1. Principles and Issues in Assessment design Based on Wolverhampton case study

2. Students prove via assessment that they can achieve the proposed learning outcomesStudents prove via assessment that they can achieve the proposed learning outcomes Subject knowledgeSubject knowledge Subject skillsSubject skills Cognitive skillsCognitive skills Key skillsKey skills Quality Assurance Agency Subject BenchmarksQuality Assurance Agency Subject Benchmarks Outcomes-based approach to learning and teaching

3. Programme + Module Programme is overall syllabus with higher level set of learning outcomesProgramme is overall syllabus with higher level set of learning outcomes Module is “Self-contained, structured learning experience with a coherent and explicit set of learning outcomes which is normally assessed at the end of the semester or other learning period over which it is delivered”Module is “Self-contained, structured learning experience with a coherent and explicit set of learning outcomes which is normally assessed at the end of the semester or other learning period over which it is delivered” Criteria become more sophisticated at each level (HE Qualifications Framework)Criteria become more sophisticated at each level (HE Qualifications Framework)

4. Types of assessment Diagnostic/formative/summativeDiagnostic/formative/summative Self assessment /peer assessment ?Self assessment /peer assessment ? Individual or group coursework?Individual or group coursework? Controlled conditions? Open book?Controlled conditions? Open book? Work-based projectsWork-based projects Reflective logsReflective logs Essay or report? Presentation/oral examination?Essay or report? Presentation/oral examination?

5. Interrelation of Tasks Assessment load/weightingsAssessment load/weightings –E.g. presentation 25%, test 25%, report 50% Components/elementsComponents/elements –E.g. language modules: 2 oral + 2 written tasks CompensationCompensation Zero weightingZero weighting

6. Documentation Students’ informationStudents’ information –Subject Pathway Guide (Assessment Policy) –Module Guide –Assignment brief –Assessment criteria (Learning Outcomes) –Feedback sheet

7. Logistics TimingTiming –Assignment bottlenecks Turnaround timeTurnaround time –UoW policy 3 weeks Subject BoardsSubject Boards Award BoardsAward Boards - see academic calendar

8. Academic Calendar Semester 1Semester 1 –13 teaching weeks –1 assessment week –1 Marking/feedback week - Resit period for each Semester 2 –13 teaching weeks –2 Exam weeks –1 marking week –2 Subject Board Weeks –1 Award Board Week

9. Progression You must pass all 120 credits at each levelYou must pass all 120 credits at each level You can progress with 90 creditsYou can progress with 90 credits Can resit (repeat failed tasks) with grade E4-F1Can resit (repeat failed tasks) with grade E4-F1 Resit grade can only be the minimum pass markResit grade can only be the minimum pass mark After second failure = retake moduleAfter second failure = retake module At Levels 1+2, E4 for two modules compensatedAt Levels 1+2, E4 for two modules compensated

10. Quality Assurance Initial validation (PST and MSTs)Initial validation (PST and MSTs) External Examiner verificationExternal Examiner verification Internal moderation of assignmentsInternal moderation of assignments Minor ModificationsMinor Modifications Review and RevalidationReview and Revalidation Student feedbackStudent feedback Annual Monitoring ReportAnnual Monitoring Report