When a student enters University, it is imperative that they are provided with information regarding the assessment strategies employed at each stage of the programme they are going to take. When planning assessment give consideration to the following:
- How are all students informed about precisely what is assessed and the process for the assessment? This may include:
- Continuous assessment
- End of course/module/programme examinations
- Assessment tasks and methods
- What will be assessed?
- How will it be assessed? E.g. Essays, reports, dissertations, examinations, oral presentations, group presentations, placement practice, practical tasks and field visits.
- Why will it be assessed this way?
- If required, what alternative arrangements could be made where an assignment/exam is not accessible to a student?
- Example 1 - A student may be unable to participate in oral group presentations but may be able to produce an extended piece of writing in order to meet the learning outcomes.
- Example 2 - A student who has a hearing impairment may need a separate room for the examination
Where can I find more?
Boud, D. (1995) Enhancing Learning Through Self Assessment Kogan Page
What's Happening ...
27 April (1pm - 2pm)
Professional Development Discussions
This session is a regular open forum event focused on the development of teaching. They are opportunities for open discussion, showcasing of practice, and a chance to engage with external speakers.
For more information please view our dedicated webpage.