Assessment

4.1 Departments/Schools should keep assessment practices and procedures under review ensuring that:

• the assessment exercise supports achievement of the intended learning outcomes (that is, it is appropriate to the subject being studied, discriminates between different levels of achievement), is effective in measuring such and there is interaction with External Examiners

• the assessment strategy is appropriate, fit for purpose and relates to the needs of the particular students concerned and leads to the achievement of knowledge, skills and understanding and the promotion of effective learning in the subject area

• assessment policies and practices are responsive to external developments including professional, statutory and regulatory body requirements

• students with special assessment needs are accommodated

• there is a process by which the balance between different types of assessment is arrived at and the student workload is managed e.g. timetabling of essay submission deadlines, tutorial advice on time management, and the College-wide procedures for managing late submissions of assessed work and mitigating circumstances in student assessment are adhered to the procedure for marking and moderation laid down by the College is adhered to and there is clear evidence of such

• the assessment procedures provide students with prompt and sufficient feedback in a manner that supports student learning and assists them in the development of their intellectual skills and in demonstrating achievement as well as performing a formative function in other ways

• the assessment procedures are documented and communicated to all staff and External Examiners (e.g. moderation, feedback to students) and are consistently applied with rigour, fairness and due regard for security

• the assessment procedures and criteria are communicated to all students i.e. as an assessment strategy through Student Handbooks, module outlines and Department web sites including the correct forms of academic referencing and citation

• there are clear criteria for assessment that enable internal and External Examiners to distinguish between different categories of student achievement as well as processes by which these are chosen

• there are methods in place for comparing achievement and standards over time

• the methods for communicating results are clear to staff and students and students are aware of the ways in which these results affect their progression and contribute to the overall award

• all those involved in the assessment of students are provided with development opportunities to support and enhance their roles such as exploring different practices and new approaches to assessment

4.2 The above matters should also be taken into account and demonstrated by Departments/Schools during the approval process for new programmes.  If a programme involves assessment of work undertaken outside of the College then special arrangements for rigour and fairness must be detailed by Departments/Schools in the approval process.

4.3 The approval process should include reference by Departments/Schools to compliance with the College regulations on marking and moderation by External Examiners. The operation of these practices at Sub-Boards of Examiners (or Boards) should be documented and communicated to all Examiners. A condensed version of examination procedures should be communicated to students in module and programme documentation.

4.4 The terms of reference for Boards and Sub-Boards of Examiners are approved by Academic Board.  Sub-Boards should provide annual reports to College Boards on their operation.  These reports may include details on a range of subjects including, but not limited to, use of discretion, mitigating circumstances, progression and award decisions, treatment of assessment offences.

4.5 All Boards of Examiners should have procedures and practices to detect assessment offences and transparent processes for action when detected in line with the ‘College Policy on Assessment Offences’. These mechanisms should be clearly communicated to students in programme handbooks.

4.6 In order to assure that assessment supports learning, programme directors should report annually on the arrangements to ensure there is adequate scheduling of assessments to avoid overload, and on the effectiveness of these arrangements.

4.7 To assure consistency in the application of assessment criteria exam boards should undertake annual analyses of marking trends between and within modules of an award and report on these at periodic review.

4.8 The regulations for the determination of degree classification should be published or referred to in programme handbooks. There should be transparency in the rules governing progression through the programme.  These rules should also be published in the programme handbooks.