{"id":10190,"date":"2026-10-07T16:22:58","date_gmt":"2026-10-07T15:22:58","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=10190"},"modified":"2026-10-12T16:10:35","modified_gmt":"2026-10-12T15:10:35","slug":"learning-design-in-practice-preparing-and-running-assessments","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/learning-design-in-practice-preparing-and-running-assessments\/","title":{"rendered":"Learning Design in Practice: Preparing and running assessments"},"content":{"rendered":"<p><span data-contrast=\"auto\">This page introduces you to assessment learning design, which does not end when the assessment strategy is agreed. As a module gets underway, it is important to help students understand the purpose of the assessment, how they can prepare for it, and how feedback can support their learning. Involving students in discussions about assessment can <\/span><span data-contrast=\"none\">enhance\u00a0assessment feedback literacy<\/span><span data-contrast=\"auto\">, help them produce better work, support workload planning, and contribute to a more positive learning experience.\u00a0<\/span><\/p>\n<p>It is designed for those who want to know more about the Cardiff University Inclusive Education Framework, and for those who are new to teaching or to inclusive education, perhaps working at an Associate Fellow or Fellow level.<\/p>\n<p>Aligned to PSF: V3, V5, K4, A3<\/p>\n<p>You can develop your understanding of Inclusive Education by engaging with our nine Assessment and feedback workshops.\u00a0 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<h3><b><span data-contrast=\"none\">Practical tips<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/h3>\n<p><span data-contrast=\"none\">It is helpful to\u00a0consider up front:<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<ul>\n<li><span data-contrast=\"none\">How the assessment will support student\u2019s development in preparation for their future careers. It can help to motivate students if they understand that the assessment develops their work skills whilst also testing their knowledge.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"none\">How you want your students to engage with formative tasks; the benefits to arise from this, the feedback comments they will receive, and ways in which you want your students to utilise these comments;<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"none\">Whether there are ways in which your students can be further involved in supporting the formative tasks (e.g. through\u00a0self and\/or\u00a0peer assessment activities);<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"none\">How the marking of the summative tasks will be undertaken.\u00a0<\/span><span data-contrast=\"none\">\u202fFor example:<\/span>\n<ul>\n<li><span data-contrast=\"none\">w<\/span><span data-contrast=\"none\">hether these are open-ended tasks best marked through the application and interpretation of assessment criteria, and if so, whether the generic criteria used across the programme are appropriate and sufficiently clear for this task, or whether you should develop specific criteria to use with this assessment (and involve your students in developing these?), OR <\/span><span data-contrast=\"none\">Whether the questions used in the assessment require a fixed answer, and thus the task needs to be supported by a detailed mark scheme to guide staff and students as to how marks will be awarded;<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span data-contrast=\"none\">Whatever assessment methods are being used, you need to ensure all of the relevant assessment and feedback information is available to and accessible for students, and that markers and students have a shared understanding of how marking will be undertaken and of the academic standards they need to evidence in assessed work.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Avoid\u00a0assessment \u2018nightmares\u2019\u00a0in advance of running\u00a0the assessment\u00a0with Sambell\u2019s\u00a0list of\u00a0<\/span><a href=\"https:\/\/lta.hw.ac.uk\/wp-content\/uploads\/23_AFL_Key-assessment-challenges-and-how-to-deal-with-them.pdf\"><span data-contrast=\"none\">assessment nightmares and approaches to avoiding them<\/span><\/a><span data-contrast=\"auto\">.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/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>Reflect on the design of your assessment<\/h3>                <p><span data-contrast=\"auto\">Choose one assessment on your module. Ask yourself: would a student be able to explain what success looks like, how the work will be marked and how feedback can help them improve? If not, identify one opportunity to make these expectations more explicit.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n            <\/div>\n        <\/div> \n\n    \n<h3><b><span data-contrast=\"none\">Developing Inclusive Assessment and Feedback Practices<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/h3>\n<p><span data-contrast=\"none\">Assessment criteria serve as the explicit bridge between what students learn and how they\u00a0demonstrate\u00a0their success. Moving beyond generic frameworks to design tailored assessment criteria allows module teams to demystify expectations, tackle hidden barriers, and actively empower student progression.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;335559738&quot;:0,&quot;335559739&quot;:0}\">\u00a0<\/span><\/p>\n<h4><b><span data-contrast=\"none\">Establishing Clear Expectations and Criteria<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;134245418&quot;:true,&quot;134245529&quot;:true,&quot;335559738&quot;:319,&quot;335559739&quot;:319}\">\u00a0<\/span><\/h4>\n<ul>\n<li><b><span data-contrast=\"none\">Defining Success:<\/span><\/b><span data-contrast=\"none\">\u00a0For students to meet module expectations, they must understand what high-quality work looks like across performance bands. Providing exemplary past work across a spectrum of grades and\u00a0facilitating\u00a0student-led comparison activities helps learners\u00a0understand\u00a0standards and adapt their own approaches.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;335559738&quot;:240,&quot;335559739&quot;:240}\">\u00a0<\/span><\/li>\n<li><b><span data-contrast=\"none\">The EAT Framework:<\/span><\/b><span data-contrast=\"none\"> Small-scale, strategic interventions using the EAT Framework (Carol Evans&#8217; assessment diagnostic tool) can help evaluate your module&#8217;s assessment readiness, ensuring higher student engagement and alignment with expectations.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;335559738&quot;:240,&quot;335559739&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<h4><b><span data-contrast=\"none\">Strategic Planning for Marking and Co-Creation<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;134245418&quot;:true,&quot;134245529&quot;:true,&quot;335559738&quot;:319,&quot;335559739&quot;:319}\">\u00a0<\/span><\/h4>\n<ul>\n<li><b><span data-contrast=\"none\">Designing Marking Schemes Early:<\/span><\/b><span data-contrast=\"none\">\u00a0Establishing\u00a0how an assignment will be marked before teaching begins ensures you can transparently communicate to students how achievement is measured.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;335559738&quot;:240,&quot;335559739&quot;:240}\">\u00a0<\/span><\/li>\n<li><b><span data-contrast=\"none\">Evaluating Marking Efficiency:<\/span><\/b><span data-contrast=\"none\">\u00a0Using structured team activities allows educators to assess different marking approaches for both effectiveness and workload efficiency.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;335559738&quot;:240,&quot;335559739&quot;:240}\">\u00a0<\/span><\/li>\n<li><b><span data-contrast=\"none\">Co-Creating with Students:<\/span><\/b><span data-contrast=\"none\">\u00a0Consider involving students in defining marking approaches. For example, balancing lighter summative marking with robust, iterative formative feedback helps keep feedback\u00a0timely\u00a0and actionable.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;335559738&quot;:240,&quot;335559739&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<h4><b><span data-contrast=\"none\">Designing Meaningful Formative Feedback Opportunities<\/span><\/b><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;134245418&quot;:true,&quot;134245529&quot;:true,&quot;335559738&quot;:319,&quot;335559739&quot;:319}\">\u00a0<\/span><\/h4>\n<ul>\n<li><b><span data-contrast=\"none\">Scaffolding through Formative Tasks:<\/span><\/b><span data-contrast=\"none\">\u00a0Every module benefits from formative tasks structured to mirror or build directly toward the summative assessment (e.g., using a patchwork approach). To be impactful, feedback must be returned quickly enough for students to apply takeaways to their final work.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;335559738&quot;:240,&quot;335559739&quot;:240}\">\u00a0<\/span><\/li>\n<li><b><span data-contrast=\"none\">Active In-Session Verbal Feedback:<\/span><\/b><span data-contrast=\"none\">\u00a0Formative feedback should be embedded continuously throughout the learning process rather than reserved solely for formal submissions. Utilize verbal prompts during live sessions to:<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;335559738&quot;:240,&quot;335559739&quot;:240}\">\u00a0<\/span>\n<ul>\n<li><span data-contrast=\"none\">Stretch and challenge:\u00a0Ask questions like,\u00a0&#8220;Why do you think that?&#8221;\u00a0or\u00a0&#8220;How would that play out in practice?&#8221;<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;335559738&quot;:240,&quot;335559739&quot;:240}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"none\">Reinforce evidence:\u00a0Ask students to justify their claims and\u00a0identify\u00a0underlying sources.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;335559738&quot;:240,&quot;335559739&quot;:240}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"none\">Highlight common pitfalls:\u00a0Warn students of typical errors or conceptual misunderstandings before they\u00a0submit\u00a0final work.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;335559738&quot;:240,&quot;335559739&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li><b><span data-contrast=\"none\">Reflective Application:<\/span><\/b><span data-contrast=\"none\">\u00a0Ensure students have structured opportunities\u00a0such as\u00a0maintaining\u00a0reflective logs or revising action plans\u00a0to explicitly record, process, and apply the feedback they receive.<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;335559738&quot;:240,&quot;335559739&quot;:240}\">\u00a0<\/span><\/li>\n<\/ul>\n<h3><\/h3>\n","protected":false},"excerpt":{"rendered":"This page introduces you to assessment learning design, which does not end when the assessment strategy is agreed. As a module gets underway, it is important to help students understand [&hellip;]","protected":false},"author":9344,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[51],"tags":[],"class_list":["post-10190","page","type-page","status-publish","hentry","category-learning-design"],"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\/10190","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=10190"}],"version-history":[{"count":14,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/10190\/revisions"}],"predecessor-version":[{"id":12106,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/10190\/revisions\/12106"}],"wp:attachment":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=10190"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=10190"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=10190"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}