Checklist for negotiating involvement in assessment with your School
- Look out for curriculum reviews as an opportunity to get involved in assessment, or try to instigate involvement in a module you already contribute to. The process takes time, so be prepared to plan ahead.
- Be proactive – talk to lecturers about what you can offer, and the benefits assessment of your input to the module can bring.
- Be aware that your assessment input will need to be built in at the module-planning stage since learning outcomes and assessment methods will have to appear in the module handbook which is given to students. Students can only be assessed on the outcomes which are stated in the module description – so get your IL outcomes in there! See point 2.3 on ‘Ensuring alignment between teaching, learning and assessment’ in the Guidance on the Nature and Volume of Assessment in Modules on Taught Programmes of Study (PDF, Cardiff University login required) document on the University intranet.
- In your discussions with the School, be conscious of the need to avoid over-assessing students.
- Bear in mind that, after the assessment, the marking and feedback process may take a considerable amount of time. Make sure what you agree with the School is feasible and can fit into your workload. This needs to be discussed at the outset too! The University provides further guidance on giving feedback while the ULS has examples of the types of marking scheme you can use in your discussions.
- Agree who will take responsibility for designing and marking the information literacy component of the assessment. For example, if the assessment is intrinsically part of a wider assessment, you may agree to input into the marking scheme and assessment criteria rather than mark the overall assessment.
In the next, and final, section of this Handbook we look at a case study on setting and assessing a research trail exercise.