Seeking, hearing and acting: staff perspectives of changes in assessment practice through TESTA

This article shares the experience of using TESTA in a School of Health and Social Care within a higher education setting in Scotland to examine assessment practice and capture the experience of undergraduate nursing and midwifery. The main focus is the examination of the experiences and feedback of academic staff at 10 months and 21 months post-changes in terms of the TESTA process. It also explores their professed challenges to, as well as their perceived benefits of, the modifications and changes that were introduced to module and programme assessment as a result of the findings from the TESTA audit. We share the findings from staff focus groups as well as some discussion about the staff journey in changing the student experience of assessment and feedback practices. We reflect on the learning from this project and make some recommendations for academic practice.