Module Assessment Parameters

• Modules of any credit value will typically Include no more than 2 elements of summative assessment. A single element of assessment may comprise more than one weighted component but will generate one overall element mark. Elements (including components) will meet workload equivalency for the module credit level.
• Assessments will be distributed proportionately across the semester/academic year, giving due consideration to student and staff workloads and to avoid pressure points.
• Assessment tasks will aim to ensure equity and consistency in workload across modules of the same level and credit value.
• Module Handbooks and associated online learning spaces will describe the assessment elements, components, their weightings and schedules as appropriate. They will provide a strong rationale for the selected method(s)* including why they have been chosen to best meet the learning outcomes. Briefings will define assessment size and limits and will provide clarity on format, submission methods and deadlines.
• Module Handbooks will provide clear and accessible statements of expected standards of performance for coursework tasks at each level and mark/grade band (e.g. marking rubrics).
• Formative activities will be scheduled to provide timely feedback for students. All modules should have at least one formative activity which generates timely feedback.
• Class tests, as coursework, are not facilitated through the Examinations Office therefore due consideration must be given to their facilitation. All Class Tests will implement RARs where appropriate. The Programme Director will be responsible for ensuring appropriate RAR support is in place.
• Due consideration must be given to the nature and grading of group work assessment, with greater emphasis given to the ‘process’ of group engagement over the final group ‘product’. Transparent evidence of individual student contribution to group work should be gathered to ensure fair marking. (see example peer evaluation form). If a module is assessed wholly or mostly by group work, at least 30% of each student’s result should be based on their individual contribution. Due consideration must be given to assessment workload equivalence and the relative size of individual and group components of assessment.

Students should have regular timetabled slots in which (assessable) group work can take place. The teaching team should be present in scheduled sessions (in person or online) to ensure that students can be given feedback on their group work and how to improve it. Where a student fails to participate in group assessment, they should receive a mark representative of their contribution. The success of the remainder of the group cannot be diminished by students who fail to participate.

Particular consideration must be given to the use of group work during the final year of study, where assessment contributes significantly to final degree classification or award grading. Greater emphasis/weighting on individual contribution must be generated in this context.