Assessment Design

1. Overview

This document provides guidance for assessment design at module level.​​ It assumes that the definitive validation documentation for a course, including the Course Assessment Strategy, has been validated and that the setting and implementation of assessment will operate within this framework​.​

2. Course Assessment Strategy

The Course Assessment Strategy (CAS) is one element of the definitive validation documentation for the course. The CAS provides a clear overview of assessment on the course and of the Module Tutors’ work within the framework provided by the CAS when writing module assessment. Every CAS explains to staff and to students how assessment on the course reflects Albion’s higher-level assessment principles and what the experience of assessment on the course will be at each level or stage. A Validation Standing Panel (VSP) must formally approve any changes to the CAS.

a. Higher-level assessment principles

Albion has the following seven higher-level assessment principles, and the CAS explains how a course reflects each of these​.

Assessment​​​:​

• is intellectually stimulating and challenging;
• engages students in critical thinking and application of their knowledge in new contexts;
• develops the abilities and skills required for a graduate in the subject;
• offers flexibility, allowing students to develop their own interests, perspectives, and goals;
• provides a diverse range of assessment methods, which are distributed fairly across the course;
• provides formative feedback, peer and self-assessment opportunities which are embedded in the curriculum; and
• is designed to test key learning outcomes.

b. Mapping assessment against module lea​rning outcomes

Part 3a of the CAS is a mapping of the module elements of assessment against module learning outcomes by each level or stage. This mapping document specifies the title of the assessment, the assessment type, weighting, the size/duration and the module learning outcomes it is required to assess. The Module Tutor is required to draft an assessment that precisely meets these requirements and to submit this for approval by the Assessment Scrutiny Panel (ASP) prior to the commencement of the semester in which the teaching for this instance of the module commences.​​​

c. Indicative schedule of assessment​​

Part 3b of the CAS is an indicative schedule of assessment that reflects the planned pattern of assessment submission dates across each level or stage of the course. This document is designed to provide a visual representation of the assessment schedule over the year. It is discusse​d with Student Subject Representatives so that any issues relating to assessment bunching can be discussed and resolved. The dates on the indicative schedule of assessment may need to be amended, and the Assessment Scrutiny Panel (ASP) is the body responsible for approving all assessment briefs and will make any amendments required, but the indicative schedule of assessment should give a strong indication of the pattern of assessment activity that students on the course will experience.​

3. Modules ​​

A module is a self-contained unit of study with its own learning outcomes, assessment and, where appropriate, prerequisites as approved at validation. A module shall be designated by level of study and by credit rating. All modules are articulated through a module descriptor.

a. The module descriptor​​

A module descriptor contains a set of essential information about a module that is required for validation. Module descriptors are part of the set of definitive validation documentation for a​ course. 

b. Module learning outcomes​​

A learning outcome is a statement of what the student will be able to do on completion of the module. A learning outcome should specify what the student will be able to do, in ​what context, and how well they will be able to do it. 

​​c. Assessment

Assess​​​ment may be form​ative or summative: 

• Formative assessment is a useful method to evaluate the progression of students without the results impactin​​g their module grade or overall degree classification. The objective of formative assessment is to provide meaningful feedback that can help students focus on their learning goals, but it is also an opportunity for the teacher to reflect on what students need from them to reach these goals. Formative assessment can take place in a variety of ways and its benefits are widely recognised. For instance, embedding formative assessments at regular intervals during a module can increase student engagement and the rate of student learning. For ideas and examples of ways to embed formative assessment into modules, please refer to the following: 

• The purpose of summative assessment is to evaluate student learning by comparing it against a subject benchmark. Summative assessment directly impacts the results of a module or overall degree classification and often, although not always, takes place at the end of a module. While formative assessment is considered to be a process designed to improve learning and teaching, summative assessment is used to judge whether set learning goals have been achieved and results in a specific mark or grade. Summative assessment can take many forms, including coursework, practical assessments and examinations, and written examinations.

Assessment should test student achievement of module learning outcomes. Where assessment is summative, leading to a mark or grade and, if successful, the achievement of module credit, it must use one of the approved assessment types. 

In designing assessment criteria, Tutors should only include criteria which students can reasonably be expected to meet from successful completion of the module and their engagement with the course in question: e.g., students should not be assessed for specialist presentation skills if these have not been covered in the curriculum for that module or in prerequisite modules, or are more generic learning outcomes for the course at that l​evel as specified in the programme specification. 

​​d. ​Assessment​ ​criteria​​​

Assessment criteria should specify the evidence students must provide to demonstrate achievement of the learning outcomes and the standard of work required. A set of assessment criteria must be developed for every assessment task. In addition, more general assessment criteria for the course,​ academic subject community or level may also be used. It is essential that assessment criteria allow students to demonstrate achievement at the appropriate level, e.g., a Level 4 module should have assessment criteria that enable students to demonstrate achievement at this level.

4. ​​Modules and assessment

Assessment tasks are designed to test achievement of some or all of the validated learning outcomes for a module, and to allow students to demonstrat​​e their degree of achievement in such a way that this can be reflected by a mark or grade. Not all module learning outcomes need to be assessed but the majority should be and a module learning outcome should not exist if it cannot be assessed. 

5. ​Approved assessment types

At validation, the way in which a module will be assessed is confirmed and the Module Tutor must adhere to this when developing the assessment task(s) fo​​r the module. Information about the approved assessment(s) for each element of module assessment is held on the module descriptor. Modules may have one or more weighted element of assessment. Each element of assessment will require an assessment task.

6. Forms of asses​​​sment

​​​a. Coursework

Coursework is und​ertaken during the extended period of time between the commencement of the module and the published module assessment submission date. Some coursework may be time constrained​. All coursework assessment briefs must be approved via the Assessment Scrutiny Panel (ASP) process​.

​i. Albion has the following approved assessment types that are designated as coursework:​

• ​Assignment
• Dissertation / Major Project​
• Portfolio​
• Practical Assessment
• Practice Based Assessment
• Presentation​

ii. ​​​​​For two of the approved assessment types, assignment and presentation, the Module Tutor will need to specify at validation whether this is an individual or group assessment.

iii. Cours​​ework design issues

• ​Coursework must be consistent with the validated module descriptor, in terms of type, length and weighting. 
• An assessment brief will be prepared for every element of assessment and will be submitted to the Assessment Scrutiny Panel (ASP) for approval prior to the commencement of the semester in which module teaching commences.
• Assessment and reassessment briefs should normally be prepared at the same time, and care must be taken to ensure that the tasks are similar in structure (though different in content) as well as presenting a similar level of challenge to the student. 
• The assessment brief needs to provide clear information that will help students understand what is required. The Module Tutor will know exactly what they are expecting, what is not negotiable and where there may be more flexibility – it is important to share this information with students via the assessment brief.
• Careful thought should be given to the inclusivity of the assessment task to reduce the need for an alternative assessment to be provided for students with disabilities.
• Where an alternative assessment task will be required for students with approved alternative assessment arrangements​, it should be prepared alongside the original assessment and approved at the same ASP meeting.
• Careful thought should be given to the design of the assessment task to reduce the risk of assessment offences​ and the need for a new assessment task to be required where a student requires an extension of more than 20 working days. A well-designed assessment task will greatly reduce the threat to academic standards resulting from a student gaining access to the assessed work and feedback received by another student undertaking the same task. 

b. Examinat​​i​ons 

Albion recognises several forms of examination. The type of examination employed in a module, including its weighting and its length, is approved at va​​​lidation. The type of examination and the supporting arrangements are published on the module descriptor on-line. The Module Tutor is responsible for drafting the examination paper. The Academic Course Leader is responsible for ensuring an examination paper is approved and submitted to the Examinations Team. The Module Tutor must make available a copy of a previous paper or a model paper, or otherwise provide students with an example of the type of examination they can expect to undertake. Module Tutors should be aware of specific design issues​ when drafting examinations. 

i. Examinations ​​take the following forms:  ​

• Multiple Choice Exam
• Seen, Closed Book Exam
• Seen, Open Book Exam
• Unseen, Closed Book Exam
• Unseen, Open Book Exam
• Laboratory Exam
• Oral Exam​
• Show, Display or Performance​

ii. Module Tutors als​o need to specify at validation whether or not an exam will:

• be digital
• take place in class
• take place in one of Albion’s assessment weeks.

iii. Examination: design issue​s

• Examinations must be consistent with the validated module descriptor, in terms of type, length and weighting. 
• An assessment brief will be prepared for every examination and will be submitted to the Assessment Scrutiny Panel (ASP) for approval.
• Initial and reassessment examinations should normally be prepared at the same time. If they are not, care must be taken to ensure that the papers are similar in structure (though different in content) as well as presenting a similar level of challenge to the student. 
• A reassessment examination should always be prepared; coursework would not be an appropriate alternative to an examination, except under the special arrangements for exchange students. 
• Where approved by the Disability Team, examination arrangements should be varied for disabled students. Where possible, examinations required which incorporate modifications to assessment method or process should be prepared at the same time as the original exam paper. Where there is an agreement that a disabled student may take an examination outside examination conditions, essentially as a piece of coursework, the examination paper taken by the rest of the class may not be used as the alternative assessment.
• Exams may be held in-class, but they must comply with the approved reasonable adjustments for students with disabilities. Where exams take place within one of Albion’s designated assessment weeks, the Examinations Team will ensure these requirements are met and so, as far as possible, all in-class tests should take place in Albion’s weeks. Where it is essential that exams take place outside the designated assessment weeks, it is the Module Tutor’s responsibility to ensure the approved alternative assessment arrangements are in place for any students with disabilities who are taking the module. These arrangements may include but are not limited to the following: smaller rooms, coloured paper, extra time, use of PC etc. It is the responsibility of the Module Tutor to source separate rooms, PCs and invigilators for these assessments. Module Tutors should liaise with the Disability, Dyslexia and Learning Support Service at least four weeks prior to the assessment taking place, to allow adequate time to coordinate readers or scribes where required. Academic Subject Leaders and Academic Course Leaders must check, as part of the Assessment Scrutiny Panel process, that the Module Tutor is aware of these responsibilities and then monitor to ensure all approved alternative assessment arrangements are implemented. If anyone is unsure of their responsibilities, they must seek advice from the Disability Team.

c. Group work​​

Group work is where two or more students work collaboratively to submit a single piece of work for assessment. It is important that the development team ​consider course-level group work design issues during the preparation for validation or as part of the planning for the modification of an existing course. Other module-level group work design issues need to be considered as part of the detailed planning of a group work assessment. Group work assessment briefs​ will need to include additional information and, once the module commences, monitoring group work​ carefully will be important.​

i. Course-level gro​up work design 

​​As they prepare a course for validation, the development team will need to give careful thought to the overall percentage of group work that students on the course will experience. In courses where group assessment is commonly used, different modules should utilize different group sizes and approaches to assigning students to groups to ensure that individuals are not unfairly marginalised. The development team will also need to consider the amount of group work that it is appropriate for students to experience at each level and, in particular,​ to ensure that students do not experience a high proportion of group work within a course at Levels 5 and 6. Each module at Levels 5 and 6 which includes a group work assessment must also include a separate element of individual assessment (which could be based on the work carried out by the group, for instance in the form of reflection on the process of group work). For instance, the assessment diet for a module could involve one element of group work (worth 50%) and one individual essay (worth 50%).

​ii. Module-level group work design

When the Module Tutor is planning the assessment, they should give careful thought to group size: where possible, groups should be of similar size and group size should be commensurate with the task set. Small groups (including pairs) may not be appropriate because individuals are made particularly vulnerable​​e to group breakdown. Similarly, large groups may be unmanageable and can ‘carry’ weaker students. 

iii. ​Group work assessment briefs must stipulate the following additional information:

• Permissible group size, including whether a student may be allowed to undertake the assessment alone
• How groups are to be formed (e.g., selected by the Tutor and by what criteria)
• Weighting of process/product in the allocation of marks
• ‘Ground rules’ for managing group work, including procedures for documentation of group activity and student responsibilities (if any) for self- or peer assessment
• Strategies and procedures for handling problems, including breakdown of group
• Group work assessment criteria must focus on the development process as well as the final product.

iv. Monitoring group wo​​rk 

Tutors should monitor whether gro​und rules are being observed by groups and take swift action in any case where the identified ground rules for handling group problems are not working.​

d. Time-constrained assess​me​​nt ​​

A time-constrained assignment is an element of coursework with particularly tight submission deadlines. There can be some confusion over the difference between a time-constrained as​​signment and an in-class examination (or ‘test’), and it is important that the correct assessment type is established at the point of module validation. The feature distinguishing a time-constrained assignment from an examination is that it places no restrictions on student interaction and on access to resources. Module Tutors need to consider a number of design issues when planning time-constrained assessment and also the additional information​ students will require. 

i. Time-constrained assessment: design issu​​es

In validating a module with a time-constrained assignment, and in determining the detailed assessment brief, special attention should be paid to the question of equity for candidates who may have heavy commitments outside their programme of study, or who may find it difficult to access resources within a re​stricted period. Generally, time-constrained assignments with deadlines of up to a few days are discouraged, because these could be inequitable. In a small range of subject areas, tight deadlines may be appropriate to test particular professional skills, and it is assumed that students accepted into these courses expect to be faced with such challenges; however, where an ability to work to such deadlines is not an integral part of the module’s learning outcomes, such an assessment would not be appropriate. 

ii. Time-constrained assessment: additional informati​on

It is important that the module documentation is explicit about the scheduling of a time-constrained assignment and gives advance warning of the general characteristics of the assessment, including the resources which candidates may need to have available at that time. This gives candidates the opportunity to make arrangements​, for instance by taking leave from their job or arranging childcare.​

e. Dissertation / major project / independent study​​​

Dissertations, major projects and independent study​ involve the negotiation of some or all of the learning outcomes, assessment task, assessment topic and assessment criteria.  

i. Dissertation modules, and some project modules, involve negotiation of the specific assessme​​nt topic.

The learning outcomes, assessment tasks and assessment criteria are usually approved at validation and published in the module descriptor and are therefore not negotiable. 

Procedures and deadlines for developing and approving topics must be published in the assessment brief. There may be other procedures or deadlines which must be adhered to in the process of completing the modu​le, such as submission of proposals and drafts, or attendance at advisory tutorials or workshops; these must be published along with very clear statements about the implications if they are not adhered to. Any limits to the timing and scope of opportunities for formative feedback, and instructions for submitting the final piece of work for assessment, must be made very clear. Tutors should keep records of meetings with each student they are advising, and send the student a copy of those records.

ii. Independent study modules normally require the negotiation o​​f the learning outcomes, assessment task, assessment topic and assessment criteria, within limits set by the validated module descriptor.

This may also be the case for project modules. The Module Tutor must publish the procedure for negotiating and app​roving independent study proposals within the assessment brief. This should include deadlines for approval, which give students the opportunity to renegotiate their topic or change module. The Tutor should keep and forward to the student a written record of the final approved proposal.

f. Portfolio assessment​​​​​

A portfolio is a structured collection of material comprising documented evidence and critical reflection on that evidence; it is not merely a random collection of items or simply a file of unrelated artefacts. It may be submitted as a single entity as for other coursework. The Module Tutor should give careful con​sideration to the additional guidance required within the assessment brief, other ​resources students may find helpful, the provision of opportunities for formative portfolio feedback and the overall approach to the assessment of the portfolio. 

i. Additional guidanc​​e 

The assessm​ent brief should include clear instructions on the required structure of the portfolio, transparent assessment criteria and marking scheme. Further guidance on the scale, length, format and presentation of the portfolio might include: 

• clarification on whether supporting evidence or appendices are included in the word count 
• the maximum number of pages of evidence 
• the maximum number of works to be used in the critical reflection 
• the signposting to, and labelling of, evidence 
• use of hyperlinks to other supporting material 
• how to deal with issues of anonymity and confidentiality (e.g., regarding the use of photographs).

ii. Helpful resources​ 

Students working on their first portfolio may find a template helpful. Alternatively, if the Tutor wishes to encourage different approaches to the structure, it may be helpful for s​​tudents to see examples of portfolios completed by students on previous runs of the module. 

iii. Formative portfolio feedbac​​​k 

Ideally, students should have the opportunity to present a section of the portfolio for formative feedback. This would provide the student with guidance on their selection and evaluation of the submitted material, without the Tutor awarding a mark. ​​A clear distinction must be maintained between opportunities for formative feedback and the formal submission of the portfolio for summative assessment, when there will be no further opportunity for a student to develop their work before a mark is awarded.

iv. Overall approach to the assessment of the portfolio​​ 

Where a portfolio is the 100% assessment for the module, the implications of failure and reassessment must be given careful consideration, particularly in respect of a student failing onl​​​y some components of the portfolio. Normally all elements of a portfolio will be assessed; where this is not the case, the assessment brief must clarify which required components will not be assessed (e.g., a PSRB requirement that must be fulfilled; a signed attendance record of work-based activity; etc). The assessment brief must make clear the assessment process: who will be responsible for the assessment; the contribution of any additional specialist, e.g., practitioner; any specific moderation requirements.​

g. Practice assessment​​

A practice assessment is the observation and assessment of a student’s actual practice, usually within a placement setting. It is not the assessment of w​ork-based learning that results from a practice experience, for example a portfolio of evidence (see portfolio assessment) or a reflective journal or case study. It may include the examination of documentation produced to support the practice (e.g., a planning file, activity log) but the focus is on the performance of the student’s practice in situ. During the development of the course, the development team will need to consider specific design i​ssues​.​

i. Practice assess​ment design issues: 

• A practice assessment may comprise the whole assessment for a module. 
• A practice assessment may also be one element of a module assessment alongside others. However, in this case, it should be a separate element of assessment and not part of an element of assessment, such as a portfolio. 
• Where performance against PSRB standards or competences determine the overall mark for a practice assessment, it must be clear in the assessment brief how this is to be done, eg the student having to achieve a specific performance in a percentage of the standards or competences. 
• The Module Tutor should clarify in the assessment brief who will be carrying out the assessment. In particular, what will be the involvement of any external personnel, including practitioners in the placement setting (eg mentors, fieldwork supervisors etc). 
• When involving placement personnel in the assessment of student performance, it is imperative that they are fully briefed on their role, and, where necessary, provided with preparatory training and staff development. 
• Arrangements for internal moderation should ensure the assessment of a student’s overall performance does not rest on the judgement of a single individual. 
• The assessment brief should also clarify the arrangements for reassessment.

h. Self-assessment and peer assessment​

A student assessing their own work against published assessment criteria is undertaking self-assessment. A student who is assessing the work of another student on the module ag​ainst published assessment criteria is undertaking peer assessment. Where self-assessment or peer assessment are used, students should be given practice via a formative assessment opportunity, prior to the summative assessment. Where marks are to be allocated on the basis of self-assessment or peer assessment, the weighting should normally be no more than 20% of the total module marks.

7. In​​clusive approaches to assessment

a. As​sessment design for inclusion

Designing inclusive assessment reduces the need for alternative assessment and ensures a better assessment experience for all students. When planning assessment tasks, Module Tutors should consider assessment as an end-to end process and think about how students will experience the assessment at each point in the process:

• the design of the task itself
• the transparency of the assessment brief
• the introduction of the task to students
• the support provided (in sessions, tutorials and guidance re resources) as students prepare for assessment
• marking and feedback. 

​b. ​Alternative assessment

There will be times when a student with a disability will be unable to demonstrate their achievement of the module learning outcomes via the standard assessment task and an alternative assessment task will be required.​

8. Designing out a​ssessment offences​

a. Assessment design to reduce assessment offences​

The way in which an assessment activity is designed can significantly reduce the likelihood of assessment offences.  Simple changes can make a big difference and, in their tip sheet Reducing Plagiarism through Assessment Design​, the JISC Plagiarism Advisory Service have identified seven assessment design features that will help to reduce the likelihood of students committing assessment offences. 

b. Educating students to avoid assessment offences​

Many students will not be familiar with the concept of assessment offences when they commence their course. It is important that this is addressed during induction and within modules as part of preparing students for assessment.

9. Academic standa​​rds

a. Level descriptors – definition​n

Each module is assigned to a level, which indicates the relative challenge, complexity, depth of study and learner autonomy required to meet the specified learning outcomes. The distinguishing features of each level of study are outlined in Chapter A1 of the UK Quality Code for Higher Education and detailed in the Fra​mework for Higher Education Qualifications. Level descriptors provide a statement of the generic characteristics of outcomes of learning at a specific level of a qualifications framework and should be used as a reference point, e.g., during course design.

b. How to use level des​​criptors

Generic or subject-specific level descriptors are designed to act as a guide to the writing of learning outcomes and assessment criteria for individual modules and courses. Level descriptors are a key means of ensuring academic standards are consistent and that, across the HE sector, awards at the same level​​​​ are comparable. By ensuring that individual modules are aligned with appropriate level descriptors, students and staff can see a clearly defined progression pathway that leads to an award that reflects the complexity, intellectual challenge, depth of learning and learner autonomy expected at each level.

Used in conjunction wi​th subject benchmark statements, level descriptors can be used to develop programme learning outcomes that are at an appropriate level with regards to subject knowledge and understanding as well as practical and transferable skills. 

You may use level descr​​iptors in designing learning outcomes at individual class level or when formulating learning outcomes for modules or courses.