The ASE Reviewer commended how the TEI uses Assessed Conversations in the module on Job; by building the module around the idea of dialogue and including video dialogues in the resources, the TEI is skilfully integrating assessed conversations into the big picture. This also improved engagement in the lesson preparation, especially from students with SpLDs. 

In one reflective practice module, an example of good practice highlighted by students was of formative assessment. Students were invited to give informal presentations in class on one of their written assignments. This provided the opportunity for timely preparation and consideration of the summative assessment, and for staff and peer feedback before completing the assignment.

Written feedback from a single module for a range of marks (from clear fail to clear first class) was anonymized, shared, and discussed, and proved to be a very generative staff development exercise. It prompted critical self-reflection, and sharing of good practice in terms of both marking process and content and tone of feedback to students.

A new summative assessment question for TMMC2031 Topics in Christian Doctrine, which allows for student creativity as well as a theologically informed application to ministerial practice: ‘Research carefully a doctrinal topic (i.e. in one of the following areas: theology proper, Christology, pneumatology, ecclesiology, soteriology, theological anthropology, eschatology) and write lyrics to a contemporary hymn about it. This song must be accompanied by a 2000-word essay that explains and supports from academic sources (as any essay would) the theological significance of the lyrics and their various elements.

Our work on AI – we have had a working group, looking at our assessment methods across the programme. We have also written an AI ethos statement, which contextualises how the TEI relates to the Durham policy. We have also been working on explaining to students why and how essays continue to matter in an age of generative AI.

Sharing all assignment titles with the External Examiner.

The External Examiner typically provides minor but valuable feedback, often relating to the clarity of wording, the framing of examples, or the possibility of unintended interpretations by students. This early review helps fine-tune the questions and provides a helpful external perspective on how students might read or misread an assignment brief. It has introduced helpful rigour for tutorial staff and supports a culture of advance planning, discouraging last-minute adjustments and reinforcing the seriousness of assessment design.