4.1 Assessment at Rose Bruford

Depending on your contract you may be required to assess student work and deliver feedback. If this is the case you programme director must register you as an Approved Internal Examiner with the Head of Quality. 

The College has recently reviewed its policy on assessment and feedback to ensure its alignment with the QAA Quality Code. Your programme team will advise you on the specific requirements and details of any assignment you are asked to assess (including method of student submission and the correct feedback form you should use).

However, you are advised to consult the College’s Assessment Policy and Procedures before undertaking any assessment.

The purpose of assessment within the College is to:

  1. promote learning by providing students with feedback, normally to help improve performance;
  2. evaluate students’ knowledge, understanding, abilities or skills;
  3. provide a mark or grade that enables students’ performance to be established. The mark or grade may also be used to make progress decisions;
  4. enable the public (including employers), and higher education providers, to know that an individual has attained an appropriate level of achievement that reflects the academic standards set by the College and agreed UK norms, including the frameworks for higher education qualifications. This may include demonstrating fitness to practise or meeting other professional requirements.
  5. enhance students’ learning experience, making assessment activities, support and feedback a powerful and integrated feature of learning within the curriculum.

The curriculum of each programme at the College is made up of modules with specific learning outcomes which are assessed. For each programme an assessment strategy has been devised in which:

  1. each assessment is designed to enable students’ to fulfil the intended learning outcomes of the programme;
  2. each assessment is designed to provide information on students’ ability and your progress in fulfilling the aims of the programme;
  3. each assessment is designed be useful and to relate closely to students’ academic development;
  4. a range of assessment modes, diagnostic, formative and summative, are used, assessing students’ reflective and analytic, oral and written abilities as well as their practical, creative and collaborative skills and understanding, and their ability to undertake research and enquiry;
  5. all modules are assessed;
  6. where appropriate a variety of assessment methods are used;
  7. effective and timely feedback is given as a part of the learning experience.

Last modified: Monday, 17 February 2014, 9:45 AM