{"id":341,"date":"2023-07-20T10:23:44","date_gmt":"2023-07-20T09:23:44","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=341"},"modified":"2024-12-19T11:50:16","modified_gmt":"2024-12-19T11:50:16","slug":"assessment-compendium","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/key-principles\/principle-5-assessment-as-learning\/assessment-compendium\/","title":{"rendered":"Assessment Compendium"},"content":{"rendered":"<figure id=\"post-6713 media-6713\" class=\"image align-none\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/09\/Screenshot-2024-09-30-at-09.35.00.png\" alt=\"image of a lightbulb with a graduation cap on top and books inside it\" \/><\/figure>\n<h2>Getting Started<\/h2>\n<p>This section provides an indicative, non-exhaustive list of some of the different assessment methods used commonly in UK higher education.<br \/>\nFor each assessment method the compendium includes:<\/p>\n<ul>\n<li>A short description of the skills developed in each assessment and summary comments on the <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/key-principles\/principle-5-assessment-as-learning\/authentic-assessment\/\">authenticity<\/a> of the assessment as well as consideration of the <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/employability\/graduate-attributes\/\">graduate attributes<\/a> achieved.<\/li>\n<li>An indication of the risk of academic misconduct each method carries, and suggestions on ways of minimising this risk.<\/li>\n<li>Summary comments on the barriers to learning for each assessment, and considerations in terms of addressing <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/inclusivity\/empowering-students-to-fulfil-their-potential\/\">inclusivity<\/a>.<\/li>\n<\/ul>\n<p>At the end of this compendium, you can also find out more about inclusive assessment and how we can think digitally about assessment design.<\/p>\n<h3><a href=\"#section1\">Assessment compendium<\/a><\/h3>\n<h3><a href=\"#section2\">Inclusive assessment<\/a><\/h3>\n<h3><a href=\"#section3\">Thinking digitally: tools to help assessment<\/a><\/h3>\n<hr \/>\n<h2 id=\"section1\">Assessment Compendium<\/h2>\n<p>The following Assessment Compendium is based on Brown, S. and Race, P. 2021 Using Effective Assessment and Feedback to Promote Learning. In Hunt, L. and Chalmers, D. University Teaching in Focus: A Learning-centred Approach. London: Routledge, pp. 135-162.<\/p>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-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> In-person exams <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-1\"><p>Traditional, unseen, time-constrained written exams, largely using essay questions.<\/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-exams-1\" data-toggle=\"tab\" role=\"tab\" id=\"exams-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-exams-2\" data-toggle=\"tab\" role=\"tab\" id=\"exams-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-exams-3\" data-toggle=\"tab\" role=\"tab\" id=\"exams-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-exams-1\" role=\"tabpanel\" aria-labelledby=\"exams-1\">\n        <p>Exams are a very traditional form of assessment that do not mirror workplace activities, testing what students have memorised; however, it may be argued that exams test students\u2019 abilities to work under pressure.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-exams-2\" role=\"tabpanel\" aria-labelledby=\"exams-2\">\n        <p>Academic misconduct and misuse of generative AI may be avoided.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-exams-3\" role=\"tabpanel\" aria-labelledby=\"exams-3\">\n        <p>Speed of handwriting and legibility can affect performance; some groups, such as students whose first language is not English, or students who suffer anxiety around exams, will be disadvantaged.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-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> Open-book exams <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-2\"><p>Students take notes, or electronic devices into an exam.<\/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-open-book-exams-1\" data-toggle=\"tab\" role=\"tab\" id=\"open-book-exams-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-open-book-exams-2\" data-toggle=\"tab\" role=\"tab\" id=\"open-book-exams-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-open-book-exams-3\" data-toggle=\"tab\" role=\"tab\" id=\"open-book-exams-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-open-book-exams-1\" role=\"tabpanel\" aria-labelledby=\"open-book-exams-1\">\n        <p>Less focus on memory and recall, and more focus on what students can do with information provided to them.<\/p>\n<p>More authenticity because students might find themselves needing to analyse and evaluate documents to produce a report in a workplace setting.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-open-book-exams-2\" role=\"tabpanel\" aria-labelledby=\"open-book-exams-2\">\n        <p>The types of notes or texts, or the use students are permitted to make of online resources will need to be planned and clearly communicated. This will also be challenging to monitor.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-open-book-exams-3\" role=\"tabpanel\" aria-labelledby=\"open-book-exams-3\">\n        <p>The same inclusivity considerations largely apply to both traditional and open-book exams (speed of handwriting or typing, English as an additional language, anxiety), but open-book may suit a slightly broader range of needs.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-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> Providing seen texts <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-3\"><p>Students are given texts ahead of an exam or tight deadline (eg. a week in advance) so that they have time to prepare their responses.<\/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-providing-seen-texts-1\" data-toggle=\"tab\" role=\"tab\" id=\"providing-seen-texts-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-providing-seen-texts-2\" data-toggle=\"tab\" role=\"tab\" id=\"providing-seen-texts-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-providing-seen-texts-3\" data-toggle=\"tab\" role=\"tab\" id=\"providing-seen-texts-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-providing-seen-texts-1\" role=\"tabpanel\" aria-labelledby=\"providing-seen-texts-1\">\n        <p>There may be an element of authenticity in that in certain fields, such as law, teaching, or leadership, work may take place under time pressure, with performance outputs such as presentations, lectures or speeches.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-providing-seen-texts-2\" role=\"tabpanel\" aria-labelledby=\"providing-seen-texts-2\">\n        <p>Students will have the opportunity to seek help or to collude on preparation.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-providing-seen-texts-3\" role=\"tabpanel\" aria-labelledby=\"providing-seen-texts-3\">\n        <p><span class=\"TextRun SCXW36416618 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\" data-contrast=\"auto\"><span class=\"NormalTextRun SCXW36416618 BCX0\">Students with commitments such as <\/span><span class=\"NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW36416618 BCX0\">work<\/span><span class=\"NormalTextRun SCXW36416618 BCX0\"> or dependents may be unfairly disadvantaged.<\/span><\/span><span class=\"EOP SCXW36416618 BCX0\" data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-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> Essays<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-4\"><p>Extended written argument, used heavily on humanities courses.<\/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-essays-1\" data-toggle=\"tab\" role=\"tab\" id=\"essays-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-essays-2\" data-toggle=\"tab\" role=\"tab\" id=\"essays-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-essays-3\" data-toggle=\"tab\" role=\"tab\" id=\"essays-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-essays-1\" role=\"tabpanel\" aria-labelledby=\"essays-1\">\n        <p>Essays are a largely inauthentic form of assessment because this style of writing is not used in workplace settings outside of academia; however, developing essay writing skills helps students work towards the graduate attribute: \u2018<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/employability\/graduate-attributes\/\">independent and critical thinkers<\/a>\u2019.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-essays-2\" role=\"tabpanel\" aria-labelledby=\"essays-2\">\n        <p>Essay writing is traditionally susceptible to contract cheating, and now also to the misuse of generative AI; encouraging alternative ways of supporting students, such as step-by-step writing of sections of an essay to multiple deadlines before summative submission, or peer support through \u2018critical friends\u2019 can help to minimise these risks.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-essays-3\" role=\"tabpanel\" aria-labelledby=\"essays-3\">\n        <p>Understanding UK academic conventions can be a challenge to some students, and marking criteria or rubrics will need to be clearly explained to them; students with dyslexia, or whose first language is not English may need to be signposted to additional support, or may have reasonable adjustments granted for academic conditions affecting written expression.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-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> Reports<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-5\"><p>A report may be based on secondary research, but it may also involve original research and fieldwork.<\/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-reports-1\" data-toggle=\"tab\" role=\"tab\" id=\"reports-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-reports-2\" data-toggle=\"tab\" role=\"tab\" id=\"reports-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-reports-3\" data-toggle=\"tab\" role=\"tab\" id=\"reports-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-reports-1\" role=\"tabpanel\" aria-labelledby=\"reports-1\">\n        <p>Authenticity: report-writing may be an important skill in future workplace situations, and can support students in the development of the graduate attribute: \u2018<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/employability\/graduate-attributes\/\">effective communicators<\/a>\u2019.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-reports-2\" role=\"tabpanel\" aria-labelledby=\"reports-2\">\n        <p>Report writing may be less susceptible to academic misconduct than essays, particularly when original research or a project has been undertaken, or when students work in groups on a report.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-reports-3\" role=\"tabpanel\" aria-labelledby=\"reports-3\">\n        <p>If group work is involved in research, how students are allocated to groups and the management of the groups will need to be carefully planned, taking individual needs into consideration.<\/p>\n<p>Give expectations of the structure and language of a report, with exemplars if possible, as some students may not know the components of this form of writing.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-6\"\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> Practical\/Performance<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-6\"><p>It is essential in some disciplines to assess students\u2019 practical and performance skills.<\/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-practicals-performance-1\" data-toggle=\"tab\" role=\"tab\" id=\"practicals-performance-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-practicals-performance-2\" data-toggle=\"tab\" role=\"tab\" id=\"practicals-performance-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-practicals-performance-3\" data-toggle=\"tab\" role=\"tab\" id=\"practicals-performance-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-practicals-performance-1\" role=\"tabpanel\" aria-labelledby=\"practicals-performance-1\">\n        <p>Authenticity and confidence-building are clear advantages of performance-based assessments.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-practicals-performance-2\" role=\"tabpanel\" aria-labelledby=\"practicals-performance-2\">\n        <p>There is little risk of academic misconduct in a practical or performance assessment.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-practicals-performance-3\" role=\"tabpanel\" aria-labelledby=\"practicals-performance-3\">\n        <p>Performance on the day can be affected by nerves and anxiety, or circumstantial pressures, and rescheduling may not be straightforward. Enable practice runs before any high-stakes assessment.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-7\"\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> Blog\/Vlog<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-7\"><p>Can be used for low-stakes assessment, and for informal collaborative discussion.<\/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-blogs-vlogs-1\" data-toggle=\"tab\" role=\"tab\" id=\"blogs-vlogs-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-blogs-vlogs-2\" data-toggle=\"tab\" role=\"tab\" id=\"blogs-vlogs-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-blogs-vlogs-3\" data-toggle=\"tab\" role=\"tab\" id=\"blogs-vlogs-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-blogs-vlogs-1\" role=\"tabpanel\" aria-labelledby=\"blogs-vlogs-1\">\n        <p>A blog\/vlog may help students develop a sense of identity and engagement with their discipline, which may help them work towards a sense of professional identity in their chosen field; good practice is allowing an unlimited number of submissions to a forum, with peer as well as tutor feedback through comments, and selection of the best piece for summative assessment.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-blogs-vlogs-2\" role=\"tabpanel\" aria-labelledby=\"blogs-vlogs-2\">\n        <p>If blogs\/vlogs are posted on an open forum, there is potential for peer plagiarism.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-blogs-vlogs-3\" role=\"tabpanel\" aria-labelledby=\"blogs-vlogs-3\">\n        <p>Since blogs are shorter pieces of writing than essays, and language style can be informal, blogs and vlogs can be useful, low-stakes assessments that get students used to the writing or reflection process, and can help to create communities of learning. As with reports, clarify writing structure and style for those not familiar with this type of writing.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-8\"\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> Multiple choice questions<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-8\"><p>Often used for quick testing of factual material.<\/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-multiple-choice-questions-1\" data-toggle=\"tab\" role=\"tab\" id=\"multiple-choice-questions-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-multiple-choice-questions-2\" data-toggle=\"tab\" role=\"tab\" id=\"multiple-choice-questions-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-multiple-choice-questions-3\" data-toggle=\"tab\" role=\"tab\" id=\"multiple-choice-questions-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-multiple-choice-questions-1\" role=\"tabpanel\" aria-labelledby=\"multiple-choice-questions-1\">\n        <p>MCQs are generally an effective way to review understanding and retention of information and seldom support practical or transferable skills.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-multiple-choice-questions-2\" role=\"tabpanel\" aria-labelledby=\"multiple-choice-questions-2\">\n        <p>Multiple choice tests may be highly susceptible to academic misconduct. While a time constraint may help to limit the risks, careful consideration should be given to whether or not speed is a component of the learning outcomes.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-multiple-choice-questions-3\" role=\"tabpanel\" aria-labelledby=\"multiple-choice-questions-3\">\n        <p>Getting students involved in the co-creation of MCQs can be an excellent way to identify gaps in knowledge and understanding, aligning with the principle of assessment as learning.<\/p>\n<p>Short timescales for completion will need to be considered carefully as students with dyslexia or English as an additional language will be disadvantaged by a speed of completion requirement.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-9\"\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> Short answer questions<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-9\"><p>Students produce short answers to large numbers of questions.<\/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-short-answer-question-exams-1\" data-toggle=\"tab\" role=\"tab\" id=\"short-answer-question-exams-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-short-answer-question-exams-2\" data-toggle=\"tab\" role=\"tab\" id=\"short-answer-question-exams-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-short-answer-question-exams-3\" data-toggle=\"tab\" role=\"tab\" id=\"short-answer-question-exams-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-short-answer-question-exams-1\" role=\"tabpanel\" aria-labelledby=\"short-answer-question-exams-1\">\n        <p>The focus may be more on decision-making than on communication and writing skills; this is an important skill in many workplace contexts, such as health care, social work, law, or business.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-short-answer-question-exams-2\" role=\"tabpanel\" aria-labelledby=\"short-answer-question-exams-2\">\n        <p>Academic misconduct and misuse of generative AI may be avoided.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-short-answer-question-exams-3\" role=\"tabpanel\" aria-labelledby=\"short-answer-question-exams-3\">\n        <p>The same inclusivity considerations largely apply to all exam types (speed of handwriting, second language, anxiety), but short answer exams put the focus more on memory and recall than on communication skills.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-10\"\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> Computer based tests<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-10\"><p>Can be used for a wide-range of question types, including drop-down menu selection, drag and drop, clicking points on a diagram etc.<\/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-computer-based-tests-1\" data-toggle=\"tab\" role=\"tab\" id=\"computer-based-tests-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-computer-based-tests-2\" data-toggle=\"tab\" role=\"tab\" id=\"computer-based-tests-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-computer-based-tests-3\" data-toggle=\"tab\" role=\"tab\" id=\"computer-based-tests-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-computer-based-tests-1\" role=\"tabpanel\" aria-labelledby=\"computer-based-tests-1\">\n        <p>Similar to MCQs, Computer based tests are generally an effective way to review understanding and retention of information. Depending on the subject, students develop and demonstrate a number of transferable skills\/<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/employability\/graduate-attributes\/\">attributes<\/a> such as digital literacy, problem solving, time management and research skills, all relevant to future employment.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-computer-based-tests-2\" role=\"tabpanel\" aria-labelledby=\"computer-based-tests-2\">\n        <p>Computer based tests may be highly susceptible to academic misconduct, but a time constraint and carefully constructed critical\/reflective questions may help to limit the risks.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-computer-based-tests-3\" role=\"tabpanel\" aria-labelledby=\"computer-based-tests-3\">\n        <p>Digital literacy can vary.<\/p>\n<p>Those with visual impairment or dyslexia, or have mobility issues in relation to mouse use may struggle in speed situations.<\/p>\n<p>Ensure you design accessible features such as font sizes, and colour contrast, to enable screen readers for visually impaired individuals, and keyboard shortcuts for those with mobility challenges to access the material. Follow principles of <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/inclusivity\/universal-design-for-learning\/\">UDL<\/a>.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-11\"\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> Portfolios<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-11\"><p>Portfolios may demonstrate evidence of a skillset, or they may be a collection of outputs and reflections.<\/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-portfolios-1\" data-toggle=\"tab\" role=\"tab\" id=\"portfolios-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-portfolios-2\" data-toggle=\"tab\" role=\"tab\" id=\"portfolios-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-portfolios-3\" data-toggle=\"tab\" role=\"tab\" id=\"portfolios-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-portfolios-1\" role=\"tabpanel\" aria-labelledby=\"portfolios-1\">\n        <p>This may provide students with an opportunity to create a professional portfolio, or a collection of work that may be presented to prospective clients and employers; students may gain a wide range of transferable skills.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-portfolios-2\" role=\"tabpanel\" aria-labelledby=\"portfolios-2\">\n        <p>Portfolio work can be highly individualised, making it less susceptible to academic misconduct.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-portfolios-3\" role=\"tabpanel\" aria-labelledby=\"portfolios-3\">\n        <p>Submitting work across a range of modes may allow students to play to their strengths, although this may be overwhelming for some students.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-12\"\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> Viva voce<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-12\"><p>Currently widely used for high-stakes assessment at doctoral and masters levels.<\/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-viva-voce-1\" data-toggle=\"tab\" role=\"tab\" id=\"viva-voce-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-viva-voce-2\" data-toggle=\"tab\" role=\"tab\" id=\"viva-voce-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-viva-voce-3\" data-toggle=\"tab\" role=\"tab\" id=\"viva-voce-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-viva-voce-1\" role=\"tabpanel\" aria-labelledby=\"viva-voce-1\">\n        <p>Many careers and professions may depend on face-to-face skills at answering questions and giving persuasive explanations.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-viva-voce-2\" role=\"tabpanel\" aria-labelledby=\"viva-voce-2\">\n        <p>There is a case for increased use of oral assessment in conjunction with long-form writing in light of present-day generative AI contexts.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-viva-voce-3\" role=\"tabpanel\" aria-labelledby=\"viva-voce-3\">\n        <p>Understanding and accessing questions may be problematic. Consider issues around hearing and\/or speech impairment, and anxiety or mental health conditions. Provide questions in advance, and\/or allow access to materials or notes, if possible.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-13\"\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> Presentations<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-13\"><p>Individual or group, and to an audience including peers and assessors, using a variety of media (traditional PowerPoint style\/poster\/business pitch etc.)<\/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-presentations-1\" data-toggle=\"tab\" role=\"tab\" id=\"presentations-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-presentations-2\" data-toggle=\"tab\" role=\"tab\" id=\"presentations-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-presentations-3\" data-toggle=\"tab\" role=\"tab\" id=\"presentations-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-presentations-1\" role=\"tabpanel\" aria-labelledby=\"presentations-1\">\n        <p>Students demonstrate communication skills, alongside core subject knowledge. Presentations skills are useful in future employment.\u202fCan be individual or collaborative\u202fand provide opportunities for peer-assessment and self-reflection. These skills can help students work towards the graduate attribute; <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/employability\/graduate-attributes\/\">\u2018Reflective and resilient\u2019 and \u2018Effective communicators\u2019<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-presentations-2\" role=\"tabpanel\" aria-labelledby=\"presentations-2\">\n        <p>Presentations can be conducted in a live or pre-recorded setting. Can be susceptible to genAI use, though if monitored and used appropriately risks can be minimised. The inclusion of the ability to respond to spontaneous questions in the assessment criteria can minimise these risks further.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-presentations-3\" role=\"tabpanel\" aria-labelledby=\"presentations-3\">\n        <p>Usually relies on verbal articulation of ideas in real time disadvantaging those with English as an additional language or speech impairment. Can cause anxiety. Clarify the specific presentation skills being assessed (action and expression). Provide scaffolded formative practice: in pairs\/small groups\/whole class, with peer and then tutor feedback using assessment criteria. Give options for live or recorded and face to face or online (action and expression).<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-14\"\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> Posters<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-14\"><p>Often displayed for peers and assessors in an exhibition; useful to keep as exemplars and for instruction for future cohorts.<\/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-posters-1\" data-toggle=\"tab\" role=\"tab\" id=\"posters-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-posters-2\" data-toggle=\"tab\" role=\"tab\" id=\"posters-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-posters-3\" data-toggle=\"tab\" role=\"tab\" id=\"posters-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-posters-1\" role=\"tabpanel\" aria-labelledby=\"posters-1\">\n        <p>Offers opportunity to demonstrate communication skills, alongside core subject knowledge. Students present their work to others and receive rapid feedback from a wider range of people which develop skills required for future employment. Delivering posters help students work toward the graduate attribute: <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/employability\/graduate-attributes\/\">\u2018Effective communicators'<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-posters-2\" role=\"tabpanel\" aria-labelledby=\"posters-2\">\n        <p>There are limited risks associated with poster assessments.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-posters-3\" role=\"tabpanel\" aria-labelledby=\"posters-3\">\n        <p>Relying solely on a visual form can challenge those with visual impairment<\/p>\n<p>Staff may also wish to design a non-visual text version of this assignment with alternative marking criteria, as an alternative assessment.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-15\"\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> Projects<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-15\"><p>Projects are commonly used to help students develop and practise skills relevant to research work.<\/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-projects-1\" data-toggle=\"tab\" role=\"tab\" id=\"projects-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-projects-2\" data-toggle=\"tab\" role=\"tab\" id=\"projects-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-projects-3\" data-toggle=\"tab\" role=\"tab\" id=\"projects-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-projects-1\" role=\"tabpanel\" aria-labelledby=\"projects-1\">\n        <p>There is considerable scope through project work for students to work towards the <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/employability\/graduate-attributes\/\">graduate attributes<\/a>: \u2018ethically, socially and environmentally aware\u2019, and, \u2018innovative, enterprising and commercially aware\u2019.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-projects-2\" role=\"tabpanel\" aria-labelledby=\"projects-2\">\n        <p>Project work often allows for creativity and originality, which may be a check on the use of generative AI.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-projects-3\" role=\"tabpanel\" aria-labelledby=\"projects-3\">\n        <p>Projects often involve group work, so how students are allocated to groups and the management of the groups will need to be carefully planned, taking individual needs into consideration.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-16\"\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> Dissertation\/thesis<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-16\"><p>Extended written work including in-depth discussion and analysis, generally used at Level 6 and above.<\/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-dissertation-thesis-1\" data-toggle=\"tab\" role=\"tab\" id=\"dissertation-thesis-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-dissertation-thesis-2\" data-toggle=\"tab\" role=\"tab\" id=\"dissertation-thesis-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-dissertation-thesis-3\" data-toggle=\"tab\" role=\"tab\" id=\"dissertation-thesis-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-dissertation-thesis-1\" role=\"tabpanel\" aria-labelledby=\"dissertation-thesis-1\">\n        <p>Writing a dissertation or thesis demonstrates an in-depth knowledge of a specific research area where students demonstrate analytical, research, critical thinking and high-level writing skills. Such skills can be relevant to future employment.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-dissertation-thesis-2\" role=\"tabpanel\" aria-labelledby=\"dissertation-thesis-2\">\n        <p>Similar to essay writing, dissertations can be susceptible to misconduct and now also to the misuse of generative AI; encouraging alternative ways of supporting students, through effective feedback and guidance on thesis writing is essential here.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-dissertation-thesis-3\" role=\"tabpanel\" aria-labelledby=\"dissertation-thesis-3\">\n        <p>Students working towards large scale projects may feel isolated or lonely. Feedback dialogues are important here where face to face guidance and encouragement is essential. Thoughtful consideration should be given to factors such as accessibility, guidance and flexibility.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-17\"\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> Simulations<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-17\"><p>Used in professional disciplines like healthcare to test competence in safe contexts.<\/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-simulations-1\" data-toggle=\"tab\" role=\"tab\" id=\"simulations-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-simulations-2\" data-toggle=\"tab\" role=\"tab\" id=\"simulations-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-simulations-3\" data-toggle=\"tab\" role=\"tab\" id=\"simulations-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-simulations-1\" role=\"tabpanel\" aria-labelledby=\"simulations-1\">\n        <p>These are highly authentic when relating to particular professions and contexts.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-simulations-2\" role=\"tabpanel\" aria-labelledby=\"simulations-2\">\n        <p>These assessments may be relatively resistant to academic misconduct.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-simulations-3\" role=\"tabpanel\" aria-labelledby=\"simulations-3\">\n        <p>Can cause anxiety. Nerves may come into play and affect \u2018on the day\u2019 performance. Ensure opportunities for practice and feedback are provided before the summative assessment.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-18\"\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> OSCEs (Objective Structured Clinical Examinations)\/ISCEs (Integrated Structured Clinical Examinations) <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-18\"><p>Used in medical education, but can also be used in business, and law.<\/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-osces-isces-1\" data-toggle=\"tab\" role=\"tab\" id=\"osces-isces-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-osces-isces-2\" data-toggle=\"tab\" role=\"tab\" id=\"osces-isces-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-osces-isces-3\" data-toggle=\"tab\" role=\"tab\" id=\"osces-isces-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-osces-isces-1\" role=\"tabpanel\" aria-labelledby=\"osces-isces-1\">\n        <p>Regarded as authentic, valid and reliable (eg. Interpreting X-rays, interviewing patients, interpreting case notes, making diagnoses, deciding prescriptions).<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-osces-isces-2\" role=\"tabpanel\" aria-labelledby=\"osces-isces-2\">\n        <p>These assessments may be relatively resistant to academic misconduct.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-osces-isces-3\" role=\"tabpanel\" aria-labelledby=\"osces-isces-3\">\n        <p>Nerves may come into play and affect \u2018on the day\u2019 performance. Ensure opportunities for practice and feedback are provided before the summative assessment.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-19\"\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> Reflective journals<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-19\"><p>Reflections may follow a framework, such as Gibbs\u2019 reflective cycle.<\/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-reflective-journals-1\" data-toggle=\"tab\" role=\"tab\" id=\"reflective-journals-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-reflective-journals-2\" data-toggle=\"tab\" role=\"tab\" id=\"reflective-journals-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-reflective-journals-3\" data-toggle=\"tab\" role=\"tab\" id=\"reflective-journals-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-reflective-journals-1\" role=\"tabpanel\" aria-labelledby=\"reflective-journals-1\">\n        <p>Reflective journaling can mirror workplace Personal Development Planning (PDP), where reflection on performance and learning is used to plan future training and career development; supports the development of the graduate attribute: \u2018<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/employability\/graduate-attributes\/\">reflective and resilient<\/a>\u2019.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-reflective-journals-2\" role=\"tabpanel\" aria-labelledby=\"reflective-journals-2\">\n        <p>Reflective journals have been suggested as a way to avoid misuse of AI since they depend on personal experience; however, reflections may not be AI proof. See <a href=\"https:\/\/cardiff.cloud.panopto.eu\/Panopto\/Pages\/Viewer.aspx?id=24a0ed0e-3aea-4fac-9282-b07a00e55230\">here<\/a> for more on this.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-reflective-journals-3\" role=\"tabpanel\" aria-labelledby=\"reflective-journals-3\">\n        <p>Consider allowing both written and oral (video) submission of reflective journals since either format should meet learning outcomes.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-20\"\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> Critical incident accounts<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-20\"><p>Reviewing facts and details of a critical incident.<\/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-critical-incident-reports-1\" data-toggle=\"tab\" role=\"tab\" id=\"critical-incident-reports-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-critical-incident-reports-2\" data-toggle=\"tab\" role=\"tab\" id=\"critical-incident-reports-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-critical-incident-reports-3\" data-toggle=\"tab\" role=\"tab\" id=\"critical-incident-reports-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-critical-incident-reports-1\" role=\"tabpanel\" aria-labelledby=\"critical-incident-reports-1\">\n        <p>Critical incident accounts allow students to demonstrate creativity and problem-solving skills, they are authentic and develop skills and <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/employability\/graduate-attributes\/\">attributes<\/a>\u00a0required for real world problem solving.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-critical-incident-reports-2\" role=\"tabpanel\" aria-labelledby=\"critical-incident-reports-2\">\n        <p>The creativity and problem-solving skills required for critical incident analysis are currently less susceptible to misuse of generative AI.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-critical-incident-reports-3\" role=\"tabpanel\" aria-labelledby=\"critical-incident-reports-3\">\n        <p>Creates anxiety<\/p>\n<p>Feedback dialogue and opportunity for practice before the summative assessment is important here.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-21\"\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> Assessed seminars<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-21\"><p>Students\u2019 individual contributions to a seminar are assessed, including interactions with peers, and evidence of preparation, as well as the quality of arguments.<\/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-assessed-seminars-1\" data-toggle=\"tab\" role=\"tab\" id=\"assessed-seminars-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-assessed-seminars-2\" data-toggle=\"tab\" role=\"tab\" id=\"assessed-seminars-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-assessed-seminars-3\" data-toggle=\"tab\" role=\"tab\" id=\"assessed-seminars-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-assessed-seminars-1\" role=\"tabpanel\" aria-labelledby=\"assessed-seminars-1\">\n        <p>Seminars develop students\u2019 communication skills and the ability to answer questions through group discussion. It provides opportunities for students to demonstrate in-depth knowledge on an element of the curriculum. Seminars help develop students to work towards the graduate attribute; <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/employability\/graduate-attributes\/\">\u2018independent and critical thinkers\u2019<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-assessed-seminars-2\" role=\"tabpanel\" aria-labelledby=\"assessed-seminars-2\">\n        <p>Seminars can be difficult to mark \u2018live\u2019 and may be better submitted in a pre-recorded format. Students may rely on genAI in a remote setting to create pre-prepared scripts on a given topic ahead of the assessment.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-assessed-seminars-3\" role=\"tabpanel\" aria-labelledby=\"assessed-seminars-3\">\n        <p>Students with anxiety, autism spectrum disorder, ADHD, hearing or speech impairments or with English as an additional language may encounter difficulties with this type of oral assessment. Distribution of accessible topics to a large group of students may be challenging.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-22\"\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> Annotated bibliography<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-22\"><p>Summaries of sources with comments on relevance and contributions to research.<\/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-annotated-bibliography-1\" data-toggle=\"tab\" role=\"tab\" id=\"annotated-bibliography-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-annotated-bibliography-2\" data-toggle=\"tab\" role=\"tab\" id=\"annotated-bibliography-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-annotated-bibliography-3\" data-toggle=\"tab\" role=\"tab\" id=\"annotated-bibliography-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-annotated-bibliography-1\" role=\"tabpanel\" aria-labelledby=\"annotated-bibliography-1\">\n        <p>As with essays, this type of assessment does not mirror workplace tasks outside of academia.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-annotated-bibliography-2\" role=\"tabpanel\" aria-labelledby=\"annotated-bibliography-2\">\n        <p>AI tools can often produce clear and effective summaries of texts.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-annotated-bibliography-3\" role=\"tabpanel\" aria-labelledby=\"annotated-bibliography-3\">\n        <p>This may be a very unfamiliar type of assessment to the majority of students, and expectations and process will need to be clearly explained.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-23\"\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> In-tray\/e-tray exercises<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-23\"><p>Business simulation exercises requiring decision-making, prioritisation of workload, delegation of tasks and recommendations of action based on emails, company memos, reports etc. See here for more information about how these work.<\/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-in-tray-e-tray-exercises-1\" data-toggle=\"tab\" role=\"tab\" id=\"in-tray-e-tray-exercises-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-in-tray-e-tray-exercises-2\" data-toggle=\"tab\" role=\"tab\" id=\"in-tray-e-tray-exercises-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-in-tray-e-tray-exercises-3\" data-toggle=\"tab\" role=\"tab\" id=\"in-tray-e-tray-exercises-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-in-tray-e-tray-exercises-1\" role=\"tabpanel\" aria-labelledby=\"in-tray-e-tray-exercises-1\">\n        <p>In-tray exercises are often used by employers as part of the recruitment process, and practice is often provided by university careers services.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-in-tray-e-tray-exercises-2\" role=\"tabpanel\" aria-labelledby=\"in-tray-e-tray-exercises-2\">\n        <p>This type of assessment is relatively resistant to academic misconduct since it relies heavily on reflection and decision making.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-in-tray-e-tray-exercises-3\" role=\"tabpanel\" aria-labelledby=\"in-tray-e-tray-exercises-3\">\n        <p>These assessments require working under time pressure with a lot of information to manage and respond to, and may cause high levels of anxiety in some students.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-24\"\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> Artefacts<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-24\"><p>Sculptures, paintings, architectural design, engineering models.<\/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-artefacts-1\" data-toggle=\"tab\" role=\"tab\" id=\"artefacts-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-artefacts-2\" data-toggle=\"tab\" role=\"tab\" id=\"artefacts-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-artefacts-3\" data-toggle=\"tab\" role=\"tab\" id=\"artefacts-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-artefacts-1\" role=\"tabpanel\" aria-labelledby=\"artefacts-1\">\n        <p>Prepares students with practical applications\/skills such producing reports, sculptures, paintings, architectural designs, and engineering models. Producing artefacts helps students work towards the gradate attribute: <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/employability\/graduate-attributes\/\">\u2018Innovative, enterprising and commercially aware\u2019<\/a>.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-artefacts-2\" role=\"tabpanel\" aria-labelledby=\"artefacts-2\">\n        <p>Producing artefacts can now be susceptible to the misuse of generative AI; encouraging students to demonstrate their ability to use AI tools effectively and critically, and to generate creative solutions can be supported by staff.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-artefacts-3\" role=\"tabpanel\" aria-labelledby=\"artefacts-3\">\n        <p>Digital literacy can vary so this may cause digital accessibility issues. Though assistive technologies could also promote inclusive and accessible applications for all learners.<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-25\"\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> Work-based learning<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-25\"><p>Assessment based on performance in work placements.<\/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-work-based-learning-1\" data-toggle=\"tab\" role=\"tab\" id=\"work-based-learning-1\">Authenticity<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-work-based-learning-2\" data-toggle=\"tab\" role=\"tab\" id=\"work-based-learning-2\">Academic misconduct considerations<\/a><\/li>\n        <li class=\"nav-item \" role=\"presentation\"><a class=\"nav-link \" href=\"#content-work-based-learning-3\" data-toggle=\"tab\" role=\"tab\" id=\"work-based-learning-3\">Barriers to learning and considerations<\/a><\/li><\/ul> <div class=\"tab-content\">\n        <div class=\"tab-pane active\" id=\"content-work-based-learning-1\" role=\"tabpanel\" aria-labelledby=\"work-based-learning-1\">\n        <p>Prepares students for challenges they will meet in \u2018real life\u2019 scenarios and develop skills such as creativity, flexibility and initiative which traditional assessment methods do not. Responding quickly and effectively in work-based learning contexts helps students work towards the graduate attribute: \u2018Independent and critical thinkers\u2019 and Innovative and commercially aware\u2019.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-work-based-learning-2\" role=\"tabpanel\" aria-labelledby=\"work-based-learning-2\">\n        <p>Work based learning assesses both theoretical knowledge as well as the application of skills in practical scenarios which limits opportunity for academic misconduct.<\/p>\n\n        <\/div>\n        <div class=\"tab-pane \" id=\"content-work-based-learning-3\" role=\"tabpanel\" aria-labelledby=\"work-based-learning-3\">\n        <p>Creates anxiety;<\/p>\n<p>Assessments should be designed with flexibility to accommodate diverse needs, ensuring that all learners can demonstrate their skills and knowledge effectively.<\/p>\n<p>&nbsp;<\/p>\n\n        <\/div><\/div>\n        <\/div><\/p>\n<\/div> <\/div><\/div>\n<p>For more information about AI and assessment you can view the deeper dive section which includes a very useful resource on assessment ideas for an AI enabled world.<\/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\" 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>Points for Reflection<\/h3>                <p>Consider how you might embed flexibility and introduce more variety into the assessments on the course you teach.<\/p>\n<p>How do you currently support learners\u2019 assessment literacy\u200b?<\/p>\n            <\/div>\n        <\/div> \n\n    \n \n\n                        <div class=\"alert alert 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 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problem-solving, self-awareness and normative competency.<\/p>\n            <\/div>\n        <\/div> \n\n    \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\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 793 696\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><defs><linearGradient id=\"etZNF97Wf1q3-fill\" x1=\"351.931\" y1=\"516.34\" x2=\"670.917\" y2=\"516.34\" spreadMethod=\"pad\" gradientUnits=\"userSpaceOnUse\" gradientTransform=\"translate(0 0)\"><stop id=\"etZNF97Wf1q3-fill-0\" offset=\"0%\" stop-color=\"#12d69e\"\/><stop id=\"etZNF97Wf1q3-fill-1\" offset=\"100%\" stop-color=\"#00a870\"\/><\/linearGradient><linearGradient id=\"etZNF97Wf1q4-fill\" x1=\"0\" y1=\"153.98\" x2=\"318.986\" y2=\"153.98\" spreadMethod=\"pad\" gradientUnits=\"userSpaceOnUse\" 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transform=\"matrix(1.13937 0 0 1 503.331 1752.58)\" fill=\"url(#etZNF97Wf1q6-fill)\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Inclusivity Tip<\/h3>                <p>Using a range of assessment types across a Programme or module enables all students to demonstrate learning using <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/inclusivity\/universal-design-for-learning\/\">multiple means of expression.<\/a><\/p>\n            <\/div>\n        <\/div> \n\n    \n<hr \/>\n<h2 id=\"section2\">Inclusive assessment<\/h2>\n<p>See <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/inclusivity\/universal-design-for-learning\/\">UDL considerations<\/a>\u202ffor more guidance on inclusive design, as well as the graphic below, representing the UDL Framework developed by <a href=\"https:\/\/udlguidelines.cast.org\/\" target=\"_blank\" rel=\"noopener\">CAST<\/a>, which illustrates 3 principles that can assist you in your journey to creating inclusive assessments.<\/p>\n<p><img decoding=\"async\" class=\"\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/09\/Screenshot-2024-09-26-at-17.04.21.png\" alt=\"\" \/><br \/>\nFig: The UDL \u2018Multiple Means\u2019<\/p>\n<p>When thinking about the assessment types in the compendium, you may also wish to consider the QAA Inclusive Assessment Attributes (shown below) to help you review, plan for, and evaluate enhancement-led inclusive assessment policies, initiatives, and interventions. <a href=\"https:\/\/www.qaa.ac.uk\/membership\/collaborative-enhancement-projects\/assessment\/developing-a-set-of-inclusive-assessment-design-attributes-for-use-across-the-he-sector\">See here for more information<\/a>.<\/p>\n<p>&nbsp;<\/p>\n<p><img decoding=\"async\" class=\"aligncenter\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/08\/Picture2-1.png\" alt=\"The QAA (2020) Inclusive Assessment Attributes are shown in coloured boxes as headlines as follows. Embeds support. Communicates meaningfully. Promotes authenticity. Develops assessment literacy. Enables personalisation. Assumes considerate policies and processes. Provides formative opportunities. Fosters digital capabilities. Requires continuous reflection.\" \/><\/p>\n<p>(QAA, 2020)<\/p>\n<p>This useful resource from MLANG on <a href=\"https:\/\/cf.sharepoint.com\/:b:\/t\/CurriculumDevelopment-ToolkitOwners\/EZze4kBQmWxIuMi9_CGrs1EBhaFZJxgINgkDMglth1HphA?e=5nbMuf\">Neuro-Inclusivity in Language Assessment<\/a> looks at how we can make assessments more inclusive by:<\/p>\n<ul>\n<li>creating authentic tasks<\/li>\n<li>creating a sense of audience\/readership beyond the marker<\/li>\n<li>giving a purpose to the assessment<\/li>\n<li>mapping assessments to future skills\/graduate attributes<\/li>\n<\/ul>\n<hr \/>\n<h2>Sustainable assessment<\/h2>\n \n\n                        <div class=\"alert alert 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>Sustainability Tip<\/h3>                <p><strong>How can I make assessment sustainable?\u00a0<\/strong><\/p>\n<ul>\n<li>Recognise and assess prior learning.<\/li>\n<li>Create assessments that are authentic and link to real-life activities in your discipline. See Authentic Assessment.<\/li>\n<li>Encourage\u202fgrowth mindsets (Dweck 2012) in students.<\/li>\n<li>Emphasise\u202fthe learning process, not\u202fthe outcome (see Smith and Francis 2024).<\/li>\n<li>Consider assessment across the programme: do assessment methods build towards students\u2019 future learning needs?<\/li>\n<li>Use a scaffolded learning approach: begin with detailed assessment briefs, including exemplar outlines and links to learning resources, and gradually reduce the degree of detail and support.<\/li>\n<li>Encourage opportunities for formative assessment so that learners are aware of how they are progressing (assessment for learning rather than solely assessment of learning).<\/li>\n<li>Students must be able to understand and use feedback to develop their learning effectively (this includes teacher, peer and external feedback).<\/li>\n<li>Use self-assessment to support students, with reflection on their learning. Asking reflective questions and prompting discussion of the learning process will help to develop metacognitive skills in your students.<\/li>\n<li>Take an iterative approach to assessment criteria, incorporating opportunities for co-creation of criteria with students.<\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    \n<hr \/>\n<h2 id=\"section3\">Thinking digitally: tools to help assessment<\/h2>\n<p><a href=\"https:\/\/intranet.cardiff.ac.uk\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/learning-and-teaching-development\/digital-learning-framework\/menu-of-assessment\" target=\"_blank\" rel=\"noopener\">The\u202fDigital Education Assessment<\/a> menu\u202fcan also help you consider the benefits, pitfalls and academic integrity issues of assessment types. The LTA have also prepared an\u202fe-assessment book\u202faccessible here.<\/p>\n<div style=\"vertical-align: top;width: 300px;margin: 20px auto;color: #333;background: #fff;border: 1px solid #ddd;line-height: 1.2;text-decoration: none;padding: 0\">\n<p><a style=\"color: #333;line-height: 1.2;text-decoration: none;padding: 0;font-weight: normal\" href=\"https:\/\/read.bookcreator.com\/r33KMu9Cc3ckCr4sXmc2scgOzB72\/gjV7WC_qSmOUeT_MFUHMSQ\" target=\"_blank\" rel=\"noreferrer noopener\"><img decoding=\"async\" style=\"max-height: 300px;max-width: 100%;margin: 0 auto;padding: 0;border: none\" src=\"https:\/\/assets.api.bookcreator.com\/r33KMu9Cc3ckCr4sXmc2scgOzB72\/books\/gjV7WC_qSmOUeT_MFUHMSQ\/cover\/share\" alt=\"E-Assessment Guidance\" \/><\/a><\/p>\n<div style=\"padding: 20px;overflow: hidden;border-top: 1px solid #ddd\">\n<div style=\"color: #333;line-height: 1.2;text-decoration: none;padding: 0;font-weight: normal;font-size: 21px;margin: 0 0 0.25em\"><a style=\"color: #333;line-height: 1.2;text-decoration: none;padding: 0;font-weight: normal\" href=\"https:\/\/read.bookcreator.com\/r33KMu9Cc3ckCr4sXmc2scgOzB72\/gjV7WC_qSmOUeT_MFUHMSQ\" target=\"_blank\" rel=\"noreferrer noopener\">E-Assessment Guidance<\/a><\/div>\n<div style=\"color: #333;line-height: 1.2;text-decoration: none;padding: 0;font-weight: normal;font-size: 16px;margin: 0 0 0.5em\"><a style=\"color: #333;line-height: 1.2;text-decoration: none;padding: 0;font-weight: normal\" href=\"https:\/\/read.bookcreator.com\/r33KMu9Cc3ckCr4sXmc2scgOzB72\/gjV7WC_qSmOUeT_MFUHMSQ\" target=\"_blank\" rel=\"noreferrer noopener\">Click to read this book, made with Book Creator<\/a><\/div>\n<div style=\"color: #455a64;line-height: 1.2;text-decoration: none;padding: 0;font-weight: bold;overflow: hidden;font-size: 14px\"><a style=\"color: #333;line-height: 1.2;text-decoration: none;padding: 0;font-weight: normal\" href=\"https:\/\/read.bookcreator.com\/r33KMu9Cc3ckCr4sXmc2scgOzB72\/gjV7WC_qSmOUeT_MFUHMSQ\" target=\"_blank\" rel=\"noreferrer noopener\">read.bookcreator.com<\/a><\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h2 id=\"Deeper-Dive\">Deeper Dive<\/h2>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-deeper-dive-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> One-Handed Clock - Trade Offs<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-deeper-dive-1\"><p>An assessment system has to balance validity, reliability, and manageability. Stobart (2008) made reference to the one-handed clock (see visual below).<br \/>\nStobart (2021) explained this in terms of:<br \/>\n\u201cthe hand can only be in one place, illustrating the inevitability of trade-offs. \u2026 At 10 minutes we have a valid and reliable assessment that may require costly and expensive processes, for example, training an airline pilot; at 50 minutes we may have a valid and manageable teacher assessment that has limited reliability. What is to be avoided is to be at 30 minutes \u2013 a manageable, machine marked (reliable) test which is easy and reliable to assess but bears little relation to the construct, for example, a multiple-choice test of creativity\u2026.<br \/>\nThese trade-offs also apply to assessment systems. Where there are a variety of strands contributing to students\u2019 outcomes, then these trade-offs will vary and may lead to a more dependable, trustworthy and resilient overall system.\u201d<\/p>\n<figure id=\"post-1639 media-1639\" class=\"image align-none\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/08\/Picture4-1.png\" alt=\"The title of the image is \u2018Dependability: The One-Handed Clock. The image shows a simple clock face with a single hand. At 12 on the clock is \u2018Construct Validity\u2019, at 4 on the clock is \u2018Reliability\u2019 and at 8 on the clock is \u2018Manageability\u2019. The single hand is pointing between \u2018Construct Validity\u2019 and \u2018Reliability\u2019 on this occasion: indicating that there are compromises which must happen when designing assessments.\" \/><\/figure>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-deeper-dive-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> Further Resources<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-deeper-dive-2\"><p><a href=\"https:\/\/repository.jisc.ac.uk\/9234\/1\/assessment-ideas-for-an-ai-enabled-world.pptx\" target=\"_blank\" rel=\"noopener\">Assessment ideas for an AI-enabled world:<\/a> this JISC resource is an excellent source for AI assessment inspiration.<\/p>\n<p>See this useful AdvanceHE document that provides advantages and disadvantages for various assessment types: <a href=\"https:\/\/www.advance-he.ac.uk\/knowledge-hub\/different-forms-assessment\">https:\/\/www.advance-he.ac.uk\/knowledge-hub\/different-forms-assessment<\/a><\/p>\n<p>See this useful summary of different types from University of Edinburgh including ranking scores for \u2018Complexity\u2019, \u2018Resource Requirement\u2019 and \u2018Misconduct Resistance\u2019 :<a href=\"https:\/\/www.ed.ac.uk\/institute-academic-development\/learning-teaching\/staff\/assessment\/online-remote\/types\">https:\/\/www.ed.ac.uk\/institute-academic-development\/learning-teaching\/staff\/assessment\/online-remote\/types<\/a><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-deeper-dive-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> Examples of good practice<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-deeper-dive-3\"><p>This <a href=\"https:\/\/cf.sharepoint.com\/:b:\/t\/CurriculumDevelopment-ToolkitOwners\/ETvNXHvhnqtOnhQ5UU-dMV0BUODZjOmWRL4Nf9YjiD57VQ?e=LsWWkx\" target=\"_blank\" rel=\"noopener\">Assessment Brief Template from MLANG<\/a> provides a helpful example of the types of information about assessments that should be given to students.<\/p>\n<p><a href=\"https:\/\/cf.sharepoint.com\/:b:\/t\/CurriculumDevelopment-ToolkitOwners\/ER6xLy08u7dFvzNwCo7dRvgBHuwLtSguMQiaawxuEtQYwA?e=HM3Mxg\" target=\"_blank\" rel=\"noopener\">Further examples from MLANG<\/a> of assessment briefs accompanied by a statement of the purpose of each assessment and the graduate attributes they are designed to assess.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-deeper-dive-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> References<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-deeper-dive-4\"><p>Bloxham, S., and Boyd, P. (2007) Developing Effective Assessment in Higher Education: A Practical Guide. Maidenhead: Open University Press<\/p>\n<p>Stobart, G., 2008. Testing times: The uses and abuses of assessment. Routledge.<\/p>\n<p>Stobart, G., 2021. Upper-secondary education student assessment in Scotland: A comparative perspective.<\/p>\n<p>Allan, S 2021 Assessment workload and equivalency \u2013 practice guide. Educational Development v1 August 2021 Available at:<\/p>\n<p>QAA, 2020 <a href=\"https:\/\/www.qaa.ac.uk\/membership\/collaborative-enhancement-projects\/assessment\/developing-a-set-of-inclusive-assessment-design-attributes-for-use-across-the-he-sector\">https:\/\/www.qaa.ac.uk\/membership\/collaborative-enhancement-projects\/assessment\/developing-a-set-of-inclusive-assessment-design-attributes-for-use-across-the-he-sector<\/a><\/p>\n<p>Race, P (1998) The Lecturer's Toolkit 2nd Edition London: Kogan Page Ltd<\/p>\n<p>UOE (2021) Assessment types &amp; their pros &amp; cons Available at: <a href=\"https:\/\/www.ed.ac.uk\/institute-academic-development\/learning-teaching\/staff\/assessment\/online-remote\/types\">https:\/\/www.ed.ac.uk\/institute-academic-development\/learning-teaching\/staff\/assessment\/online-remote\/types<\/a><\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-deeper-dive-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> Share Your Feedback<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-deeper-dive-5\"><p>\n<!-- iframe plugin v.6.0 wordpress.org\/plugins\/iframe\/ -->\n<iframe loading=\"lazy\" class=\"image w-75\" src=\"https:\/\/forms.microsoft.com\/pages\/responsepage.aspx?id=MEu3vWiVVki9vwZ1l3j8vFjmzr0UHJNEkrFqXd1VVfhURFkwR1E4TzlNNFJGR1VIRDdKRENOOFZFSS4u\" width=\"100%\" height=\"500\" scrolling=\"yes\" frameborder=\"0\"><\/iframe>\n<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-assessment-compendium-deeper-dive-6\"\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> Where Next?<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-assessment-compendium-deeper-dive-6\"><p>Take your pick of these related pages to this one:<\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/inclusivity\/universal-design-for-learning\/\">Universal Design for Learning<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/programme-development\/\">Programme Development<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/programme-development\/programme-learning-outcomes\/\">Programme Learning Outcomes<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/programme-development\/module-learning-outcomes\/\">Module Assessment<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/programme-development\/module-learning-outcomes\/\">Module Learning Outcomes<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/key-principles\/principle-5-assessment-as-learning\/authentic-assessment\/\">Authentic Assessment<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/sustainability\/sustainable-assessment\/\">Sustainable Assessment<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/learning-design-preparing-to-teach\/\">Learning Design and Preparing to Teach<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/key-principles\/principle-5-assessment-as-learning\/feedback\/\">Feedback<\/a><\/p>\n<\/div> <\/div><\/div>\n","protected":false},"excerpt":{"rendered":"This section provides an indicative, non-exhaustive list of some of the different assessment methods used commonly in UK higher education.","protected":false},"author":8903,"featured_media":0,"parent":58,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[45],"tags":[],"class_list":["post-341","page","type-page","status-publish","hentry","category-assessment-and-feedback"],"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\/341","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\/8903"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/comments?post=341"}],"version-history":[{"count":65,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/341\/revisions"}],"predecessor-version":[{"id":8726,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/341\/revisions\/8726"}],"up":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/58"}],"wp:attachment":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=341"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=341"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=341"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}