1. The assessment strategy for each module and the overall programme strategy are reviewed as part of the annual review cycle. Module assessment grades are critically analysed along with trends, student feedback and External Examiner comments in order to:

  • Identify trends year on year
  • Identify issues relating to specific assessment items
  • Plan action to improve the assessment process
  • Compare standards across sites of delivery

2. It is important that the assessment methods chosen should be appropriate for all students. At the planning stage programme teams should seek guidance about the inclusive nature of the assessments that they propose. However, there will still be cases where students require additional support and this should be managed on an individual basis through the relevant professional services colleagues liaising with the relevant academic staff. Where students have additional needs or a disability that prevents them from being assessed by the normal methods they may be provided with an alternative timeframe (within the academic year) or alternative assessment methods. The assessment must meet the learning outcomes.

3. Providing students with a formative assessment opportunity and therefore with constructive feedback before the summative assessment task is a useful strategy to facilitate learning and maximise student performance.

4. Early assessment of students who have made a significant transition (e.g. new to Level 4, ‘top-up’ students, new M-level students) is recognised as being good practice in guiding students on the appropriate standards and conventions of HE communication. This assessment may be formative, or a low-weighted summative item, and should be planned to permit feedback to students within 6-8 weeks of commencing their programme of study.

5. The extent and nature of the support available for a given assessment should be made clear to students in writing in advance. All students should be offered the same support.