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Design of Assessment

Assessment is a key feature of a programmes’ learning, teaching and assessment strategy and should be given careful consideration during the programme design and development process.

Indicator 8 of Chapter B6 of the Quality Code (external website) states:

The volume, timing and nature of assessment enable students to demonstrate the extent to which they have achieved the intended learning outcomes.

Assessment must be designed such that it is appropriate to the content, level and volume of study: it should enable students to demonstrate their learning and for different levels of student achievement to be distinguished. There should be clear alignment between the marking criteria for individual assessment tasks, the module learning outcomes and the level or programme learning outcomes.

Resources to assist in the design of assessment are provided by the Centre for Educational Development.

See also the Guidelines on the volume of assessment for undergraduate units and programmes and the Guidelines on the volume of assessment for postgraduate units and programmes.

Notionally, for a 20 credit module with a single point of assessment, this would be a 3 hour examination or an assignment of up to 4,000 equivalents. For a project/dissertation module at postgraduate level, this is increased to 5,000 words. Where there are two or more points of assessment the volumes should be adjusted pro-rata.