Assessment strategy

The assessment strategy for the programme reflects the York Pedagogy in which assessments are:

• effective in supporting and measuring learners progress toward the achievement of programme learning outcomes;

• ambitious enough to challenge and stretch our learners to the highest standards at every stage;

• efficient in terms of workload for both learners and staff.

Assessment within this programme has specifically been structured to build from one level to the next to support progression both in theory and practice, to balance formative and summative work effectively, to offer an appropriate range and choice of assessments. Each module has theoretical outcomes to be achieved and is assessed through either a summative essay, presentation, professional discussion or exam depending upon the module. Each module builds skills in essay and report writing, presentation or examinations progressively from Year 1 to Year 2 and builds progressively upon requisite skills over the 2 years. There is a clear process of support and feedback from the module team lead and a robust moderation process.

Practice will be assessed both formatively and summatively within NAPAD 1 & 2 throughout the year with both formative and summative points of submission which are detailed on the assessment schedule. The criteria the learners must achieve in practice links to theoretical module content.