The School is committed to providing timely, clear, and constructive feedback to support student learning and improvement. We ensure that all students receive ongoing assessment through knowledge graphs, AI tools, and formative activities. Summative feedback will be given within 20 working days of submission, with opportunities for additional guidance from tutors and peers.
This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following:
The School follows the OfS principle that higher education qualifications are awarded based on demonstrated achievement of outcomes, not years of study. This is implemented through a credit-based system where students earn credits for successful completion of modular assessments and programmes. Credits also determine progression between levels. The Credit Accumulation and Transfer System (CATS) is used for this purpose, and academic regulations ensure that assessment and marking standards are upheld.
This approach aligns with sector standards, ensuring that qualifications reflect actual achievements rather than time spent studying. Using CATS and maintaining rigorous academic regulations ensures consistent and fair assessment of student progress and achievement.
The School ensures that:
These principles are embedded in the School's Assessment Regulations.
Implementing these principles ensures that assessments maintain high standards, providing reliable and valid evaluations that align with recognised sector benchmarks.
The School’s Assessment Regulations, part of its academic framework, establish rules to uphold the integrity and standards of assessments. These include:
These rules ensure that assessments are conducted with integrity, clarity, and consistency, aligning with established academic standards and supporting fair evaluation practices.
The Assessment Regulations are supported by specific rules on marking, grading, and scrutiny, which include:
These regulations ensure consistent, transparent, and fair assessment practices, maintaining high standards in marking and grading while incorporating thorough review processes by both internal and external parties.
The Academic Regulations collectively ensure that the School’s assessments and awards adhere to sector-recognised standards.
These regulations provide a comprehensive framework for maintaining the quality and integrity of assessments and awards, aligning with established sector benchmarks and ensuring consistent academic standards.
The School provides various mechanisms to support students with their assessments.
These mechanisms ensure students receive the necessary assistance and resources to effectively engage with and complete their assessments, enhancing their academic performance and overall success.
Students can access all School regulations and policies related to assessments via the website and the Automated Governance System (AGS). The School provides generic assessment criteria for Levels 4-7, aligned with SEEC Credit Level Descriptors and relevant Subject Matter Benchmarks. These criteria, based on OfS sector-recognised standards, are also available on the website and AGS.
Providing access to these resources ensures transparency in assessment processes and helps students understand the criteria used to determine their classifications. This supports fair and consistent evaluation based on established standards.
The outcomes required for passing a programme or module are detailed in the specifications available on the website and AGS.
This ensures that students have clear access to the criteria they need to meet to successfully complete their programmes and modules, promoting transparency and clarity in assessment expectations.
Assessment briefs for all assessments are available on the website and AGS. Each brief includes the following details:
Providing these details ensures that students have clear and comprehensive information on each assessment, including expectations and support, thereby facilitating effective preparation and adherence to academic standards.
A schedule of assessments, including exam and coursework submission dates, will be published on the website and AGS before the semester starts. Assessments will not be scheduled on Fridays, weekends, or outside standard hours unless the Academic Board approves exceptional circumstances. Module leaders will provide students with details and dates for all assessments, such as presentations, as early as possible in the semester. Any changes to assessment dates must be communicated to students immediately by the module leader.
Publishing assessment schedules in advance and adhering to standard scheduling practices enable students to plan effectively. Early provision of assessment details and prompt notification of any changes allow students to prepare adequately and prevent confusion.
To enhance student success, each module must incorporate a teaching system and activities tailored to its subject matter. These include tools like graphs, AI, quizzes, and peer feedback to support and monitor learning weekly and provide ongoing feedback. The importance of formative feedback is recognised. Summative assessments are allocated to modules based on their teaching systems as follows:
Details and weightings of these assessments are provided in the module specifications and assessment briefs, available on the website and AGS.
Assigning appropriate teaching systems and activities ensures that modules effectively support student learning. Regular feedback helps students improve continuously. Clear allocation of summative assessments based on the module's teaching approach ensures alignment with learning objectives and provides transparency on assessment expectations.
Under the Equality Act 2010, the School may grant reasonable adjustments for assessments based on individual student needs. These adjustments can include additional exam time, automatic submission deadline extensions, or specific marking considerations, such as stickers for markers related to conditions like dyslexia or dyspraxia. The School will assess each request thoroughly to ensure that assessment standards are upheld.
Allowing reasonable adjustments ensures fair access to assessments for all students, accommodating specific needs while maintaining the integrity and standards of the evaluation process.
Students may seek assistance from their programme and module leaders, as well as their Personal Academic Tutors (PATs).
Providing multiple contact points ensures students have access to support and guidance from various sources throughout their studies.
Markers for undergraduate and postgraduate modules must provide comments explaining the awarded marks. These comments serve to:
Module leaders must ensure students have access to their feedback. Feedback should clarify why a specific grade was given, highlighting strengths and areas for improvement. It should be included both within the body of the work and in a separate feedback section.
Students should be informed about when and how they will receive feedback, which should be within 20 working days of the assessment. If this deadline cannot be met:
Additional feedback opportunities may include general module and programme-level feedback, model answers, and workshops. For students who have failed assessments, these opportunities should be available before the reassessment.
Providing detailed feedback helps students understand their performance and improves their chances of success. Ensuring timely feedback and clear communication supports student development and maintains transparency in the assessment process.
The following metrics will be measured and regularly reviewed as performance indicators for the School to ensure the effectiveness of this policy and associated operations.