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Course Design Blueprint


Creating opportunities to test and apply learning within an environment which enables students to gain confidence in their learning.

What is the purpose of assessment, and what are the expectations for assessment design at the University? 

The primary purpose assessment is to securely and fairly assess the students' achievement of the course's learning outcomes and to measure the quality of their achievement through the allocation of marks. Assessment is an integral part of students’ learning experience, prompting learning activity, providing opportunities to test and apply learning, and enabling students to gain confidence in their learning.  Assessment takes many forms within the University’s courses (For example, the receipt of feedback informs students about their progress and achievement and encourages them to reflect and plan for further and future learning activity). 

What are the principles for assessment and feedback at the University?


  • Course design processes should be based upon a strategic and integrated approach to assessment and feedback
  • Assessment should be designed for learning
  • Assessment tasks should be closely aligned to the programme and module Learning Outcomes
  • Assessment should assure that students meet the necessary standards for an award
  • Assessment design should take in to account the workload of both staff and students
  • Students should receive clear and timely information about assessment
  • Students should be provided with clarity on what good performance means
  • Learning opportunities, including formative assessment, should always fully prepare students for summative assessment
  • Assessment tasks should be inclusive, employing a variety of types of assessment (including written and oral presentation, digital and physical artefacts where appropriate), with opportunities to develop, demonstrate and gain credit for a range of skills and talents
  • Assessment processes should emphasise academic honesty and integrity
  • Include opportunities for students to develop and demonstrate skills and attributes
  • Feedback on student performance should be provided continuously as part of a process of dialogue between a student, their peers and the teacher
  • Feedback may take a variety of forms. There is an expectation that students will normally, as a minimum, be provided with electronic feedback for summative assessments.
  • Students should be provided with specific feedback on all forms of assessment
  • Feedback should provide high quality information to students about their learning
  • Feedback should be provided in a timely manner to optimise its effectiveness
  • Feedback should facilitate self-assessment and critical reflection on learning
  • Feedback should identify how the student could improve in order to reach the desired performance
  • Feedback should encourage positive motivational beliefs and self-esteem