah Holland (Thu,) studied this question.