Company number: 12497951
6 Sutton Park Road, Sutton, SM1 2GD

Assessment and Feedback Policy

Policy Statement

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.

Principles

Fairness: Maintaining an equitable assessment process for all students.
Clarity: Providing clear guidance on assessment objectives and criteria.
Consistency: Ensuring uniformity in the application of assessment procedures across the School.
Transparency: Making the assessment process transparent to promote student understanding and confidence.
Feedback: Offering timely and relevant feedback, including formative feedback, to support ongoing student learning and development.
Rigour: Upholding academic rigour and integrity in all assessment tasks.
Support: Supporting students in understanding assessment tasks and expectations.
Development: Using assessment as a tool to aid student academic and personal development.
Diversity: Acknowledging varied learning styles and needs through diverse assessment methods.
Recognition: Celebrating and recognising academic achievement and progress.
Continuous Improvement: Continuously reviewing assessment practices to enhance their effectiveness.
Accessibility: Ensuring all students can access assessments on an equal basis, including reasonable adjustments where necessary.

Regulatory Context

This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following:

Authority	Name	Url
Office for Students (OfS)	Regulatory framework for higher education in England This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money.
Quality Assurance Agency (QAA)	The Quality Code This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality.
Quality Assurance Agency (QAA)	Advice - Assessment and Marking Guidance on assessment and marking for higher education providers .
Quality Assurance Agency (QAA)	Advice - Enabling Student Achievement
Quality Assurance Agency (QAA)	Advice - Learning and Teaching
Office for Students (OfS)	Sector-recognised standards The standards set with regards to B5 and B8 of the OfS' conditions of registration for higher education institutions.

Authority

Name

Url

Office for Students (OfS)

Regulatory framework for higher education in England
This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money.

Quality Assurance Agency (QAA)

The Quality Code
This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality.

Quality Assurance Agency (QAA)

Advice - Assessment and Marking
Guidance on assessment and marking for higher education providers .

Quality Assurance Agency (QAA)

Advice - Enabling Student Achievement

Quality Assurance Agency (QAA)

Advice - Learning and Teaching

Office for Students (OfS)

Sector-recognised standards
The standards set with regards to B5 and B8 of the OfS' conditions of registration for higher education institutions.

Comprehensive Standards Framework

Title
Rule Compliance with Sector-Recognised Standards 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.

Title

Rule
Compliance with Sector-Recognised Standards

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.

Assessment Principles

Title
Rule Core Assessment Principles The School ensures that: Assessments are effective. Assessments are valid. Assessments are reliable. Assessments are credible. Assessments meet sector-recognised standards. 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.

Title

Rule
Core Assessment Principles

The School ensures that:

Assessments are effective.
Assessments are valid.
Assessments are reliable.
Assessments are credible.
Assessments meet sector-recognised standards.

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.

Outcome-Based Qualification Standards

Title
Rule Credit-Based Qualification System The School implements a credit-based qualification system in accordance with the principles set by the Office for Students (OfS). In this framework, higher education qualifications are awarded based on the demonstrated achievement of learning outcomes, rather than the duration of study. Students earn credits through the successful completion of various modular assessments, including exams, multiple-choice tests, and the creation of artefacts. This system enables progression between different levels of study and is supported by the Credit Accumulation and Transfer System (CATS). Academic regulations are in place to ensure that assessment and marking standards are rigorously upheld. This credit-based approach is designed to accurately reflect students’ actual achievements and competencies, in alignment with sector standards that prioritise learning outcomes. By employing CATS, the School provides flexibility in student progression, allowing for the transfer of credits between modules and programmes as appropriate. This methodology ensures fair and consistent assessment of student performance, evaluating them based on their individual capabilities and accomplishments. Ultimately, this enhances the integrity of the qualifications awarded, fostering a more meaningful educational experience.

Title

Rule
Credit-Based Qualification System

The School implements a credit-based qualification system in accordance with the principles set by the Office for Students (OfS). In this framework, higher education qualifications are awarded based on the demonstrated achievement of learning outcomes, rather than the duration of study. Students earn credits through the successful completion of various modular assessments, including exams, multiple-choice tests, and the creation of artefacts. This system enables progression between different levels of study and is supported by the Credit Accumulation and Transfer System (CATS). Academic regulations are in place to ensure that assessment and marking standards are rigorously upheld.

This credit-based approach is designed to accurately reflect students’ actual achievements and competencies, in alignment with sector standards that prioritise learning outcomes. By employing CATS, the School provides flexibility in student progression, allowing for the transfer of credits between modules and programmes as appropriate. This methodology ensures fair and consistent assessment of student performance, evaluating them based on their individual capabilities and accomplishments. Ultimately, this enhances the integrity of the qualifications awarded, fostering a more meaningful educational experience.

Assessment Regulations

Title
Rule Key Elements of Assessment Regulations The School’s Assessment Regulations, part of its academic framework, establish rules to uphold the integrity and standards of assessments. These include: Academic integrity Transparency Assessment scheduling Communication Teaching systems and assessments Assessment definitions and formats Implementation of assessment regulations These rules ensure that assessments are conducted with integrity, clarity, and consistency, aligning with established academic standards and supporting fair evaluation practices.

Title

Rule
Key Elements of Assessment Regulations

The School’s Assessment Regulations, part of its academic framework, establish rules to uphold the integrity and standards of assessments. These include:

Academic integrity
Transparency
Assessment scheduling
Communication
Teaching systems and assessments
Assessment definitions and formats
Implementation of assessment regulations

These rules ensure that assessments are conducted with integrity, clarity, and consistency, aligning with established academic standards and supporting fair evaluation practices.

Marking, Grading, and External Scrutiny Regulations

Title
Rule Marking and Scrutiny at the School The Assessment Regulations are supported by specific rules on marking, grading, and scrutiny, which include: Marking principles Responsibilities of module leaders and members of the Teaching and Assessment Team involved in marking Internal scrutiny External scrutiny Exam Boards 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.

Title

Rule
Marking and Scrutiny at the School

The Assessment Regulations are supported by specific rules on marking, grading, and scrutiny, which include:

Marking principles
Responsibilities of module leaders and members of the Teaching and Assessment Team involved in marking
Internal scrutiny
External scrutiny
Exam Boards

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.

Support Mechanisms for Student Assessments

Title
Advice Student Support for Assessments 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.
Advice Access to Assessment Regulations and Criteria 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.
Advice Access to Programme and Module Specifications 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.
Rule Access to Assessment Briefs Assessment briefs for all assessments are available on the website and AGS. Each brief includes the following details: Module name Module description Credit value Level Learning outcomes Summative assessment description and weighting Assessment criteria Summary of relevant regulations Key dates Contact information for further assistance 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.
Rule Assessment Scheduling and Notifications 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.
Rule Teaching Systems and Summative Assessments 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: Research 30 and 60 Credits: Research Module Report, Presentation, Artefact. Professional 15-30 Credits: Professional Case Presentation and Analytical Reflection Technical 15-30 Credits: Solution Design and Analysis Assessments Foundational 15-30 Credits: Open-Book Examination Seminars 15-30 Credits: Seminar Presentation and Evaluation Assessment 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.
Rule Reasonable Adjustments for Assessments 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.
Rule Support Contacts for Students Students may seek assistance from their programme and module leaders, the Teaching and Assessment Team, 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.
Rule Feedback and Commenting on Assessments Markers for undergraduate and postgraduate modules must provide comments explaining the awarded marks. These comments serve to: Aid in internal and external scrutiny. Help students understand their marks and improve. 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: Academic staff must consult the module leader. Students must be notified of the new date and the reason for the delay. 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.
Rule Commitment to Quality Assurance, Student Involvement, and External Collaboration The School is committed to robust quality assurance measures that include regular reviews of assessment and feedback practices to ensure alignment with the standards set by the Office for Students (OfS). This commitment involves soliciting and incorporating student feedback on assessment practices through surveys and focus groups, as well as engaging with external examiners to provide independent insights and validation of the assessment processes. This collaborative approach ensures that student input and external expertise inform policy revisions and enhancements. By integrating quality assurance with active student involvement and collaboration with external examiners, the School fosters a culture of continuous improvement and transparency. This comprehensive approach not only ensures that assessment practices meet high academic standards but also empowers students by valuing their perspectives in shaping their educational experience. Moreover, the involvement of external examiners brings an objective viewpoint that further enhances the credibility and rigor of the assessment process. Ultimately, this synergy enhances the effectiveness of assessments, improves student satisfaction, and maintains the integrity and relevance of the qualifications awarded.

Title

Advice
Student Support for Assessments

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.

Advice
Access to Assessment Regulations and Criteria

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.

Advice
Access to Programme and Module Specifications

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.

Rule
Access to Assessment Briefs

Assessment briefs for all assessments are available on the website and AGS. Each brief includes the following details:

Module name
Module description
Credit value
Level
Learning outcomes
Summative assessment description and weighting
Assessment criteria
Summary of relevant regulations
Key dates
Contact information for further assistance

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.

Rule
Assessment Scheduling and Notifications

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.

Rule
Teaching Systems and Summative Assessments

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:

Research 30 and 60 Credits: Research Module Report, Presentation, Artefact.
Professional 15-30 Credits: Professional Case Presentation and Analytical Reflection
Technical 15-30 Credits: Solution Design and Analysis Assessments
Foundational 15-30 Credits: Open-Book Examination
Seminars 15-30 Credits: Seminar Presentation and Evaluation Assessment

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.

Rule
Reasonable Adjustments for Assessments

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.

Rule
Support Contacts for Students

Students may seek assistance from their programme and module leaders, the Teaching and Assessment Team, 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.

Rule
Feedback and Commenting on Assessments

Markers for undergraduate and postgraduate modules must provide comments explaining the awarded marks. These comments serve to:

Aid in internal and external scrutiny.
Help students understand their marks and improve.

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:

Academic staff must consult the module leader.
Students must be notified of the new date and the reason for the delay.

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.

Rule
Commitment to Quality Assurance, Student Involvement, and External Collaboration

The School is committed to robust quality assurance measures that include regular reviews of assessment and feedback practices to ensure alignment with the standards set by the Office for Students (OfS). This commitment involves soliciting and incorporating student feedback on assessment practices through surveys and focus groups, as well as engaging with external examiners to provide independent insights and validation of the assessment processes. This collaborative approach ensures that student input and external expertise inform policy revisions and enhancements.

By integrating quality assurance with active student involvement and collaboration with external examiners, the School fosters a culture of continuous improvement and transparency. This comprehensive approach not only ensures that assessment practices meet high academic standards but also empowers students by valuing their perspectives in shaping their educational experience. Moreover, the involvement of external examiners brings an objective viewpoint that further enhances the credibility and rigor of the assessment process. Ultimately, this synergy enhances the effectiveness of assessments, improves student satisfaction, and maintains the integrity and relevance of the qualifications awarded.

Metrics and KPIs

The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations.

Title
Feedback Response Rate 95% of feedback queries from students must receive a response within 5 working days. Ensures prompt addressing of student concerns and questions related to feedback.
Formative Activity Integration All modules must include formative activities designed to provide ongoing assessment and feedback. Ensures continuous assessment opportunities, helping students to monitor their progress and receive timely feedback.
Student Satisfaction with Feedback Achieve a student satisfaction score of at least 85% regarding the usefulness of feedback provided, as measured in feedback surveys. Reflects the effectiveness of the feedback in supporting student learning and improvement.
Timeliness of Summative Feedback Summative feedback must be provided within 20 working days of the assessment submission. Ensures students receive timely feedback, allowing them to use it for future improvement and progression within the academic term.

Title

Feedback Response Rate
95% of feedback queries from students must receive a response within 5 working days.
Ensures prompt addressing of student concerns and questions related to feedback.

Formative Activity Integration
All modules must include formative activities designed to provide ongoing assessment and feedback.
Ensures continuous assessment opportunities, helping students to monitor their progress and receive timely feedback.

Student Satisfaction with Feedback
Achieve a student satisfaction score of at least 85% regarding the usefulness of feedback provided, as measured in feedback surveys.
Reflects the effectiveness of the feedback in supporting student learning and improvement.

Timeliness of Summative Feedback
Summative feedback must be provided within 20 working days of the assessment submission.
Ensures students receive timely feedback, allowing them to use it for future improvement and progression within the academic term.