The primary purpose of all assessment strategies 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. As explored in the other assessment themes within this blueprint, there are many other purposes and roles of assessment that should be taken into account in course and module design and delivery, but pursuing these should never compromise the ability for assessments to measure student achievement accurately and securely.
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, contributing opportunities for knowledge acquisition and use, cognitive and practical skills development, and synthesis. The receipt of feedback informs students about their progress and achievement and encourages them to reflect and plan for further and future learning activity. Normally, and where the number of credits studied for allow it, all courses include assessments that involve students making individual presentations, authoring academic, reflective and public facing documents or artefacts, employing pictorial/visual production skills, working with employers or relevant stakeholders to respond to real scenarios, demonstrating professional aptitudes, and working within a group
A set of principles for Assessment and Feedback for the University have been developed as set out below
Assessment in practice
What feedback should do
The standard model of assessment is for each module within a course to have its own assessment strategy - one or more summative assessment components that students will complete to demonstrate their achievement of the module's learning outcomes, and to demonstrate achievement above threshold as would be recognised by marks above pass level. As explored further in the content in this section, a course team will need to consider the following factors when designing assessment strategies:
A course should seek to include within its overall assessment strategy opportunities for all their students to develop and demonstrate:
The language and processes associated with assessment can be a barrier for student's engagement and achievement. Course teams should embed in the curriculum opportunities for students to become comfortable and confident in approaching and completing assessment tasks.