Programme Focussed Assessment

At module level:

• At approval and review, ensure that module learning outcomes (MLOs) are explicitly mapped to programme learning outcomes (PLOs). Ensure that assessment briefs make these links visible to students and colleagues.
• Which MLOs are assessed and how do tasks evidence them? 
• Do briefs, criteria and workload guidance explain the task’s purpose and relevance?

At programme level:

• Do the module assessments collectively safeguard standards and evidence PLOs? 
• Where are gaps or over-assessment, and what can be streamlined or combined 

Before coming to university, students will have been accustomed to studying separate subjects that are assessed independently. They may not necessarily see that feedback from one module is applicable to another later in the programme. Students should be able to see how feedback and performance in one module supports success in the next.

At module level:

• Point students back to prior assignments where feedback will be relevant
• Explain how current skills will be built upon later in the programme

At programme level:

• Adopt a standard assessment brief across modules.
  See our guidance on assessment briefs. 
• Use shared language/structure in criteria and rubrics.
  See our guidance Writing Assessment Criteria and Rubrics.
• Create structured opportunities for students to work with criteria. (Periodically co create or review rubric language with students.)

Use a diverse range of assessment types across the programme. Prioritise authentic tasks that connect to research, industry, practice, or society.

At programme level:

• Is there variety in the assessment methods?
• Do tasks enable students to practise and evidence knowledge application, collaboration, communication, professional and career skills?
• Can any modules adjust assessment type to improve the mix?
• Plan alternative assessments where  assessment types  present known barriers for groups of students.
  See our Inclusive Assessment Resource. 

Plan assessment timing so students can use feedback to improve subsequent work. 

At programme level

• Sequence tasks across modules so feedback can be acted upon
• Plan feedback rich formative elements across each stage. This could be formative assessment, in-class practice, or low stakes assessment. 
• Make it easy for students to identify how feedback can be used to improve their future work. See What makes good feedback. 

At module level: 

• Ensure that formative tasks or assessment give students sufficient time to act on feedback. 
• In the first week of your module inform students about the types of feedback they will receive and when to expect the feedback.

If assessments are bunched in a short period of time, this can affect real learning opportunities and creates unnecessary stress for students.

Evaluate Workloads

Produce a week by week assessment map per semester to avoid deadline bunching for compulsory modules. 

• Are deadlines balanced? Can assessment deadlines be adjusted?
• What workload is attached to each assessment? Are these fair in terms of the credit value?  Are work expectations clear to students? 
• Is there sufficient formative assessment/practice?

Use the Semester by Semester Student Journey Mapping resource to help you visualise student deadlines. 

You can also use physical or virtual post-its notes to mark programme-level assessment, stage by stage, on a timeline (example Miro from a concluded AESSC project).

Some variation in feedback mechanisms across a programme will be normal, e.g., some colleagues may like to use audio feedback on some assessments. However, students will be supported to find and engage with feedback if there is some commonality in tools and approaches:

• Use common assessment tools – if some colleagues mark using Turnitin and others use SpeedGrader, students will need to use different interfaces to access feedback. Having a consistent approach will support students.
• Agree on a consistent method of structuring feedback – e.g., where rubrics are used, will students expect to see comments next to each rubric element, or should they focus on the overall assessment comments?
• Agree key phrases to include in your feedback eg “For future work”