Aligning assessment, feedback and action planning for international students

What language should feature in assessment criteria for international students? How do students reflect on assessment feedback to allow the creation of effective action plans for future learning? Have universities adjusted their assessment methods sufficiently to match the increased demand for studying abroad? What can art and design contribute to these issues? These are some of the questions this paper seeks to address by reporting on recent pedagogic research at the School of the Arts, Loughborough University, in the United Kingdom. Language use is at the heart of this, and yet, it has been overlooked as an essential tool that links assessment, feedback, and action planning for international students. The paper reveals existing and new data that builds on research since 2009, aimed at improving students’ assessment literacy.