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For each course, the University requires a statement of the overall assessment strategy and the assessment schedule for each year group.

The course team and wider stakeholders will contribute to the cohesive design of assessments to ensure sector-wide compatibility within disciplines, and that graduate attributes, accreditation requirements and overall course learning outcomes are identified and achievable at the appropriate level of study.

Assessment design must be fit for purpose and an integral part of student learning to enable progressive achievement of learning outcomes.

The holistic approach to assessment will support interconnected learning across semesters, academic years, and course subject areas so all students can develop subject expertise, proficiency in learning, and assessment literacy.

The course assessment strategy typically describes:

  • The forms of assessment which are used within the course and general statements of the standards of performance required at each level and mark/grade bands.
  • Why the forms of assessment have been chosen and how they assist in demonstrating achievement of learning outcomes, competencies, and graduate attributes.
  • The overall assessment load and its timing.
  • The process of moderation and quality monitoring which operates.
  • How the standards and principles of sound assessment practice have been met.
  • How and where elements of Ulster’s strategic vision, it’s qualities and values have been supported.
  • Assessment practices contribute to the maintenance of academic standards. To achieve this  adequately, all assessment strategies must aim to meet the quality assurance attributes.

Additionally, effective assessment processes and practice will help Ulster deliver a transformative learning experience for students, based on values-led behaviours.

When planning and reviewing assessment design and delivery, course teams should consider where and how their assessment strategy aligns with the University’s strategic vision. Examples of alignment are given in the table below:

Ulster University
Strategic Vision		 Course Level Assessment Strategy
Considerations
To maximise the learning experience and successes of students from all backgrounds.
  • Identifying learner needs and providing course transition arrangements.
  • Diagnostic assessment and Formative assessment opportunities including timely feedback and feed-forward.
  • Diversifying assessment and offering the element of choice to allow all students to showcase their knowledge and competencies.
  • Iterative scaffolding of assessment literacy including clear signposting to study support systems.
  • Engage students in assessment co-design and review.
To encourage BRAVE thinking and values-led behaviours in staff.
  • Holistic and collaborative assessment design including. meaningful stakeholder engagement including student partners.
  • Identify and promote bold innovative and effective assessment practices.
  • Supporting regular review and potential enhancement of assessment strategies (e.g., via CAQE and annual course review).
  • Support and measure the development of graduate attributes and help students articulate knowledge, skills and attributes through assessment.
To build sustainable futures by providing graduates with skills to enhance their life choices and societal outcomes.
  • Aligning Programme Learning Outcomes (PLO), Module Learning Outcomes (MLO) and associated assessments with sustainable education goals where feasible.
  • Designing assessments that develop and measure sustainability competencies.
  • Developing assessment literacy and engaging with inclusive assessment principles.
  • Providing enrichment opportunities that can be woven into assessments.
  • Including statements on how practice/placement is to be assessed and accredited.
  • Collaboration with external stakeholders to co-design authentic assessments.
To maintain space designed for collaboration and the delivery of transformative experiences for all.
  • Creating environments to support and evaluate innovative and authentic, real-world assessment practices.
  • Utilising social learning spaces that support collaborative peer assessment.
To build connections and support the development of communities.
To maintain the spirit of partnership across the institution and the wider community.
  • Exploring cross-Faculty, multidisciplinary and interprofessional assessment strategies.
  • Building effective communications between academic and professional services to support assessment policy and procedures.

To stimulate entrepreneurship and innovation through collaboration with industry, business, and professions including regional and global partners.

  • Collaboration with and inclusion of employer stakeholders in the design and delivery of assessment strategies.
  • Ensure assessments align with national qualifications frameworks, Subject Benchmark Statements, and Professional, discipline-specific competency standards which inform Course and Module Learning Outcomes.
  • Explore academic partnerships including arrangements for quality assurance, accreditation and the recognition of academic and professional qualifications across borders and countries.
  • To support student mobility and the transition of international students to Ulster assessment practices.