A range of different assessment methods and modes should be included across a course of study to offer all students various opportunities to demonstrate the extent of their learning and achievement of learning outcomes.
Unless specifically defined by the discipline context, one method should not dominate a course of study as this could disadvantage certain student groups.
Assessment methods must be carefully selected to appropriately measure the knowledge, skills and attributes associated with a given set of learning outcomes.
Learning and teaching activities will then be designed to align with learning outcomes and the associated assessment.
Due consideration must be given to the value of high-stakes, high pressure methods of assessment e.g., time constrained, closed book exams, and their potential impact on student health and wellbeing. Inclusive assessment design must be supported to include authentic assessment methods, familiarisation with assessment techniques through briefings and formative opportunities, and elements of student choice in assessment if and where feasible.
Categorisation of Assessment
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Assessment Elements
The University groups summative assessment into two distinct categories, or assessment ‘elements’ for the purpose of reviewing student performance.
These elements are examinations and/or coursework. Modules are allowed up to a maximum of two elements of assessment.
Assessment element weightings may vary from module to module but results will be aggregated to give an overall module mark.
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Assessment Components
Where more than one task is included within a given coursework element, these are termed coursework components. Components will be weighted to meet 100% of the overall coursework element.
Careful calculation of component weightings must be undertaken before the overall coursework mark is uploaded to Banner.
While separate assessment elements will measure separate topics covered within a module (and possibly separate outcomes), assessment components should be interrelated to meet the overall outcome associated with that assessment element. Careful consideration must be given to the design of elements with sub-components to ensure the overall workload it appropriate.
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Examinations
A form of assessment which relies on candidates producing written, oral or physical responses to seen or unseen questions under timed, invigilated examination conditions. Examinations are typically undertaken during the end of the semester during the Examination period and are typically facilitated by the Examinations Office to follow University examination procedures. Examinations (and class tests) should only be used where it is required by PSRB or where the module cannot be assessed through any other method.
Arrangements for the conduct of examinations must meet the expectations in the University's Regulations Governing Examinations in Programmes of Study. The University operates a policy to ensure the anonymity of examination scripts during the marking process. Partner institutions are required to adopt similar arrangements. The timing of common examinations will be synchronised, including across Franchised partnerships.
Oral Examinations or Viva Voce: Oral examinations are identified as a normal form of assessment within the wider range of assessment methods available to staff. The Viva Voce is typically deployed as a discretionary examination to support the investigation of academic misconduct.
Examination Timetabling
When planning and timetabling an assessment, consideration must be given to the space and resources required to run an examination, whether the space requires formal timetabling by the Examinations Office in advance, and whether reasonable adjustments require facilitation. Course teams will indicate any special requirements on the exam return form, to include for example:
- Where an examination is scheduled for formal timetabling/invigilation during the examination period including date/session preferences for scheduling.
- The nature of an examination e.g., open book.
- Whether the examination is to be online and accessed either on or off campus.
- Whether any coursework components e.g. class tests require any specific support or resources from the Examination Office.
Further Information on Examination Timetables
Further information on exam invigilation
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Coursework
A form of assessment which relies upon performance in one or more components of written or practical work e.g., through submission of exercises, seminar papers, reports, presentations, class tests, project or production of artefacts, design, etc.
Coursework is typically compiled and completed by a student over an extended period. Where more than one piece of assessment is used in an assessment element, these are termed coursework components.
Anonymous marking of coursework is encouraged where practicable and appropriate.
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Examinations or Coursework?
Class Test
The class test falls between the two categories. While a class test formally sits within the coursework category, it is typically a short, timed, invigilated assessment method, with two or more test events scheduled across the semester or academic year rather than during the examination period.
However, the class test may be viewed as an ‘exam’ by students therefore, course and module handbooks must provide transparency about this method of assessment.
While short, distributed tests can provide opportunities for timely feedback, student reflection and enhancement, they should not become the dominant form of assessment within a course.
Assessment workload equivalence must also be carefully considered. Class tests are not facilitated through the Examination Office and due regard must be given to facilitating their delivery in accordance with reasonable adjustments. Class test papers must undergo peer review to ensure content and construct reliability, and the conduct of the test must be secure to mitigate the risk of academic misconduct.
Online Exam
This form of assessment may be considered an exam if the exam is invigilated/proctored, time constrained and falls within the formal Examination period. However, if students access the online exam platform over an extended period without proctoring, then this method may be classified as coursework. In this context, due consideration must be given to the inherent risks of cheating and collusion.
Take-home exam
This form of assessment is essentially an open book exam undertaken ‘at home’. While the format of this type of assessment may follow a typical exam structure, the assessment is designed to be completed over a more extended period (e.g., 24 hours) without invigilation. This categorises the take-home ‘exam’ as coursework as it is not undertaken within a controlled environment.
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Assessment Weighting
Where both coursework and a written examination elements are used within a single module, the module descriptor will identify the weighting between these two elements to determine the overall module result.
Where coursework and/or examination elements are divided into multiple components, a manually aggregated assessment mark will be uploaded to Banner under the respective element category.
Modules will typically have no more than 2 elements.
An individual element may comprise more than one component. Consequently, module designers must give very careful consideration to the workload associated with each element and subcomponents, to ensure students and staff are not unduly overloaded. Increasing the number of assessments through additional components, while acceptable, can easily lead to work overload unless weighting and associated workload is considered very carefully.
A small degree of flexibility is expected when calculating workload equivalence. Where there are multiple assessed tasks, (e.g., example 3), some leniency in workload for each task is advised, due to the increased cognitive load associated with undertaking multiple and differing tasks.
Examples of Element and Component weighting (for 20 credit modules) are offered below:
Example 1
2 Elements - 40% Exam, 60% CWK Element Percentage Effort Output Examination 40% 1.5 Hours Sessional exam Coursework 60% 2400 words Report Example weighted calculation
- Examination score : 56% (x 40% weighting) = 22.4%
- CWK score : 72% (x 60% weighting) = 43.2%
- Total : 65.6%
- Total Module Grade : 66%
Example 2
1 Element - 100% CWK Component Percentage Effort Output Coursework A 20% 800 words Project Plan Coursework B 80% 3200 words Final Project Example weighted calculation
- Coursework score : 55% (x 20% weighting) = 11
- Coursework score : 63% (x 80% weighting) = 50.4
- Total : 61.4, Total Module Grade – 61%
Example 3
2 Elements - 25% Exam, 75% CWK (with components) Element Percentage Effort Output Examination 25% 1 hour Sessional Exam Coursework - Component 1 40% 15 mins Presentation Coursework - Component 2 60% 1500 words Reflection Exam score
- 80% (x 25% weighting) = 16
Coursework Score
- Presentation : 65% (x 40% weighting) = 26
- Reflection : 85% (x 60% weighting) = 51
- Total : 26 + 51 = 77% (x 75% weighting) = 57.75
Total Score
- 73.75, Total Module Grade - 74%
Example 4
1 Element: 100% Coursework (with components) Component Percentage Effort Class test 25% 1 hour Class test 25% 1 hour Class test 25% 1 hour Class test 25% 1 hour Example weighted calculation
- Class test score : 35% (x 25% weighting) = 8.75
- Class test score : 52% (x 25% weighting) = 13
- Class test score : 63% (x 25% weighting) = 15.75
- Class test score : 78% (x 25% weighting) = 19.5
- Total : 57, Total Module Grade = 57%
Additionally, due consideration must be given to the scheduling of assessment elements and components over the semester/year to avoid bunching and high-pressure points.
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Changes to Assessment
Changes to Assessment
Any proposed changes to a module assessment during the approved course cycle must be given due consideration as changes could have substantial implications for the module and course curricula, or for resourcing. Module descriptors will include an outline of approved assessment elements.
An element is identified as coursework and/or examination. Any proposed change of an assessment element i.e., adding an element or changing an element from coursework to examination or vice versa, must undergo scrutiny and approval. Any module can have no more than two elements of assessment.
Module Coordinators will have some flexibility within the design of an approved element. Module descriptors, when describing an assessment element, should provide some flex to potentially indicate that the theme of coursework (for example) may be subject to change to ensure currency of a topic and to guard against academic misconduct. Additionally, and in line with inclusive assessment design, modules may offer optional modes of assessment delivery e.g. oral presentation or video presentation etc. which provides students with a degree of choice in the delivery of the assessed task. The associated marking scheme must be given careful consideration to ensure that multiple modes of delivery are given equal value within the scheme so as not to disadvantage any student and can equally meet the learning outcomes of the module.
Process of approving changes to an assessment element
Updated versions of a module assessment are submitted to the Faculty for consideration and approval through the CMS accompanied by Form CA3 (course revision form). Procedures for consideration of revisions should include appropriate scrutiny at Faculty level under the auspices of the Faculty Learning & Teaching Committee or equivalent. Consideration must include assuring continued alignment between the assessment and the module learning outcomes, and the module outcomes to the wider programme outcomes. Current, and prospective students if appropriate, should be consulted and the CA3 should evidence this consultation and feedback from students. Programme Directors and Module Coordinators are reminded that higher education providers are subject to the Competition and Market Authority (CMA) oversight and extensive consumer protection regulation. Changes to what we deliver to students, how we deliver, what is core and what is optional and how we assess students can form part of the student contract. It is particularly important that changes are not made unilaterally and without following the process for updating the CMS.
Reading lists can be updated in the CMS without CA3 approval.
All approved assessment changes must subsequently correspond with details articulated on the CMS and updated on OLP.
Once assessment changes are approved by the Faculty and the impact of potential changes have been mapped to the programme specification, the CA3 should be sent via the CMS to the CCEA for authorisation.
ASQEC is informed of all authorisations. The Strategic Marketing Unit and Central Admissions are also notified so that prospective and current applicants can be informed of approved changes to published information in accordance with the expectations of consumer protection law. The Library, Module Office, Examinations Office and Timetabling Officer Central Timetabling Unit and Banner Teams are notified as appropriate. Faculties should ensure that information for current students, if appropriate, is updated following approval.
Dates for submission of programme revisions (CA3s) to CCEA are set by the Learning Enhancement Directorate in consultation with faculties each year.
Later forms are accepted for the following:
- changes to coursework / examination weighting which have been recommended by the external examiner - not later than one month prior to the start of the semester for Semester 1 and Semester 2 modules, or by 14 June for Semester 3 modules.
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Coordinating Assessments with External Examiner
All assessments contributing to the final award or to PSRB competencies will be pre-approved by an External Examiner.
Summative Examinations are normally scheduled during Exam Week and coordinated through the Examinations Office. Course/Subject Directors will receive a timetable for the processing of examination papers at the beginning of each academic year.
The deadlines are set out below:
Deadlines for submission of assessment papers
Autumn/Spring Semester Submission Deadline Submission to External Examiners of Coursework briefs and marking criteria.
Pre week 1
Submission to External Examiners of Examination scripts for approval, including resit papers.
Week 3
Submission to External Examiners of Submission to Examinations Office of approved assessment papers for printing.
Week 8
August/September Supplementary Examinations Submission Deadline Submission to Examinations Office of approved examination papers for printing. Last Friday in June Intensive Summer Semester Submission Deadline Submission to Examinations Office of approved examination papers for printing. Last Friday in June Module Coordinators will be responsible for drafting and compiling exam papers in consultation with the module team. Examination papers should follow the prescribed format using the template available from the Examinations website.
Module coordinators will also be responsible for drafting coursework assessment briefs and marking schemes prior to the launch of a module, to be reviewed by the External Examiner. Assessment information will be made available on the module Blackboard Ultra site. External Examiners can access the Module Blackboard Ultra site to review draft briefs and rubrics.
Process for providing External Examiners A-code access to Blackboard, via A3M
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Programme Regulations and Examination Policies
General Programme Regulations are derived from University award regulations and can be found on the dedicated Learning Enhancement webpages. The regulations are effective from September 2024.
Examinations policies and procedures, including appeals, extenuating circumstances procedures, and Academic Misconduct can be found on the dedicated Student Administration webpages.
Assessment Process and Boards of Examiners procedures
Information on assessment process and Boards of Examiners procedures can be found on dedicated Student Administration webpages.