{"id":10133,"date":"2026-10-07T16:28:26","date_gmt":"2026-10-07T15:28:26","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=10133"},"modified":"2026-10-12T11:14:48","modified_gmt":"2026-10-12T10:14:48","slug":"cardiff-university-assessment-design-guidance","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cardiff-university-assessment-design-guidance\/","title":{"rendered":"Programme Level Design of Assessment"},"content":{"rendered":"<div style=\"display: flex;gap: 30px;align-items: flex-start;flex-wrap: wrap\">\n<div style=\"flex: 3;min-width: 300px\">\n<p>This page<span data-contrast=\"auto\">\u00a0provides practical tools and considerations to support Schools and programme teams in taking a holistic, programme- level approach to assessment design. Together, these resources aim to support programme teams to design assessments that map clearly to programme learning outcomes, avoid over-reliance on particular assessment types, and scaffold students\u2019 development throughout their studies. This approach promotes a structured, balanced, and academically robust assessment strategy that enhances learning and aligns with inclusive education principles and university strategy.\u00a0\u00a0In addition, it encourages programme teams to proactively consider the role of Generative AI in assessment design, ensuring tasks remain authentic, transparent in expectations, and aligned with the responsible use of emerging technologies in GenAI. Finally it supports staff to take a robust approach to developing assessment criteria\u00a0 <\/span><\/p>\n<p><span data-contrast=\"auto\">It is intended for all staff involved in Programme Development, <\/span><span data-contrast=\"none\">whether academic or professional services, and whether the development under consideration is a new programme or enhancements to existing programmes and\/or modules. Staff may be<\/span>\u00a0working at an Fellow or Senior Fellow level.<\/p>\n<p>Aligned to PSF: V1, V2, K1, K3, K5, A3<\/p>\n<p>You can develop your understanding of Inclusive Education by engaging with our related workshops, \u2018<a href=\"https:\/\/intranet.cardiff.ac.uk\/staff\/training-and-development\/staff-courses-and-programmes\/events-and-training\/learning-and-teaching-cpd-programme-202627\/embedding-inclusive-education-in-your-practice-designing,-delivering-and-assessing-learning-for-all\">Embedding Inclusive Education in your Practice<\/a>&#8216;, &#8216;<a href=\"https:\/\/intranet.cardiff.ac.uk\/staff\/training-and-development\/staff-courses-and-programmes\/events-and-training\/learning-and-teaching-cpd-programme-202627\/effective-and-inclusive-programme-design\">Effective and Inclusive Programme Design<\/a>&#8216; <a href=\"https:\/\/intranet.cardiff.ac.uk\/staff\/training-and-development\/staff-courses-and-programmes\/events-and-training\/learning-and-teaching-cpd-programme-202627\/generative-ai-taking-the-two-lane-approach\">Generative AI: Taking the Two Lane Approach<\/a>. Find out more on the <a href=\"https:\/\/intranet.cardiff.ac.uk\/staff\/training-and-development\/staff-courses-and-programmes\/events-and-training\/learning-and-teaching-cpd-programme-202627\">Cardiff LTA CPD page.<\/a><\/p>\n<\/div>\n<div style=\"flex: 1;min-width: 330px;background: #f5f9fc;border-left: 5px solid #0066a1;padding: 20px;border-radius: 4px\">\n<h3 style=\"margin-top: 0;color: #0066a1\">On This Page<\/h3>\n<p><a href=\"#section1\">Programme Level\u202fApproach to Assessment Design<\/a><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><a href=\"#sub1\">Balancing Assessment Across Programmes<\/a><\/li>\n<li><a href=\"#sub2\">Assessment Load<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><a href=\"#section2\">Diagnostic Tools\u202f(Cardiff EAT)<\/a><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><a href=\"#sub3\">What Can Cardiff EAT Offer Schools?<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><a href=\"#section3\">Generative AI and Assessment Design<\/a><\/p>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><a href=\"#sub4\">Framing Gen AI Use: A Two-lane Approach<\/a><\/li>\n<li><a href=\"#sub5\">Gen AI Capabilities and Limitations<\/a><\/li>\n<li><a href=\"#sub6\">Using Gen AI in Practice<\/a><\/li>\n<li><a href=\"#sub7\">Gen AI and Assessment Design<\/a><\/li>\n<li><a href=\"#sub8\">Supporting Students Use<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><a href=\"#section4\">Developing Assessment Criteria<\/a><\/p>\n<\/div>\n<\/div>\n<hr \/>\n<div id=\"section1\"><\/div>\n<h2><b><span data-contrast=\"auto\">Programme Level Approach to Assessment Design<\/span><\/b><\/h2>\n<h4><b><span data-contrast=\"auto\">Key Principles of Programme-level Design<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/h4>\n<p><span data-contrast=\"auto\">Cardiff University\u2019s <\/span><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/inclusivity\/introduction-to-inclusive-education\/\"><b><span data-contrast=\"none\">Inclusive Education Framework<\/span><\/b> <\/a><span data-contrast=\"auto\">highlights the commitment to supporting all students to achieve their potential through inclusive learning, teaching, and assessment practices. A key part of this commitment is ensuring assessments are designed in ways that are accessible, coherent, and aligned to what students need to learn and demonstrate.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The University <\/span><b><i><span data-contrast=\"auto\">does not<\/span><\/i><\/b><span data-contrast=\"auto\"> prescribe how assessments should be designed or managed within individual programmes; t<\/span><span data-contrast=\"none\">hese decisions are rightly academic matters, influenced by factors such as the programme learning outcomes, curriculum structure, resource considerations, student needs, and any specific requirements set out by professional and\/or regulatory bodies.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">However, the University<\/span> <b><i><span data-contrast=\"auto\">does<\/span><\/i><\/b> <span data-contrast=\"auto\">have a responsibility to support Schools in designing assessments that reflect the principles of the <\/span><a href=\"https:\/\/intranet.cardiff.ac.uk\/V2Vic2l0ZSBDb250ZW50V2Vic2l0ZSBDb250ZW50\/staff\/documents\/Strategic-Approach-document-English-and-Welsh.doc\"><span data-contrast=\"none\">Strategic Approach to the Enhancement of Assessment and Feedback &#8211; 2023-2027<\/span><\/a><span data-contrast=\"auto\">. Adopting a strategic approach enables both staff and students to use their time more effectively, enhances consistency, and safeguards academic standards.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2026\/09\/Assessment-design-guidance-infographic-1.png\" alt=\"Cardiff University Assessment Design Guidance infographic showing six key assessment principles arranged around assessment design: inclusive education, authentic assessment, student partnership, sustainability, programme coherence, and responsible AI use. At the centre are programme-level design, diagnostics, generative AI, co-creation, teamwork, and assessment types, with the overarching themes of inclusive, authentic, and future-focused assessment.\" width=\"465\" height=\"465\" \/><\/p>\n<p><span data-contrast=\"auto\">Cardiff University\u2019s\u00a0<\/span><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/inclusivity\/introduction-to-inclusive-education\/\"><b><span data-contrast=\"none\">Inclusive Education Framework<\/span><\/b><span data-contrast=\"none\">\u00a0<\/span><\/a><span data-contrast=\"auto\">highlights the commitment to supporting all students to achieve their potential through inclusive learning, teaching, and assessment practices. A key part of this commitment is ensuring assessments are designed in ways that are accessible, coherent, and aligned to what students need to learn and\u00a0demonstrate.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The University\u00a0<\/span><b><i><span data-contrast=\"auto\">does not<\/span><\/i><\/b><span data-contrast=\"auto\">\u00a0prescribe how assessments should be designed or managed within individual programmes; t<\/span><span data-contrast=\"none\">hese decisions are rightly academic matters, influenced by factors such as the programme learning outcomes, curriculum structure, resource considerations, student needs, and any specific requirements set out by professional and\/or regulatory bodies.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">However, the University<\/span><b><span data-contrast=\"auto\">\u00a0<\/span><\/b><b><i><span data-contrast=\"auto\">does<\/span><\/i><\/b><b><span data-contrast=\"auto\">\u00a0<\/span><\/b><span data-contrast=\"auto\">have a responsibility to support Schools in designing assessments that reflect the principles of the\u00a0<\/span><a href=\"https:\/\/intranet.cardiff.ac.uk\/V2Vic2l0ZSBDb250ZW50V2Vic2l0ZSBDb250ZW50\/staff\/documents\/Strategic-Approach-document-English-and-Welsh.doc\"><span data-contrast=\"none\">Strategic Approach to the Enhancement of Assessment and Feedback &#8211; 2023-2027<\/span><\/a><span data-contrast=\"auto\">. Adopting a strategic approach enables both staff and\u00a0students to use their time more effectively, enhances consistency, and safeguards academic standards.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">A<\/span><span data-contrast=\"auto\">\u00a0programme<\/span>\u2011<span data-contrast=\"auto\">level approach to assessment design involves planning, implementing, and managing assessment and feedback across an entire programme rather than within individual modules (Jessop et al., 2013). By designing programmes in this holistic way, assessments and feedback can be deliberately sequenced to build students\u2019 skills progressively and to ensure that all assessment activity clearly supports students\u2019 achievement of the programme\u2019s learning outcomes.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:300}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">It is recommended that all taught programmes consciously adopt a programme-level\u00a0approach to assessment design.\u00a0Using a more\u00a0holistic approach\u00a0to assessment design will ensure\u00a0an appropriate range\u00a0and levels of assessments are offered within and across modules\/a degree programme.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<div id=\"sub1\">\n<h3><b><span data-contrast=\"none\">Balancing\u00a0assessment\u00a0across\u00a0programmes<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/h3>\n<p><span class=\"TextRun SCXW96216830 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW96216830 BCX8\">Adopting a programme<\/span><span class=\"NormalTextRun SCXW96216830 BCX8\">\u00a0<\/span><span class=\"NormalTextRun SCXW96216830 BCX8\">level approach requires programme teams, as\u00a0<\/span><span class=\"NormalTextRun SCXW96216830 BCX8\">an initial<\/span><span class=\"NormalTextRun SCXW96216830 BCX8\">\u00a0exercise, to consider several fundamental questions. It is recommended that programme leads and<\/span><span class=\"NormalTextRun SCXW96216830 BCX8\">\/or<\/span><span class=\"NormalTextRun SCXW96216830 BCX8\">\u00a0teams review the overall balance of assessment types\u00a0<\/span><span class=\"NormalTextRun SCXW96216830 BCX8\">across the\u00a0<\/span><span class=\"NormalTextRun SCXW96216830 BCX8\">programme,\u00a0<\/span><span class=\"NormalTextRun AdvancedProofingIssueV2Themed SCXW96216830 BCX8\">taking into account<\/span><span class=\"NormalTextRun SCXW96216830 BCX8\">\u00a0the relationship between assessment for learning and assessment of learning, as well as the validity and reliability of the assessments used<\/span><span class=\"NormalTextRun SCXW96216830 BCX8\">.<\/span><\/span><span class=\"EOP Selected SCXW96216830 BCX8\" data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><strong><span class=\"TextRun SCXW25901005 BCX8\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW25901005 BCX8\">Reflect on the following<\/span><span class=\"NormalTextRun SCXW25901005 BCX8\">\u00a0when considering assessment types:<\/span><\/span><span class=\"EOP Selected SCXW25901005 BCX8\" data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/strong><\/p>\n<div><\/div>\n<figure id=\"post-10164 media-10164\" class=\"image align-none\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" style=\"width: 484px;height: 726px\" src=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2026\/08\/Assessment-types.png\" alt=\"Assessment Types infographic showing how a range of assessment formats helps students demonstrate different knowledge, skills and competencies. Examples include exams, projects, presentations, vivas, multimedia assessments and artefacts. The graphic emphasises a balanced assessment diet, student choice where appropriate, and the principles of variety, choice, fairness and accessibility.\" width=\"1024\" height=\"1536\" \/><\/figure>\n<p><strong><span class=\"TextRun SCXW25901005 BCX8\" lang=\"EN-US\" xml:lang=\"EN-US\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW25901005 BCX8\">Reflect on the following when considering <\/span><\/span><\/strong><b><span data-contrast=\"none\">Assessment for Learning and Assessment of Learning:<\/span><\/b><\/p>\n<figure id=\"post-10169 media-10169\" class=\"image align-none\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" style=\"width: 485px;height: 728px\" src=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2026\/08\/Assessment-fo-laerning-section-5.png\" alt=\"Infographic illustrating the relationship between Assessment for Learning (formative assessment) and Assessment of Learning (summative assessment). Formative assessment uses feedback, practice and improvement to support learning, while summative assessment measures achievement, performance and award outcomes. The graphic emphasises that formative activities prepare students for summative assessment and that a balanced approach maximises learning and demonstrates achievement.\" width=\"1024\" height=\"1536\" \/><\/figure>\n<p><span class=\"TextRun SCXW150270755 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW150270755 BCX8\"> \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Reflecting on Assessment Validity and Reliability<\/h3>                <p class=\"MsoNormal\"><span style=\"color: white\">\u2022Does the programme include assessments that effectively measure a broad range of the intended learning outcomes (i.e., are the assessments valid)? <\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"color: white\">\u2022Are the selected coursework tasks well aligned with the skills, knowledge, and competencies students are expected to demonstrate?\u00a0 <\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"color: white\">\u2022Do these assessment types produce consistent and dependable results across different cohorts and markers (i.e., are the assessments reliable)?\u00a0 <\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"color: white\">\u2022Have the assessment tasks been reviewed to ensure they are robust in the context of generative AI, including whether they mitigate inappropriate AI use and\/or purposefully integrate AI literacy where appropriate?\u00a0 <\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"color: white\">\u2022Have programme teams considered the two- lane approach to assessment design, ensuring an appropriate mix of (a) secure, controlled assessments where independent student performance must be verified, and (b) authentic, future facing assessments designed to be resilient to or meaningfully incorporate generative AI? <\/span><\/p>\n<p class=\"MsoNormal\"><span style=\"color: white\">\u2022Are assessments designed to be resilient to or meaningfully incorporate generative AI?<\/span><\/p>\n            <\/div>\n        <\/div> \n\n    <\/span><\/span><\/p>\n<h3 id=\"sub2\">Assessment Load<\/h3>\n<p><span class=\"TextRun SCXW150270755 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW150270755 BCX8\">Across programmes, assessment <\/span><span class=\"NormalTextRun SCXW150270755 BCX8\">needs to be made\u00a0<\/span><span class=\"NormalTextRun SCXW150270755 BCX8\">more manageable<\/span><span class=\"NormalTextRun SCXW150270755 BCX8\">\u00a0for staff and students<\/span><span class=\"NormalTextRun SCXW150270755 BCX8\">, by:<\/span><\/span><span class=\"EOP Selected SCXW150270755 BCX8\" data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"none\">Mapping\u00a0assessment to Programme Learning Outcomes<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:567,&quot;335559739&quot;:0,&quot;335559740&quot;:252,&quot;335559991&quot;:567,&quot;469777462&quot;:[567],&quot;469777927&quot;:[0],&quot;469777928&quot;:[8]}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Ensuring all assessments align with the programme learning outcomes, safeguarding academic\u00a0standards\u00a0and mapping student achievement against the desired competencies and skills.\u00a0\u00a0In turn, this can help avoid an approach in which exam preparation is prioritised over broader integrative study.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:567,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"none\">Managing\u00a0workloads<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:567,&quot;335559739&quot;:0,&quot;335559740&quot;:252,&quot;335559991&quot;:567,&quot;469777462&quot;:[567],&quot;469777927&quot;:[0],&quot;469777928&quot;:[8]}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Programme teams should\u00a0seek\u00a0to distribute assessment tasks evenly across the programme to prevent student and staff overload.\u00a0\u00a0Whilst more innovative and authentic tasks can appear to require more staff input, this is not always the case, particularly where partnership working with students occurs.\u00a0\u00a0Adopting more flexible approaches to workload allocation that recognise the increased resources needed to manage some of our assessments may need to be further considered.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:567,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"none\">Managing\u00a0assessment\u00a0volume<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:567,&quot;335559739&quot;:0,&quot;335559740&quot;:252,&quot;335559991&quot;:567,&quot;469777462&quot;:[720],&quot;469777927&quot;:[0],&quot;469777928&quot;:[8]}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">As well as seeking to reduce the overall number of summative assessments, programme teams should seek to avoid deadline bunching (using the Assessment Visualisation Tool), scaffold formative tasks that feedforward and build assessment and feedback\u00a0literacy and\u00a0ensure marking and feedback can be managed without negatively impacting on student and staff wellbeing.\u00a0\u00a0Focusing on the quality rather than the quantity of assessments will reduce unnecessary stress and allow for deeper learning and reflection.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:567,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"none\">Using &#8216;Capstone&#8217;, \u2018Cornerstone\u2019 and Cross-Modular Assessments\u00a0<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:567,&quot;335559739&quot;:0,&quot;335559740&quot;:252,&quot;335559991&quot;:567}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Cornerstone and capstone modules can play a crucial role in taught programmes by\u00a0providing structured opportunities for students\u00a0to integrate and apply their learning.\u00a0\u00a0<\/span><b><span data-contrast=\"none\">Cornerstone modules<\/span><\/b><span data-contrast=\"none\">, typically offered early in the programme, help students build foundational skills and knowledge, setting the stage for more advanced study.\u00a0\u00a0<\/span><b><span data-contrast=\"none\">Capstone modules<\/span><\/b><span data-contrast=\"none\">, usually positioned at the end of the programme, allow students to synthesise and\u00a0demonstrate\u00a0their cumulative learning through comprehensive projects or research.\u00a0\u00a0This approach not only reinforces key concepts but also enhances critical thinking, problem-solving, and real-world application,\u00a0ultimately preparing\u00a0students for professional success and lifelong learning.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:567,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Schools interested in introducing Cornerstone and\/or Capstone modules, or who are interested in exploring and\/or piloting cross-module programmatic assessments are advised to seek support from the LTA.<\/span><\/p>\n<p><b><span data-contrast=\"none\">Assessment Types and Assessment Lengths<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Whilst exams and other time-limited assessments should be\u00a0broadly\u00a0comparable\u00a0in length \/ time\u00a0across a\u00a0programme,\u00a0the same equivalencies should not be used for coursework tasks, given the inability to\u00a0recognise\u00a0the complexity of different tasks or to take into account the different time it can take to complete different tasks (e.g., writing a 300-word abstract could take longer than a 1,000 word short essay).\u00a0\u00a0Word\u00a0counts\u00a0may\u00a0not also be\u00a0appropriate for\u00a0all types of assessment, nor\u00a0recognise\u00a0cognitive load or\u00a0alternative submission formats.\u00a0\u00a0For more information, please refer to the\u00a0<\/span><a href=\"https:\/\/intranet.cardiff.ac.uk\/staff\/documents\/2680293-institutional-expectations\"><span data-contrast=\"none\">Institutional expectations.<\/span><\/a><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:120,&quot;335559740&quot;:252}\">\u00a0<\/span><strong>Top tips: <\/strong><b><span data-contrast=\"none\">Planning\u00a0a balanced programme assessment diet<\/span><\/b><\/p>\n<p><span data-contrast=\"auto\">Creating a visual overview of the proposed assessment diet across a programme is an effective starting point for understanding and reviewing all planned assessments. This overview helps\u00a0identify\u00a0busy periods, potential deadline clashes, and any overreliance on\u00a0a\u00a0particular assessment method so these can be addressed early. It also enables programme teams to judge whether the overall assessment pattern offers\u00a0an appropriate balance\u00a0to support the validity and reliability of assessment decisions. In addition, this process can help teams consider how the\u00a0two\u2011lane approach\u00a0might be embedded without compromising our core principle of developing graduates who are independent, critical thinkers.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:300}\">\u00a0<\/span><\/p>\n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Back to top <\/a><\/p>\n<div id=\"section2\">\n<hr \/>\n<\/div>\n<h2><strong>Diagnostic Tools\u202f(Cardiff EAT)<\/strong><\/h2>\n<p><span data-contrast=\"none\">It is recommended that all taught programmes regularly review and evaluate current assessment and feedback provision.\u00a0 By gaining a clear understanding of staff and student perspectives, programme teams can make informed decisions that foster continuous improvement, support innovation, and enhance the validity, reliability, and manageability of assessments.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Without a thorough understanding of the strengths and weaknesses in existing assessments, quickly planned changes are unlikely to enhance the overall quality of the programme, promote fairness, or improve student satisfaction and success.\u00a0 Below are details of Cardiff EAT tool which is used to evaluate existing assessment practices across Programmes.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"https:\/\/static.wixstatic.com\/media\/90435d_b4d12cf6051c4c8192f685b433c55876~mv2.png\/v1\/fill\/w_241,h_210,al_c,q_85,usm_0.66_1.00_0.01,enc_avif,quality_auto\/EAT%20small%20rectangle%20.png\" alt=\"EAT small rectangle .png Decorative graphic used to represent the Equitable Assessment Tool (EAT), showing a colourful abstract profile alongside layered, interconnected strands. The imagery symbolises diverse student perspectives, inclusion, and holistic consideration of equity in assessment design.\" width=\"223\" height=\"194\" \/>\u00a0 \u00a0 <img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/static.wixstatic.com\/media\/90435d_33947cad311c4c33b5b08f0d45e5a865~mv2.png\/v1\/fill\/w_241,h_210,al_c,q_85,usm_0.66_1.00_0.01,enc_avif,quality_auto\/square_block_tails_graphic.png\" alt=\"square_block_tails_graphic.png\" width=\"220\" height=\"192\" \/>\u00a0 \u00a0 <img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/static.wixstatic.com\/media\/90435d_2045e61942584b1eb479f99cf0cbce07~mv2.png\/v1\/fill\/w_241,h_210,al_c,q_85,usm_0.66_1.00_0.01,enc_avif,quality_auto\/EAT%20small%20rectangle%20left%20flip.png\" alt=\"EAT small rectangle left flip.png\" width=\"217\" height=\"189\" \/><\/p>\n<p><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">Figure: Image from:\u00a0 <a href=\"https:\/\/www.eatassessmentframework.com\/eat-framework\">EAT FRAMEWORK | EAT Framework<\/a><\/span><\/p>\n<p><span data-contrast=\"none\">The <\/span><b><span data-contrast=\"none\">Cardiff\u202fEAT<\/span><\/b><span data-contrast=\"none\">\u202fmodel\u202fis a research-informed integrative assessment framework designed to consider all aspects of assessment practice and the interrelationships between them with colleagues.<\/span><span data-contrast=\"none\">\u200b<\/span><\/p>\n<p><span data-contrast=\"none\">\u200b<\/span><span data-contrast=\"none\">The model strives to bring the student voice to the fore, with space to explore assessment literacy\u202famong students and to reflect on the student experience of assessment across a programme.<\/span><span data-contrast=\"none\">\u200b<\/span><span data-contrast=\"none\">\u202f<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">\u200b<\/span><span data-contrast=\"none\">It differs from the original <\/span><a href=\"https:\/\/www.eat-erasmus.org\/eat-framework\"><span data-contrast=\"none\">EAT Framework<\/span><\/a><span data-contrast=\"none\"> (Evans, 2016) as\u202fit is intended to be used at a programme level and is aligned to Cardiff&#8217;s Institutional Expectations.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<div id=\"sub3\">\n<h3><b><span data-contrast=\"none\">What can Cardiff EAT offer Schools?<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/h3>\n<p><span data-contrast=\"none\">Cardiff\u202fEAT promotes programme level planning, which enables us to ensure that the student learning experience is one which builds throughout the programme, with assessment methods aligned to learning outcomes and learning activities. Taking a programme level view promotes good assessment practice and can contribute to the development of a consistent and inclusive assessment strategy.<\/span><span data-contrast=\"none\">\u200b<\/span><span data-contrast=\"none\">\u202f<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"none\">Benefits of reviewing assessment across a programme:<\/span><\/b><span data-contrast=\"none\">\u200b<\/span><span data-contrast=\"none\">\u202f<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Prevents over-assessment and avoids assessment \u2018bunching\u2019;<\/span><span data-contrast=\"none\">\u200b<\/span><span data-contrast=\"none\">\u202f<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Ensures alignment between programme and module level learning outcomes;<\/span><span data-contrast=\"none\">\u200b<\/span><span data-contrast=\"none\">\u202f<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Offers an opportunity to reflect on the use of Generative AI in assessment design;<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Promotes variety in assessment types;<\/span><span data-contrast=\"none\">\u200b<\/span><span data-contrast=\"none\">\u202f<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Encourages assessments which are accessible to all students and develop a range of skills;<\/span><span data-contrast=\"none\">\u200b<\/span><span data-contrast=\"none\">\u202f<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Allows learning activities to be co-ordinated across a programme;<\/span><span data-contrast=\"none\">\u200b<\/span><span data-contrast=\"none\">\u202f<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Contributes to the development of graduate skills;<\/span><span data-contrast=\"none\">\u200b<\/span><span data-contrast=\"none\">\u202f<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Meet professional or regulatory requirements.\u202f<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><b><span data-contrast=\"none\">How is Cardiff EAT used?<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">The Cardiff EAT model can be used, flexibly, in a range of scenarios:<\/span><span data-contrast=\"none\">\u200b <\/span><span data-contrast=\"none\">As part of assessment design work in Schools;<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\"> i<\/span><span data-contrast=\"none\">n revalidation work, to inform the development of a revised assessment strategy;<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\"> and i<\/span><span data-contrast=\"none\">n response to NSS action plans.<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><strong>Resources include:\u200b\u00a0<\/strong><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Menti student\/staff surveys which can be adapted to use a\u202fbespoke\u202fquestion set, based on the Cardiff EAT framework.<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;multilevel&quot;}\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">An action plan which\u202fconsolidates\u202finformation from drawn from the EAT process to create a clear plan for how changes can be implemented at\u202fprogramme\u202fand module level.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/li>\n<\/ul>\n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Back to top <\/a><\/p>\n<div id=\"section3\">\n<hr \/>\n<\/div>\n<h2><strong>Generative AI and Assessment Design<\/strong><\/h2>\n<p>Generative artificial intelligence (GenAI) tools are increasingly shaping how students learn, study and produce university work. Many Cardiff University students are already using these tools, and staff are encountering their impact across teaching, assessment and feedback.<\/p>\n<div style=\"display: flex;gap: 30px;align-items: flex-start;flex-wrap: wrap\">\n<div style=\"flex: 3;min-width: 300px\">\n<p>This section provides light\u2011touch, practical guidance for Cardiff University staff on how GenAI can be approached within learning, teaching and assessment. It is designed to support colleagues in making pedagogically informed decisions, particularly when designing or reviewing assessments.<\/p>\n<p>This guidance complements (but does not replace) institutional policy and intranet guidance, focuses on enhancement rather than enforcement a supports staff across disciplines and levels of experience.<\/p>\n<div class=\"wp-block-group\">\n<p><strong>Cardiff University&#8217;s Position on GenAI<\/strong><\/p>\n<\/div>\n<p>Cardiff University\u2019s current institutional guidance on artificial intelligence in education is available on the <a href=\"https:\/\/intranet.cardiff.ac.uk\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/artificial-intelligence-ai-in-education\">staff intranet<\/a> and should always be the primary point of reference.<\/p>\n<p>While formal University guidance on generative AI in learning, teaching and assessment continues to evolve, colleagues are encouraged to adopt transparent, proportionate and pedagogically grounded approaches that align with emerging sector practice and Russell Group principles.<\/p>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-russell-group-principles-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Russell Group Principles (expand to read)<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-russell-group-principles-1\"><figure id=\"post-9849 media-9849\" class=\"image align-left\"><\/figure>\n<p>Cardiff\u2019s approach aligns with <a href=\"https:\/\/www.russellgroup.ac.uk\/policy\/policy-briefings\/principles-use-generative-ai-tools-education\" target=\"_blank\" rel=\"noopener\">Russell Group principles<\/a>, which are:<\/p>\n<ol>\n<li>Universities will support students and staff to become AI-literate.<\/li>\n<li>Staff should be equipped to support students to use generative AI tools effectively and appropriately in their learning experience.<\/li>\n<li>Universities will adapt teaching and assessment to incorporate the ethical use of generative AI and support equal access.<\/li>\n<li>Universities will ensure academic rigour and integrity is upheld.<\/li>\n<li>Universities will work collaboratively to share best practices as the technology and its application in education evolves.<\/li>\n<\/ol>\n<\/div> <\/div><\/div>\n<div id=\"sub4\">\n<h3>Framing Gen AI Use: A Two-lane Approach<\/h3>\n<p>In the absence of Cardiff\u2011specific assessment classifications, the University is currently drawing on the University of Sydney\u2019s two\u2011lane assessment model as a helpful framing device when communicating expectations to students.<\/p>\n<p>In brief:<\/p>\n<div style=\"display: flex;gap: 0;align-items: stretch\">\n<p><!-- Lane 1 --><\/p>\n<div style=\"flex: 1;background: #FDE9D9;border: 3px solid #D98B75;padding: 25px\">\n<h3 style=\"color: #2f7d20;margin-top: 0\">Lane 1<\/h3>\n<p style=\"font-style: italic;color: #666\">Secure assurance of learning<\/p>\n<ul>\n<li>Trustworthy judgements about progress and attainment.<\/li>\n<li>Integrity of the award and individual learning protected.<\/li>\n<li>Controlled conditions, contextual task design, or verification.<\/li>\n<\/ul>\n<\/div>\n<p><!-- Lane 2 --><\/p>\n<div style=\"flex: 1;background: #E5DFEC;border: 3px solid #6B5478;padding: 25px\">\n<h3 style=\"color: #0070a3;margin-top: 0\">Lane 2<\/h3>\n<p style=\"font-style: italic;color: #666\">Open assessment for and as learning<\/p>\n<ul>\n<li>Open, supported assessment outside controlled settings.<\/li>\n<li>AI use cannot be prohibited in unsecured contexts.<\/li>\n<li>Focus on ethical, critical and discipline-specific use.<\/li>\n<\/ul>\n<\/div>\n<p>&#8220;<\/p>\n<\/div>\n<p>The two-lane model should not be interpreted as permission to ban or permit GenAI universally across a module or programme. Instead, it supports balanced, outcome-led decision-making. Staff should consider which learning outcomes require students to demonstrate knowledge, skills or judgement independently, and where these may need to be assessed in a secure or verifiable context. Equally, where GenAI use is appropriate within open assessment contexts, students should be supported to use it critically, transparently and in ways that align with the intended learning outcomes. The focus should be on what needs to be evidenced, not on applying blanket rules to whole assessments.<\/p>\n<p>Cardiff University Approved Tools<\/p>\n<p>For Cardiff staff and students, Microsoft Copilot, Google Gemini and NotebookLM are institutionally available GenAI tools. University accounts should be used to access these platforms, as they align with Cardiff University\u2019s institutional security standards, handle data appropriately, and are approved for use within Cardiff\u2019s digital tool environment.<\/p>\n<div id=\"sub5\">\n<h3>GenAI Capabilities and Limitations<\/h3>\n<p>GenAI tools are developing rapidly. The points below reflect typical capabilities and limitations at the time of writing and should be interpreted cautiously as tools continue to evolve.<\/p>\n<p>GenAI tools can support learning in many ways, particularly when used to explore, question and develop understanding rather than simply produce finished work. For example, students and staff may use GenAI to:<\/p>\n<ul>\n<li>Generate ideas, questions or initial outlines;<\/li>\n<li>Explore unfamiliar topics or receive alternative explanations;<\/li>\n<li>Summarise, rephrase or compare concepts;<\/li>\n<li>Test understanding through dialogue, prompts or practice questions;<\/li>\n<li>Support coding, debugging or problem-solving;<\/li>\n<li>Draft, redraft or structure arguments;<\/li>\n<li>Produce examples, scenarios or teaching explanations.<\/li>\n<\/ul>\n<p>As with any source of information, AI-generated responses should be checked, questioned and contrasted with reliable academic, professional or disciplinary sources. Key limitations and risks are that GenAI tools:<\/p>\n<ul>\n<li>Produce probabilistic outputs, not verified knowledge;<\/li>\n<li>May generate confident but incorrect information (\u201challucinations\u201d);<\/li>\n<li>Can fabricate references or misrepresent sources;<\/li>\n<li>Lack contextual and disciplinary judgement;<\/li>\n<li>May reinforce bias or exclude marginal perspectives;<\/li>\n<li>Often produce fluent output that masks surface\u2011level understanding.<\/li>\n<\/ul>\n<p>Generative AI tools present significant opportunities for teaching and learning, but also introduce important challenges for assessment. Expand the headings below for guidance which outlines key risks identified in recent research and highlights implications for practice.<\/p>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-genai-academic-condsiderations-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Over-reliance may inhibit skill development<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-genai-academic-condsiderations-1\"><p>Emerging evidence suggests that over-reliance on generative AI tools can reduce students\u2019 engagement in the cognitive processes necessary for learning, including analysis, synthesis, and problem-solving. When AI performs key elements of academic work, students may bypass \u201cproductive effort\u201d, limiting the development of disciplinary expertise and independent judgement.<\/p>\n<p> \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    \n<svg class=\"icon\" focusable=\"false\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 32 32\">\n    <title>Search<\/title>\n    <path d=\"M31.72,28.94l-9.62-9.66c-0.06,0-.09,0-0.09-0.06l-0.09-.06a1.54,1.54,0,0,0-.22-0.09,11.92,11.92,0,0,0,1.72-3.31A12.25,12.25,0,0,0,24,12,12,12,0,0,0,12,0,11.95,11.95,0,0,0,0,12a11.82,11.82,0,0,0,3.5,8.47A11.9,11.9,0,0,0,12,24a11.56,11.56,0,0,0,3.78-.62,11.85,11.85,0,0,0,3.31-1.69,0.12,0.12,0,0,0,0,.09l0.06,0.09a0.16,0.16,0,0,0,.06.09,0.11,0.11,0,0,1,0,.09L29,31.72a1.14,1.14,0,0,0,.72.28,1,1,0,0,0,.66-0.28l1.41-1.37A1.47,1.47,0,0,0,32,29.66a1.14,1.14,0,0,0-.31-0.72h0ZM12,4a8,8,0,0,1,8,8,7.88,7.88,0,0,1-2.31,5.66A8,8,0,0,1,12,20a7.85,7.85,0,0,1-5.66-2.34,7.92,7.92,0,0,1,0-11.31A7.85,7.85,0,0,1,12,4Z\" transform=\"translate(-0.03 0)\"\/>\n<\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Supporting Research<\/h3>                <ul>\n<li>Kasneci et al. (2023) Nature Machine Intelligence): Identify risks that LLM use in education may diminish critical thinking and problem-solving skills if used as a substitute rather than a support for learning.<\/li>\n<li>Mollick &amp; Mollick (2023\u20132024): Argue that generative AI can create \u201ccognitive offloading at scale,\u201d potentially reducing opportunities for deep learning if students rely on outputs uncritically.<\/li>\n<li>Baidoo-Anu &amp; Owusu Ansah (2023): Highlight that ChatGPT use may impede skill acquisition and original thinking when learners rely on AI-generated responses rather than engaging with material.<\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<p> \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\"   viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" class=\"feather feather-chevron-right\"><polyline points=\"9 18 15 12 9 6\"><\/polyline><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Key Implication<\/h3>                <p>Learning design should ensure students actively perform the intellectual work, with AI used to support\u2014not replace\u2014core cognitive processes<\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<p>&nbsp;<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-genai-academic-condsiderations-2\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> AI-generated output does not reliably evidence student understanding<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-genai-academic-condsiderations-2\"><p>AI-generated work cannot be assumed to reflect a student\u2019s own knowledge, reasoning, or achievement, undermining the validity of assessment. As a result, the submitted product alone is no longer a reliable indicator of learning.<\/p>\n<p> \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    \n<svg class=\"icon\" focusable=\"false\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 32 32\">\n    <title>Search<\/title>\n    <path d=\"M31.72,28.94l-9.62-9.66c-0.06,0-.09,0-0.09-0.06l-0.09-.06a1.54,1.54,0,0,0-.22-0.09,11.92,11.92,0,0,0,1.72-3.31A12.25,12.25,0,0,0,24,12,12,12,0,0,0,12,0,11.95,11.95,0,0,0,0,12a11.82,11.82,0,0,0,3.5,8.47A11.9,11.9,0,0,0,12,24a11.56,11.56,0,0,0,3.78-.62,11.85,11.85,0,0,0,3.31-1.69,0.12,0.12,0,0,0,0,.09l0.06,0.09a0.16,0.16,0,0,0,.06.09,0.11,0.11,0,0,1,0,.09L29,31.72a1.14,1.14,0,0,0,.72.28,1,1,0,0,0,.66-0.28l1.41-1.37A1.47,1.47,0,0,0,32,29.66a1.14,1.14,0,0,0-.31-0.72h0ZM12,4a8,8,0,0,1,8,8,7.88,7.88,0,0,1-2.31,5.66A8,8,0,0,1,12,20a7.85,7.85,0,0,1-5.66-2.34,7.92,7.92,0,0,1,0-11.31A7.85,7.85,0,0,1,12,4Z\" transform=\"translate(-0.03 0)\"\/>\n<\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Supporting Research<\/h3>                <ul>\n<li>QAA (2023): Emphasises that AI disrupts the relationship between student work and evidence of attainment, requiring reassessment of how learning is evidenced.<\/li>\n<li>Perkins, Roe &amp; MacVaugh (2024) Demonstrate that generative AI can produce assessment outputs that meet passing criteria without representing student understanding.<\/li>\n<li>Sullivan et al. (2023) Show that educators struggle to distinguish AI-generated from student work, raising concerns about authenticity and evidential validity.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<p> \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\"   viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" class=\"feather feather-chevron-right\"><polyline points=\"9 18 15 12 9 6\"><\/polyline><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Key Implication<\/h3>                <p><!-- [if !supportLists]--><span style=\"font-size: 10.5pt\">Assessment must move beyond final outputs to include process-based evidence, such as drafts, reflections, oral explanations, or in-class performance.<\/span><\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-genai-academic-condsiderations-3\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Uncritical use can undermine academic integrity and disciplinary standards<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-genai-academic-condsiderations-3\"><p>Uncritical use of generative AI risks undermining academic integrity, authorship norms, and discipline-specific ways of knowing. The issue extends beyond misconduct to the erosion of scholarly and professional standards.<\/p>\n<p> \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    \n<svg class=\"icon\" focusable=\"false\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewbox=\"0 0 32 32\">\n    <title>Search<\/title>\n    <path d=\"M31.72,28.94l-9.62-9.66c-0.06,0-.09,0-0.09-0.06l-0.09-.06a1.54,1.54,0,0,0-.22-0.09,11.92,11.92,0,0,0,1.72-3.31A12.25,12.25,0,0,0,24,12,12,12,0,0,0,12,0,11.95,11.95,0,0,0,0,12a11.82,11.82,0,0,0,3.5,8.47A11.9,11.9,0,0,0,12,24a11.56,11.56,0,0,0,3.78-.62,11.85,11.85,0,0,0,3.31-1.69,0.12,0.12,0,0,0,0,.09l0.06,0.09a0.16,0.16,0,0,0,.06.09,0.11,0.11,0,0,1,0,.09L29,31.72a1.14,1.14,0,0,0,.72.28,1,1,0,0,0,.66-0.28l1.41-1.37A1.47,1.47,0,0,0,32,29.66a1.14,1.14,0,0,0-.31-0.72h0ZM12,4a8,8,0,0,1,8,8,7.88,7.88,0,0,1-2.31,5.66A8,8,0,0,1,12,20a7.85,7.85,0,0,1-5.66-2.34,7.92,7.92,0,0,1,0-11.31A7.85,7.85,0,0,1,12,4Z\" transform=\"translate(-0.03 0)\"\/>\n<\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Supporting Research<\/h3>                <ul>\n<li>QAA (2023) Warns that without clear guidance, AI use may undermine trust in academic awards and assessment integrity.<\/li>\n<li>Mollick (2024) Emphasises that AI should be treated as a tool requiring disclosure and critical interrogation, not an invisible author.<\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<p> \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\"   viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2\" stroke-linecap=\"round\" stroke-linejoin=\"round\" class=\"feather feather-chevron-right\"><polyline points=\"9 18 15 12 9 6\"><\/polyline><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Key Implication<\/h3>                <p>Students must be supported to use AI transparently, critically, and in ways aligned with disciplinary expectations.<\/p>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<\/div> <\/div><\/div>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Reflection<\/h3>                <div style=\"font-size: 16px;line-height: 20px\">Which aspects of learning in your discipline could be supported by GenAI, and where might reliance on AI limit deeper understanding or skill development?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<div id=\"sub6\">\n<h3><strong>Using GenAI in Teaching Practice<\/strong><\/h3>\n<p>When used thoughtfully, GenAI can support aspects of teaching preparation and student learning without replacing academic expertise or judgment.<\/p>\n<p><strong>Examples of constructive use<\/strong><\/p>\n<p>Staff may choose to use GenAI to: generate varied explanations or examples for lectures; Produce practice questions or formative activities; Draft or refine marking criteria and rubrics; Create feedback prompts that support student revision; Offer alternative explanations or summaries to support accessibility.<\/p>\n<p><strong>Modelling responsible use<\/strong><\/p>\n<p>Good practice includes: Being open with students about how and why you use AI tools; Avoiding full automation of teaching, marking or feedback; Critically reviewing and editing all AI\u2011assisted outputs; Framing AI as a support for learning, not a substitute for thinking.<\/p>\n<p>Note: Staff should not upload student submissions or identifiable student work to external GenAI tools. Where student work is used with GenAI, this should be limited to institutionally approved tools such as Microsoft Copilot, in line with Cardiff University data protection and information security guidance. GenAI can support staff in refining staff-authored feedback by improving clarity, tone, structure, accessibility and feedforward focus, but it should not generate feedback entirely on behalf of staff. Grades, standards and feedback decisions remain the responsibility of academic staff, and any AI-assisted wording must be reviewed, edited and contextualised before being shared with students.<\/p>\n \n\n                        <div class=\"alert alert alert-info with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 30 30\"><title>Globe<\/title><path d=\"M15,2a15,15,0,1,1,0,30A15,15,0,0,1,0,17,15,15,0,0,1,15,2ZM10.34,7.44L10,8a5.88,5.88,0,0,0-.31.63C9.53,9.06,9.31,9.53,9.16,10H14V4.16a2.78,2.78,0,0,0-.66.25,5,5,0,0,0-.69.41,6.52,6.52,0,0,0-1.22,1.09,10.24,10.24,0,0,0-1.09,1.53h0ZM16,10h4.84c-0.09-.22-0.16-0.47-0.25-0.69A12.87,12.87,0,0,0,20,8a5.49,5.49,0,0,1-.34-0.56,10.13,10.13,0,0,0-1.09-1.53,6.55,6.55,0,0,0-1.22-1.09,7.68,7.68,0,0,0-.66-0.41A3.67,3.67,0,0,0,16,4.16V10h0ZM5.81,7.81q-0.52.52-.94,1C4.59,9.22,4.28,9.63,4,10H7A15.68,15.68,0,0,1,8.09,7.44,11.33,11.33,0,0,1,9.41,5.28,11.54,11.54,0,0,0,7.5,6.38,10.52,10.52,0,0,0,5.81,7.81ZM23,10h3c-0.25-.37-0.56-0.78-0.84-1.16a13.7,13.7,0,0,0-.94-1A10.58,10.58,0,0,0,22.5,6.38a11.51,11.51,0,0,0-1.91-1.09,13.28,13.28,0,0,1,1.34,2.16A19,19,0,0,1,23,10h0ZM6.5,12H3a9,9,0,0,0-.62,2A10.61,10.61,0,0,0,2,16H6a14.66,14.66,0,0,1,.16-2.06c0.09-.66.19-1.31,0.31-1.94h0ZM14,12H8.56c-0.16.63-.25,1.31-0.34,2A10.67,10.67,0,0,0,8,16h6V12h0Zm2,0v4h6a14.19,14.19,0,0,0-.16-2c-0.12-.66-0.22-1.34-0.37-2H16Zm8,4h4a13.75,13.75,0,0,0-.31-2A11.21,11.21,0,0,0,27,12H23.5c0.13,0.63.22,1.28,0.31,1.94A14.51,14.51,0,0,1,24,16h0ZM3,22H6.5c-0.12-.62-0.22-1.28-0.31-1.94A14.51,14.51,0,0,1,6,18H2a10.6,10.6,0,0,0,.34,2A9,9,0,0,0,3,22H3Zm11-4H8a10.67,10.67,0,0,0,.19,2c0.09,0.66.19,1.34,0.34,2H14V18h0Zm2,4h5.44c0.16-.62.25-1.31,0.38-2A14.06,14.06,0,0,0,22,18H16v4Zm7.5,0H27a11.21,11.21,0,0,0,.66-2A13.9,13.9,0,0,0,28,18H24a14.66,14.66,0,0,1-.16,2.06c-0.09.66-.19,1.31-0.31,1.94h0ZM7,24H4c0.25,0.38.56,0.78,0.84,1.13a9.9,9.9,0,0,0,.94,1.06A10.58,10.58,0,0,0,7.5,27.63a11.51,11.51,0,0,0,1.91,1.09,11.33,11.33,0,0,1-1.31-2.16A15.79,15.79,0,0,1,7,24H7Zm2.12,0,0.28,0.69A7,7,0,0,0,10,26c0.09,0.22.22,0.41,0.31,0.59a9.78,9.78,0,0,0,1.09,1.5,6.78,6.78,0,0,0,1.22,1.13,3,3,0,0,0,.69.38,2,2,0,0,0,.66.28V24H9.16Zm10.5,2.56c0.09-.19.22-0.37,0.34-0.59s0.22-.41.31-0.62c0.19-.44.38-0.87,0.53-1.34H16v5.84a2.45,2.45,0,0,0,.69-0.28,3.51,3.51,0,0,0,.66-0.37,6.78,6.78,0,0,0,1.22-1.12,9.78,9.78,0,0,0,1.09-1.5h0Zm4.53-.37a10,10,0,0,0,.94-1.06c0.28-.34.59-0.75,0.84-1.12H23a19.07,19.07,0,0,1-1,2.56,13.28,13.28,0,0,1-1.34,2.16,11.54,11.54,0,0,0,1.91-1.09,10.52,10.52,0,0,0,1.69-1.44h0Z\" transform=\"translate(0 -2)\"><\/path><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Case Studies in GenAI Good Practice<\/h3>                <p>Staff are encouraged to explore and contribute examples of good practice to the <a href=\"https:\/\/padlet.com\/cardiff\/cardiff-genai-learning-teaching-community-glmswcg8a2fjbgow\">Cardiff GenAI Learning &amp; Teaching Community Padlet<\/a>.<\/p>\n            <\/div>\n        <\/div> \n\n    \n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Reflection<\/h3>                <div style=\"font-size: 16px;line-height: 20px\">How might students currently observe responsible or irresponsible uses of AI within your teaching materials, activities or feedback practices?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<div id=\"sub7\">\n<h3><strong>GenAI and Assessment Design<\/strong><\/h3>\n<p>GenAI has significant implications for assessment, particularly in open coursework contexts. Rather than attempting to make assessments \u201cAI\u2011proof\u201d, the focus should be on alignment with learning outcomes, authenticity and clarity. Effective assessment design asks:<\/p>\n<div style=\"display: flex;gap: 20px;align-items: stretch;flex-wrap: wrap;margin: 25px 0\">\n<p><!-- Card 1 --><\/p>\n<div style=\"flex: 1;min-width: 250px;background: #f5f9fc;border-left: 5px solid #0066a1;padding: 22px;border-radius: 4px\">\n<h3 style=\"margin-top: 0;color: #0066a1;font-size: 1.25rem\">What needs to be evidenced?<\/h3>\n<p style=\"margin-bottom: 0\">What knowledge, skills or judgement are students meant to demonstrate?<\/p>\n<\/div>\n<p><!-- Card 2 --><\/p>\n<div style=\"flex: 1;min-width: 250px;background: #f7fbf6;border-left: 5px solid #2f7d20;padding: 22px;border-radius: 4px\">\n<h3 style=\"margin-top: 0;color: #2f7d20;font-size: 1.25rem\">How will learning be shown?<\/h3>\n<p style=\"margin-bottom: 0\">How will students show this in a way that reflects disciplinary practice?<\/p>\n<\/div>\n<p><!-- Card 3 --><\/p>\n<div style=\"flex: 1;min-width: 250px;background: #f9f6fb;border-left: 5px solid #6b5478;padding: 22px;border-radius: 4px\">\n<h3 style=\"margin-top: 0;color: #6b5478;font-size: 1.25rem\">What role might GenAI play?<\/h3>\n<p style=\"margin-bottom: 0\">Where might GenAI meaningfully support learning, and where might it undermine it?<\/p>\n<\/div>\n<\/div>\n<h4><strong>Assessment Design Menu: GenAI considerations by assessment type<\/strong><\/h4>\n<p>Decisions about GenAI use are most effective when considered coherently at programme level, rather than independently for each module or assessment. Staff should begin by reviewing the learning outcomes that need to be assessed, then consider which assessment methods best enable students to evidence those outcomes, including how risks of misconduct or unethical AI use will be managed.\u00a0For each assessment, staff are encouraged to consider:<\/p>\n<ul>\n<li>Which learning outcomes, knowledge, skills or judgement the assessment is intended to evidence;<\/li>\n<li>Which assessment methods or design features best enable those outcomes to be assessed;<\/li>\n<li>What risks to validity, integrity or equity need to be considered, including unethical or undeclared use of GenAI;<\/li>\n<li>How expectations about GenAI use, acknowledgement and evidence of learning will be communicated to students;<\/li>\n<li>Where GenAI is available or permitted, how the assessment will evidence learning beyond the polished final output.<\/li>\n<\/ul>\n<p>Where possible, expectations around GenAI use should be discussed and aligned at programme level. This helps students understand how different assessments develop complementary skills and why expectations may vary across modules, rather than encountering apparently inconsistent rules.<\/p>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Reflection<\/h3>                <div style=\"font-size: 16px;line-height: 20px\">Which learning outcomes in your module require students to demonstrate independent knowledge, skills or judgement, and how is that evidence currently generated?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<div id=\"sub8\">\n<h3><strong>Supporting Students in Their Use of GenAI<\/strong><\/h3>\n<p>Students are likely to use GenAI tools regardless of whether they are explicitly discussed. Clear, consistent guidance supports academic integrity, inclusion and digital capability development.<\/p>\n<h4><strong>Talking points for staff<\/strong><\/h4>\n<p>When discussing GenAI with students:<\/p>\n<ul>\n<li>Explain whether an assessment sits in a secure or open context, and why;<\/li>\n<li>Be explicit about what kinds of GenAI use are suitable\/recommended\/suggested for the task.<\/li>\n<li>Emphasise the importance of critical evaluation of AI output;<\/li>\n<li>Reinforce that GenAI should support, not replace, learning and thinking.<\/li>\n<\/ul>\n<p>Where appropriate, expectations should be reflected in: Assessment briefs; Marking criteria; Worked examples or exemplars; and teaching and learning activities. In most cases, students should be encouraged to reference original sources rather than the AI tool itself. Expectations around acknowledgement should be proportionate and aligned with the purpose of the assessment.<\/p>\n<p><a href=\"https:\/\/intranet.cardiff.ac.uk\/students\/study\/skills-for-success\/digital-skills\/using-artificial-intelligence\">Student\u2011facing guidance on GenAI<\/a> use is available via the Cardiff intranet and should be signposted consistently.<\/p>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Reflection<\/h3>                <div style=\"font-size: 16px;line-height: 20px\">Are students likely to understand what forms of GenAI use are appropriate for your assessments, and where might further clarification be helpful?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<p><strong>Key points to remember<\/strong><\/p>\n<ul>\n<li>Avoid negative or punitive language around AI; fear reduces transparency.<\/li>\n<li>Be explicit with students about expectations and rationale.<\/li>\n<li>Design assessments around learning outcomes, not tool avoidance.<\/li>\n<li>Encourage critical engagement with AI rather than prohibition.<\/li>\n<li>Revisit and refine approaches over time based on student experiences and further technological advancements.<\/li>\n<\/ul>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Reflection<\/h3>                <div style=\"font-size: 16px;line-height: 20px\">What is one change you could make to your teaching or assessment practice this year that would improve transparency around GenAI?<\/div>\n            <\/div>\n        <\/div> \n\n    \n<h4>Additional Resources on GenAI<\/h4>\n<p>If you are unsure how GenAI intersects with your assessment or teaching context, the Learning and Teaching Academy (<a href=\"mailto:LTACademy@cardiff.ac.uk\">LTACademy@cardiff.ac.uk<\/a>) can support you with programme-level conversations, assessment design, and digital education advice.<\/p>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-where-next-genai-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cardiff GenAI Learning & Teaching Community<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-where-next-genai-1\"><p>Staff are encouraged to explore and contribute examples of good practice to the\u00a0<a href=\"https:\/\/padlet.com\/cardiff\/cardiff-genai-learning-teaching-community-glmswcg8a2fjbgow\">Cardiff GenAI Learning &amp; Teaching Community Padlet<\/a>.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-where-next-genai-2\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cardiff University Guidance<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-where-next-genai-2\"><ul>\n<li><a href=\"https:\/\/intranet.cardiff.ac.uk\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/artificial-intelligence-ai-in-education\/current-guidance-on-artificial-intelligence\" target=\"_blank\" rel=\"noopener\">Cardiff University institutional AI guidance<\/a>.<\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/key-principles\/principle-5-assessment-as-learning\/assessment-compendium\/\" target=\"_blank\" rel=\"noopener\">Assessment Compendium<\/a>.<\/li>\n<\/ul>\n<p>You can also explore the relevant asynchronous course available through the <a href=\"https:\/\/learningcentral.cf.ac.uk\/ultra\/organizations\/_436121_1\/outline\">LTA CPD Learning Central<\/a> page.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-where-next-genai-3\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Recommended Courses<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-where-next-genai-3\"><p>FutureLearn: Kings College London, <a href=\"https:\/\/www.futurelearn.com\/courses\/ai-in-education\" target=\"_blank\" rel=\"noopener\">AI in Education<\/a>.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-where-next-genai-4\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Additional References<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-where-next-genai-4\"><p>Baidoo-Anu, D. &amp; Owusu Ansah, L. (2023) \u2018Education in the era of generative AI\u2019, <em>Education and Information Technologies<\/em>.<\/p>\n<p><span class=\"TextRun SCXW113370780 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW113370780 BCX8\">Bridgeman, A., Liu, D. and Weeks, R. (2024) \u2018Program level assessment design and the two-lane approach\u2019,\u00a0<\/span><\/span><span class=\"TextRun SCXW113370780 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SpellingErrorV2Themed SCXW113370780 BCX8\">Teaching@Sydney<\/span><\/span><span class=\"TextRun SCXW113370780 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW113370780 BCX8\">, 12 September. Available at:\u00a0<\/span><\/span><a class=\"Hyperlink SCXW113370780 BCX8\" href=\"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/program-level-assessment-two-lane\/\" target=\"_blank\" rel=\"noreferrer noopener\"><span class=\"TextRun Underlined SCXW113370780 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW113370780 BCX8\" data-ccp-charstyle=\"Hyperlink\">https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/program-level-assessment-two-lane\/<\/span><\/span><\/a><span class=\"TextRun SCXW113370780 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW113370780 BCX8\">\u00a0(Accessed: 11 August 2026).<\/span><\/span><span class=\"EOP Selected SCXW113370780 BCX8\" data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:300}\">\u00a0<\/span><\/p>\n<p>Kasneci, E. et al. (2023) \u2018ChatGPT for good? On opportunities and challenges of LLMs for education\u2019, Nature Machine Intelligence.<\/p>\n<p>Mollick, E. (2024) Co-Intelligence: Living and Working with AI.<\/p>\n<p>Perkins, M., Roe, J. &amp; MacVaugh, J. (2024) \u2018Generative AI and assessment validity in higher education\u2019.<\/p>\n<p>QAA (2023) Maintaining quality and standards in the ChatGPT era: QAA advice on the opportunities and challenges posed by Generative Artificial Intelligence, <a href=\"https:\/\/www.qaa.ac.uk\/docs\/qaa\/members\/maintaining-quality-and-standards-in-the-chatgpt-era.pdf?sfvrsn=2408aa81_10\">Maintaining quality and standards in the ChatGPT era: QAA advice on the opportunities and challenges posed by Generative Artificial Intelligence<\/a><\/p>\n<p>Sullivan, M. et al. (2023) \u2018ChatGPT in higher education: Considerations for assessment\u2019, Assessment &amp; Evaluation in HE.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-where-next-genai-5\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Futher resources - Template<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-where-next-genai-5\"><p><span data-contrast=\"auto\">This<\/span><a href=\"https:\/\/cf.sharepoint.com\/:w:\/t\/EdDevToolkitRedraft2026\/IQDFBWmedWfwSprMgEWtn3V4AaJIYE8uEIa4C3IzVJsTSog?e=7pR9c0\"><span data-contrast=\"none\">\u00a0template\u00a0<\/span><\/a><span data-contrast=\"auto\">has been designed to support programme teams in making these decisions in a consistent,\u00a0transparent\u00a0and pedagogically grounded way.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Rather than beginning with the question of whether GenAI should be\u00a0permitted\u00a0or prohibited, the template encourages teams to first consider:<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"auto\">What knowledge, skills,\u00a0understanding\u00a0or judgement the assessment is intended to\u00a0evidence.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"auto\">Which aspects of learning students must\u00a0demonstrate\u00a0independently.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"auto\">What evidence is needed to support valid assessment of those outcomes.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"auto\">Where GenAI may enhance learning without compromising assessment validity.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"4\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"auto\">Where limits on GenAI use may be\u00a0required\u00a0to protect authenticity,\u00a0fairness\u00a0or professional standards.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"auto\">Having\u00a0identified\u00a0the intended learning outcomes and evidence requirements, the template then supports consideration of GenAI use at\u00a0different stages\u00a0of the assessment process, such as topic exploration, reading, drafting, analysis, problem-solving, artefact\u00a0creation\u00a0and reflection. This enables teams to\u00a0identify\u00a0where AI use may be beneficial, where it may introduce risks, and what guidance students\u00a0require.\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">By working through the prompts, programme teams can evaluate:<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"auto\">What the assessment is trying to measure, and which capabilities students must\u00a0demonstrate\u00a0independently.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"auto\">Where AI could be integrated productively to support learning.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"auto\">Where AI use should be limited or restricted.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"auto\">What guidance and support students will\u00a0require.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"auto\">What evidence, documentation or reflection may be needed where AI use is\u00a0permitted.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li aria-setsize=\"-1\" data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" data-aria-posinset=\"6\" data-aria-level=\"1\"><span data-contrast=\"auto\">How decisions align across modules to support coherence at programme level.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276,&quot;469777462&quot;:[0,720],&quot;469777927&quot;:[0,0],&quot;469777928&quot;:[1,1]}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-contrast=\"auto\">The template may also support the development of assessment briefs, marking criteria and student guidance relating to GenAI use.\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The aim is not to produce a single correct answer, but to prompt informed discussion and reflection. By making assessment and GenAI decisions explicit, programme teams can support responsible student use of AI,\u00a0maintain\u00a0academic integrity, and design assessments that\u00a0remain\u00a0authentic,\u00a0trustworthy\u00a0and aligned with disciplinary and professional practice<\/span><\/p>\n<\/div> <\/div><\/div>\n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\">\u2191 Back to top<\/a><\/p>\n<p style=\"text-align: right\">Authored by: LTA, Michael Lang<\/p>\n<hr \/>\n<div id=\"section4\"><\/div>\n<h2><strong>Developing Assessment Criteria<\/strong><\/h2>\n<p><span data-contrast=\"auto\">Assessment criteria play a critical role in supporting fair, transparent, and meaningful assessment. They help students understand what is expected of them, enable markers to make consistent judgements, and provide a framework for constructive feedback. Well-designed criteria contribute to assessment and feedback literacy, supporting students to evaluate their own work, engage with feedback, and develop as independent learners.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">This section provides practical guidance on developing, reviewing, and using assessment criteria. It considers the characteristics of effective criteria, explores approaches to co-creating criteria with students, and highlights how criteria can be used to support consistent marking and moderation practices across programmes and modules.<\/span><span data-ccp-props=\"{}\"> Expand the headings below to read more.<\/span><\/p>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-guidance-on-developing-and-employing-assessment-criteria-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> How to Develop Good Assessment Criteria and Rubrics<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-guidance-on-developing-and-employing-assessment-criteria-1\"><p>Good, clear assessment criteria are appreciated by students and help to ensure that assessments are seen as fair, transparent, and consistent.<\/p>\n<p><u>Well-designed assessment criteria:<\/u><\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-well-designed-assessment-criteria-1\" data-toggle=\"tab\" role=\"tab\" id=\"well-designed-assessment-criteria-1\"> Aligned to Learning Outcomes<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-well-designed-assessment-criteria-2\" data-toggle=\"tab\" role=\"tab\" id=\"well-designed-assessment-criteria-2\"> Clear<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-well-designed-assessment-criteria-3\" data-toggle=\"tab\" role=\"tab\" id=\"well-designed-assessment-criteria-3\">Holistic<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-well-designed-assessment-criteria-4\" data-toggle=\"tab\" role=\"tab\" id=\"well-designed-assessment-criteria-4\">Non-Subjective<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-well-designed-assessment-criteria-5\" data-toggle=\"tab\" role=\"tab\" id=\"well-designed-assessment-criteria-5\">Creative<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-well-designed-assessment-criteria-6\" data-toggle=\"tab\" role=\"tab\" id=\"well-designed-assessment-criteria-6\">Basic 'Pass' First<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-well-designed-assessment-criteria-1\" role=\"tabpanel\" aria-labelledby=\"well-designed-assessment-criteria-1\">\n        <p><b><span data-contrast=\"none\">Question(s) to ask:<\/span><\/b><span data-contrast=\"none\">\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"6\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">How well do the criteria align with programme \/ module learning outcomes?<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><b><span data-contrast=\"none\">What this means:\u00a0<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">The School \/ Programme generic criteria should align with the programme learning outcomes, while task specific criteria should align with the module learning outcomes being assessed in that task. Being consistent in aligning the learning outcomes with the assessment criteria helps promote clarity.\u202f<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-well-designed-assessment-criteria-2\" role=\"tabpanel\" aria-labelledby=\"well-designed-assessment-criteria-2\">\n        <p><b><span data-contrast=\"none\">Question(s) to ask:<\/span><\/b><span data-contrast=\"none\">\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Are the criteria observable and measurable?<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">If the criteria are used for similar tasks across the programme, is there consistency in the use of language, promoting students\u2019 ability to self-assess their progress?<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"5\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"4\" data-aria-level=\"1\"><span data-contrast=\"none\">Will the be criteria unpacked in assignment briefs?<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><b><span data-contrast=\"none\">What this means:\u00a0<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Criteria should be clear and understandable to students and other stakeholders. Consideration should be given to the level of detail: students need to be able to understand what is expected of them, whilst also being able to manage cognitive load.\u202f The number of criteria attached to a specific task should be limited, to ensure that these are both clear to students and manageable by markers.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-well-designed-assessment-criteria-3\" role=\"tabpanel\" aria-labelledby=\"well-designed-assessment-criteria-3\">\n        <p><b><span data-contrast=\"none\">Question(s) to ask:<\/span><\/b><span data-contrast=\"none\">\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"7\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"5\" data-aria-level=\"1\"><span data-contrast=\"none\">Is the number of criteria manageable (between 3 and 6 criteria strikes a balance by avoiding overwhelming complexity and ensuring meaningful distinctions between criteria)?<\/span><span data-contrast=\"none\">\u200b<\/span><span data-contrast=\"none\">\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"7\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"6\" data-aria-level=\"1\"><span data-contrast=\"none\">Are the criteria sufficiently differentiated or do they overlap?<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"7\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"7\" data-aria-level=\"1\"><span data-contrast=\"none\">How relevant are the criteria for the nature of the task\/type and variety of assessments across the programme?<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><b><span data-contrast=\"none\">What this means:\u00a0<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Criteria need to be sufficiently distinct from each other, to ensure that they allow a more holistic approach to marking. Criteria need to be seen by students as an indication of achievement rather than an exact measurement.<\/span><span data-ccp-props=\"{&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335557856&quot;:16777215,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-well-designed-assessment-criteria-4\" role=\"tabpanel\" aria-labelledby=\"well-designed-assessment-criteria-4\">\n        <p><b><span data-contrast=\"none\">Question(s) to ask:<\/span><\/b><span data-contrast=\"none\">\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"1\" data-aria-level=\"1\"><span data-contrast=\"none\">Do the criteria avoid subjective descriptors (e.g. \u2018Excellent\u2019, \u2018very good\u2019, \u2018fair\u2019)?<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"8\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"2\" data-aria-level=\"1\"><span data-contrast=\"none\">Do the criteria avoid references to quality (e.g. logically, effectively)?<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559685&quot;:720,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><b><span data-contrast=\"none\">What this means:\u00a0<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Assessment criteria should avoid, where possible, entirely subjective descriptors, these being open to different interpretation encouraging staff to retrospectively fit prospective marks to criteria.<\/span><span data-ccp-props=\"{&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335557856&quot;:16777215,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-well-designed-assessment-criteria-5\" role=\"tabpanel\" aria-labelledby=\"well-designed-assessment-criteria-5\">\n        <p><b><span data-contrast=\"none\">What this means:\u00a0<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Assessment criteria should encourage students to show creativity, spontaneity, and originality. Particularly important at levels 6 and 7, assessment criteria that avoid these can potentially restrict or restrain learners.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335557856&quot;:16777215,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-well-designed-assessment-criteria-6\" role=\"tabpanel\" aria-labelledby=\"well-designed-assessment-criteria-6\">\n        <p><b><span data-contrast=\"none\">Question(s) to ask:<\/span><\/b><span data-contrast=\"none\">\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"8\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"3\" data-aria-level=\"1\"><span data-contrast=\"none\">Are the criteria appropriate for the level of study?<\/span><span data-contrast=\"none\">\u200b<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><b><span data-contrast=\"none\">What this means:\u00a0<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Assessment criteria should be created by developing the descriptor for the basic \u2018pass\u2019 first. Use this to indicate what is required at a pass level, but in a positive way.\u202f Try to avoid terms such as \u2018inadequate\u2019, \u2018limited\u2019, \u2018inaccurate\u2019, which are more typically used to describe work that has not met the learning outcomes.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335557856&quot;:16777215,&quot;335559738&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:240}\">\u00a0<\/span><\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<hr \/>\n<p>From a practical perspective, staff may find it useful to initially plan criteria by creating a grid with colleague(s).\u00a0 Engaging in discussion can help the articulation of difficult ideas.\u00a0 Having drafted your set of criteria, it is then useful to ask yourself the critical question: do the criteria enable students to identify how well they have done?\u00a0 If they may struggle to do this, the criteria may need some further work.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-guidance-on-developing-and-employing-assessment-criteria-2\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Creating assessment criteria in collaboration with students<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-guidance-on-developing-and-employing-assessment-criteria-2\"><p>How this might work:<\/p>\n<ul>\n<li>Students read sample assessments and use them to decide on marking criteria.<\/li>\n<li>A committee of students develops marking criteria, which would then be compared with the staff version, and a final version would be discussed.<\/li>\n<li>The students' marking criteria are used for peer assessment and self-assessment.<\/li>\n<\/ul>\n<p>Read <a href=\"https:\/\/insight.cumbria.ac.uk\/id\/eprint\/1700\/1\/Chapman_CocreationOfMarking.pdf\" target=\"_blank\" rel=\"noopener\">here<\/a> about a project at the University of Cumbria where staff and students co-created assessment criteria, concluding that the staff version was too complex, using academic discourse, and the students' version was too simple, and that the criteria needed to be made accessible to students - considering the question, 'For whom are these [criteria] created?'<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-guidance-on-developing-and-employing-assessment-criteria-3\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Using criteria for marking and moderation<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-guidance-on-developing-and-employing-assessment-criteria-3\"><p>Having good clear criteria is an important element of the support that goes into marking.\u00a0 However, it is equally important to consider how these will be used; this being key to fair and consistent marking and moderation.\u00a0 This can be achieved by:<\/p>\n<p>\n        <div class=\"cu_tabs\">\n               \n        <ul class=\"nav nav-tabs\" role=\"tablist\">\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link active\" href=\"#content-using-criteria-for-marking-and-moderation-1\" data-toggle=\"tab\" role=\"tab\" id=\"using-criteria-for-marking-and-moderation-1\">Before Marking<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-using-criteria-for-marking-and-moderation-2\" data-toggle=\"tab\" role=\"tab\" id=\"using-criteria-for-marking-and-moderation-2\">During Initial Marking<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-using-criteria-for-marking-and-moderation-3\" data-toggle=\"tab\" role=\"tab\" id=\"using-criteria-for-marking-and-moderation-3\">After Initial Marking<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-using-criteria-for-marking-and-moderation-1\" role=\"tabpanel\" aria-labelledby=\"using-criteria-for-marking-and-moderation-1\">\n        <ul>\n<li>Ensuring that all markers have a shared understanding of academic standards, by undertaking social moderation exercises and\/or by testing the criteria against an initial sample;<\/li>\n<li>Ensuring that students know where the criteria can be accessed and reminding them of the role that academic judgement will play in marking.<\/li>\n<\/ul>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-using-criteria-for-marking-and-moderation-2\" role=\"tabpanel\" aria-labelledby=\"using-criteria-for-marking-and-moderation-2\">\n        <ul>\n<li>Reviewing the marks you are proposing to award to the first few papers marked to ensure your judgements are aligned with the criteria;<\/li>\n<li>When half-way through marking, by returning to a small sample and reviewing these, to ensure marking remains aligned with the criteria and that judgements have not changed through the marking process ;<\/li>\n<li>(When marking as a team) reviewing the outcomes reached on any \u2018control\u2019 papers, to either enable comparison of different markers and\/or to \u2018recalibrate\u2019 understanding;<\/li>\n<li>Developing feedback comments that relate to specific criteria, to help enable students to better use feedback to improve in specific areas. (Do remember, however, that feedback is not and should not be provided solely as comments that seek to explain and\/or justify the mark.)<\/li>\n<\/ul>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-using-criteria-for-marking-and-moderation-3\" role=\"tabpanel\" aria-labelledby=\"using-criteria-for-marking-and-moderation-3\">\n        <ul>\n<li>Completing the relevant sections in the moderation proforma and by then providing this, together with access to the scripts being moderated, to the moderator(s);<\/li>\n<li>Having the moderator(s) then complete the form and then arranging to meet and discuss the outcomes from this with the first marker (many research studies having shown that meeting and openly and honestly discussing standards is key to developing the shared understanding of standards);<\/li>\n<li>Ensuring the completed form is made available to external examiners;<\/li>\n<li>By Examining Boards annually reviewing, and, where relevant, revising and updating their criteria to ensure that they both accurately communicate expectations and remain aligned with sector expectations;<\/li>\n<\/ul>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<p>[N.B.\u00a0 Much of the research into moderation has highlighted the need for meetings and discussion between markers to be undertaken in an open, respectful, and transparent way.\u00a0 Research has further shown that \u2018double blind marking\u2019 can lead to defensiveness on the part of second markers; markers avoiding either very high or low marks that could suggest marking out of line with criteria.\u00a0 However, very low or high marks are also often avoided by second markers who already know the first mark; their judgement having been influenced by the original judgement.]<\/p>\n<\/div> <\/div><\/div>\n<p style=\"text-align: right;margin-top: 20px\"><a style=\"display: inline-block;padding: 8px 14px;background: #0066a1;color: white;text-decoration: none;border-radius: 4px;font-size: 0.9rem;font-weight: 600\" href=\"#top\"> \u2191 Back to top <\/a><\/p>\n<hr \/>\n<h2><strong>Where Next?<\/strong><\/h2>\n<h4>Additional Resources and References<\/h4>\n<p><span class=\"TextRun SCXW135466320 BCX8\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"none\"><span class=\"NormalTextRun SCXW135466320 BCX8\">Different assessment <\/span><span class=\"NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW135466320 BCX8\">road-maps<\/span><span class=\"NormalTextRun SCXW135466320 BCX8\"> (from Newcastle University)<\/span><\/span><span class=\"EOP Selected SCXW135466320 BCX8\" data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><a href=\"https:\/\/www.ncl.ac.uk\/learning-and-teaching\/effective-practice\/assessment\/programme-assessment\/\"><span data-contrast=\"none\">Programme Focussed Assessment | Learning and Teaching @ Newcastle | Newcastle University<\/span><\/a><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Foster, H. (2024). The impact of formative assessment on student learning outcomes: A meta-analytical review. Academy of Educational Leadership Journal, 28(S1), 1-3.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:252}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Jessop, T., El Hakim, Y. and Gibbs, G. (2013) \u2018The whole is greater than the sum of its parts: a large-scale study of students\u2019 learning in response to different programme assessment patterns\u2019, <\/span><i><span data-contrast=\"auto\">Assessment &amp; Evaluation in Higher Education<\/span><\/i><span data-contrast=\"auto\">, 39(1), pp. 73-88.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:300}\">\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"This page\u00a0provides practical tools and considerations to support Schools and programme teams in taking a holistic, programme- level approach to assessment design. Together, these resources aim to support programme teams [&hellip;]","protected":false},"author":9344,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-10133","page","type-page","status-publish","hentry"],"meta_box":{"cu_accordion":"","cu_alert":"","cu_tabs":"","cu_quote":""},"_links":{"self":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/10133","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/users\/9344"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/comments?post=10133"}],"version-history":[{"count":61,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/10133\/revisions"}],"predecessor-version":[{"id":12070,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/10133\/revisions\/12070"}],"wp:attachment":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=10133"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=10133"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=10133"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}