The Equity, Agency and Transparency Framework (EAT)

The EAT Framework has been used at individual, team, and institutional levels to guide and promote best practice in inclusive assessment and feedback in higher education. It provides a clear conceptual framework and set of core resources to support understanding and implementation of research-informed approaches to assessment. The framework can be used with staff and students, and all relevant stakeholders to promote quality and efficiencies in assessment.

EAT is a research-informed integrative assessment framework informed by systematic review of over 50,000 academic peer reviewed articles and extensive use in practice. Evans (2013) landmark paper ‘Making sense of assessment feedback in higher education’ informed the initial development of the conceptual framework which continues to be evolved through extensive use in practice and ongoing updating of the systematic review.

Further resources can be found at

Factors impacting student success in assessment and feedback are located within Evans and Waring’s 2020 paper Enhancing Students’ Assessment Feedback Skills Within Higher Education

Key concepts underpinning EAT

The key concepts underpinning the EAT Assessment Framework are outlined in full in EAT (2022). An extended summary of the concepts is attached below along with summary checklist documents.

EAT is underpinned by an understanding of effective assessment feedback practice that promotes students’ agentic engagement in assessment, and their self-regulatory capacity, mindful of individual differences.


The documents above include Appendix A: Principles of effective assessment and feedback; Appendix F which explores the role of students in assessment; Appendix G which looks at how to promote students’ self-regulatory skills, the self-regulatory framework developed around EAT can be found at; and Appendix H which considers assessment from an institutional perspective with key prompts to analyse one’s practice.


Dimensions and Sub-dimensions of EAT:

The EAT Wheels highlight the 3 main dimensions of EAT: Assessment Literacy, Assessment Feedback, and Assessment Design. A summary of the these dimensions and their respective sub-dimensions is outlined below.

The EAT Wheels can be downloaded from the documents attached below.

Appendix B (Lecturer versions), Appendix C (Student versions), Appendix D (PhD/Masters student/lecturer versions; and also the accessible versions of student and lecturer EAT Wheels. The wheels can be adapted to suit your specific requirements.

Blank versions of the lecturer, student and PHD student and lecturer versions of the EAT Wheel are available below to enable you to personalise your specific focus to your context mindful of the core concepts and principles underpinning this research-informed approach


Appendix E provides questions for lecturers and programme leads around key aspects of assessment design, assessment literacy and assessment feedback. Key quality assurance issues are highlighted.

The feedback landscape highlights those key factors impacting student feedback seeking, using, and giving skills, and the importance of collaboration with lecturers, and the role of wider personal and academic networks in supporting learning; see Evans, 2013: Making Sense of Assessment Feedback in Higher Education.

A Personal Learning Styles Pedagogy and Assessment

This chapter on Making Sense of Assessment from Waring and Evans (2015) highlights the importance of attending to individual differences in designing assessment. The PLSP Framework informed the development of EAT as exemplified in this chapter from Understanding Pedagogy: Developing a Critical Approach to Teaching and Learning.


This Guide to Using the EAT Framework provides a whole set of resources to support implementation of the EAT Framework and can be used by all those committed to enhancing assessment in higher education. It is useful for those leading professional development in assessment at the organisational level. It is also an invaluable resource for programme leads and also for lecturers working with students on assessment. It provides a number of activities that can be used to support enhancements in assessment practices for academic and professional services staff and students.

Accrediting Exemplary Practice in Assessment

This draft guidance outlines an assessment accreditation award structure proposal for rewarding all those working on enhancing assessment in higher education (academic and professional services teams, technical suppport, and students).

Accreditation documents

The two documents below provide examples of accreditation guidance for individual excellence and leadership of assessment and feedback practices. They can be adapted and personalised to suit institution requirements.

Measuring Impact

This table highlights key considerations when looking at impact of assessment interventions. It is also located within the assessment standards accreditation and the Guide to Using the EAT Framework.

Addressing the Basics

Inclusive Assessment as discussed at DVC/PVC Advance HE Network (November 11, 2022) requires us to start with addressing the basics of good assessment design. Below is the summary slide deck shared at the Advance HE November network meeting.

Auditing Assessment Practice

This resource provides tools that can be use to assess the quality of assessment at module and programme levels through a series of focused questions drawing on the EAT Framework