In this blog, Rebecca Dowbiggin links the ‘linguistic divide’ students may face when reading Shakespeare to the importance of clearer assessment language. She argues for a culture in which "assessment is not a mystery, but a tool for growth. Where the language of learning is one that we build together". Rebecca is an Assessment Network Ambassador, Education Consultant, Tutor, and Academic Supervisor on our Postgraduate qualification.
Read time: 8 minutes.
Do you 'ship' Romeo and Juliet?
Ever since one of my students asked me if I “shipped” Romeo and Juliet, I have been thinking about language. Not just the poetic kind that Shakespeare gives us, but the living, changing kind my students speak every day.
To “ship” (for the uninitiated) is to support a romantic relationship between characters, real or fictional."
The term caught me off guard. I hadn't heard the expression before. After a brief laugh of surprise, I paused, realising they were doing something quite profound.
My student was not asking a rhetorical question about star-crossed lovers. They were inviting me into their world, using the language of fandoms and social media to make sense of 16th-century literature.
In that moment, I saw the creative ways students use their own cultural references and digital native language to interpret traditional content. They were not just engaging with Shakespeare; they were translating it into something that felt alive and personal. It was then that I became aware of the linguistic divide between us: at times, I speak a completely different language from many of my students and not just in terms of slang.
Why communication matters in assessment
I spoke about this very moment during the Assessment Horizons conference back in April. As part of the panel session, where James Beadle, Dee Arp, and I were invited by Chair Paul Ellis to reflect on the skills we most rely on in our day-to-day roles as panel members, I highlighted communication as one of the most essential. I discussed how communication has evolved to include the ability to use technology to connect effectively across cultural contexts and time zones, whether through video calls, collaborative platforms, or instant messaging, and how vital this has become in fostering inclusive, responsive dialogue.
Communication remains more than the ability to express ideas clearly. It is the ability to listen, to interpret, and to speak in a way that others can truly understand. It's about meeting people in their context and on their terms. Whether that means translating academic concepts into everyday language, or recognising when a student uses a pop culture reference as a bridge to deeper thinking. It's not just what we say, but how well we connect.
Assessment literacy as a shared language
In education, we frequently use terms like “assessment objectives,” “summative assessments,” and “formative feedback.”
We mark work using phrases like “synthesis of ideas,” “evaluative thinking,” or “coherent argumentation.” Yet students often don't speak this language. The disconnect is not just semantic, it's about access. When students don't understand the language of assessment, they can't fully grasp what is being asked of them or how to improve. And when our assessment systems fail to bridge this gap, they risk becoming a test of cultural fluency rather than of learning.
This is why assessment literacy matters, not just for teachers, but for students and parents too. This point was powerfully reinforced at the same conference by Dr. Simon Child in his session: “What do parents need to know about assessment to support their children’s learning? From engagement to action.” He emphasised the importance of ensuring that parents have a clear, accessible understanding of assessment practices. From interpreting reports to understanding feedback, parents, just like students, need the tools and language that demystify assessment so they can play an active role in their child’s learning journey.
In an informative Q&A that followed the session, delegates pondered how, if we want students to make meaningful progress, they need to understand:
- What they are being assessed on: the specific learning objectives and criteria.
- Why it matters: how assessments connect to their broader educational journey.
- How to use feedback constructively to enhance their learning and performance.
We can start small by translating mark schemes into student-friendly language. By showing what “analysis” looks like, rather than simply saying “be analytical.” By modelling metacognitive reflection and asking questions like “How did I approach this task, and how would I do it differently next time?” in terms students actually use. We can also reframe assessment as a conversation, not a judgement, one where students are invited to be curious, active participants in their learning.
Building assessment literacy through deeper learning
These ideas are also central to my role as an Academic Supervisor for the Postgraduate Advanced Certificate in Educational Studies: Educational Assessment, a part-time qualification run in partnership by the University of Cambridge Faculty of Education and The Assessment Network.
This qualification is rooted in professional practice and designed to have a meaningful, real-world impact. Participants apply a range of research methodologies to their own contexts, whether in schools, universities, awarding bodies or regulatory environments, and explore how assessment can be made more responsive, fair, and valid.
One of the most rewarding aspects of this work is seeing how quickly theoretical concepts translate into practice. Students often begin the course seeking to deepen their understanding of assessment, but they leave with the tools they need to lead change. Through small-scale enquiries, critical reflection, and dialogue with peers, they develop not only a sharper grasp of assessment design, but a greater awareness of how language, systems, and expectations affect the people on the receiving end: learners, families, and colleagues.
In this way, the Postgraduate qualification helps reframe assessment not as a static framework, but as a dynamic, communicative process, one that works best when all participants understand its purpose and mechanics. It supports the development of what we might call practical assessment literacy: the ability to interpret, apply, and explain assessment meaningfully within one's own setting. The programme encourages educators to see assessment not as something done to learners, but as something constructed with them, anchored in dialogue, and trust by fostering a shared language that is inclusive.
One of the most significant outcomes of the qualification is the shift in how educators begin to view assessment, not just as a means of measurement, but as a medium for connection. They start to recognise the importance of engaging students on their own terms. Because ultimately, this work is about learners. It's about making the experience of assessment more meaningful and more accessible, without compromising rigour.
And that begins with paying attention to how students interpret the world, through the language they use, the questions they ask, and the ways they make meaning.
To ship or not to ship, that is the question
When a student asks if I “ship” Romeo and Juliet, they are not just being cheeky. They are trying to connect, to make sense of the story in a way that feels current, human, and real. What if we encouraged more of that? What if assessment allowed space for modern interpretations, alternative lenses, or different formats, as long as the learning remained rigorous? What if we assessed students not only on how well they met predefined expectations, but on how thoughtfully they engaged with the process of thinking? To make assessment truly equitable, we need to meet students where they are, linguistically, culturally, and cognitively, and build from there.
So yes, I suppose I do ship Romeo and Juliet, not because I think they are perfect for each other, but because their story still sparks curiosity, discussion, and connection. And that is what I really ‘ship’: students engaging with learning in ways that matter to them, in classrooms where they feel confident enough to ask questions, challenge ideas, and think deeply. Where assessment is not a mystery, but a tool for growth. Where the language of learning is one that we build together.