Assessment supervision for theory modules

The module leader will be responsible for organising, through the module team, the provision of academic support regarding theoretical content and the assessment. Modules will include a timetabled assessment support lecture or seminar and an exemplar of a previous summative assessment will normally be available.

There will also be formative assessment opportunities scheduled throughout the academic year should students wish to submit a formative assessment and receive formative feedback to support preparation for the summative assessment.

Students also have the opportunity to submit questions about theoretical content or assessment details to the module leader via the Assessment Discussion Board on the VLE.

Prior to any academic support, you are advised to prepare questions and points to discuss in order to gain maximum benefit from the academic support.

Assessment

Each module you undertake on the programme has a formative assessment and a summative assessment. Formative assessments have a developmental purpose designed to help you learn more effectively by providing feedback on your performance and how it can be improved and/or maintained. Summative assessments are designed to evaluate the extent of your learning at the end of a module against the module learning outcomes.

Opportunities for assessment support, guidance and feedback will be provided throughout a module through the following:

•  Assessment guidelines which outline the assessment task.

•  Posting questions about the module assessment on the module VLE discussion board.

• Academic supervision session facilitated by the module leader or module team to discuss type of assessment, assessment guidelines and criteria for success.

• Submission of a formative piece of work (appropriate to the assessment type) at a date specified on the programme assessment schedule and to receive feedback from a member of the module team.

• If, following submission of your summative assignment, resubmission is required, a timetabled academic supervision session facilitated by the module leader will be available. This session will provide guidance on understanding feedback and preparing for resubmission.

•  Additional sources of academic support to develop academic skills are also available throughout your programme, including:

  • • • Academic librarian sources of evidence sessions

      • Central University facilities for academic support (writing and maths centres)

Feedback

Feedback is part of the Department’s overall model of academic support for UG students. The purpose of providing feedback to you on your progress in relation to formative and summative assessments is to facilitate improvement through reflection and promote learning. Feedback can also be a means of helping you to understand why you have been awarded a particular grade, especially in relation to summative assessment.

Feedback is the provision of either constructive comments or a model solution and is communicated through both verbally (via tutorials) and in writing (via written feedback comments and annotations). Where possible and appropriate, feedback will link explicitly with the Assessment Guideline and the Marking Criteria.

Both lecturers and students have certain responsibilities concerning learning and feedback.

A student’s responsibilities related to learning and feedback include:

• being a fully active participant in the learning dialogue between lecturer and student;

• planning their own learning, consciously reflecting on their needs as a learner and actively

• accessing the assistance, they need to improve, as necessary;

• being aware that it is their responsibility to take full advantage of all the learning and feedback opportunities provided to them.

A lecturer’s responsibilities related to learning and feedback include:

• providing a challenging, active learning environment;

• planning their teaching such that it is clear what is expected of students and what assistance is available to students to address student needs and support their learning;

• providing the best quality, most timely feedback possible on students’ work.