![\"Process](\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/08\/image100.png\")
<\/figure>\nYou will need to consider:<\/p>\n
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- The type of assessment that will best fit with the Modular Learning Outcomes, and in turn how this matches the programmatic approach to assessment already developed, and thus how it will help support students to meet the programme learning outcomes already defined, and;<\/li>\n
- The diet and mix of approaches to assessment \u2013 to ensure programmes do not repeatedly assess the same learning outcomes, to prevent assessment bunching, and to allow formative assessments to be held and the feedback comments arising from these to feed into student preparation for summative tasks.<\/li>\n<\/ul>\n
While these are the key things that need to be determined up front, there are several other \u2018assessment\u2019 factors that all impact on the quality of the student experience of assessment. These are interrelated and need to be looked at together. Consideration of these factors from a collective perspective, as a programme team, will help in ensuring consistency of information and advice to students, and help to collectively manage workloads within the programme team. These other assessment factors include:<\/p>\n
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- The nature of the assessment criteria and the ways in which students can be involved in their definition and\/or revision;<\/li>\n
- The exercises and initiatives that may be contained in your module that have been designed to improve student assessment and feedback literacy and better communicate academic standards to them;<\/li>\n
- The ways in which feedback information will be generated, disseminated, and hopefully utilised by your students. For example, do all of these comments need to come from staff?<\/li>\n
- What digital tools<\/a> might you utilise to support formative tasks, ways of developing and maintaining resources (e.g. question banks) for these, and what role students may play in this (e.g. using Peerwise);<\/li>\n
- How the summative tasks will be marked. Who will be involved in this and what work need to be undertaken in advance to ensure reduced variation in marking? In turn, what approaches to post marking moderation this might leave you needing, and;<\/li>\n
- What processes might you adopt to ensure that the administration of assessment outcomes is simple and reliable.<\/li>\n<\/ul>\n \n\n
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