purpose of recognising prior learning etc.) and grading schemes for all stages of assessment should be internally reviewed by a committee such as a programme board before seeking and acting on the advice of the external examiner (where appropriate). A person participating in the review of draft summative assessment tasks should be free of any conflict of interest (actual or potential, real or apparent). This would exclude learners involved in the programme and other persons who may have close ties to learners involved in the programme (e.g. relatives). Managing continuous assessment • When well planned and managed, the assignment of coursework and continuous assessment can impact positively on learning. Otherwise, it can have a negative impact. Continuous assessment regulations (Section 2.2.5) should address issues such as the following: provision of effective and timely feedback to learners m deadlines for learners m penalties for late submission m the possibility of resubmission m requests for special arrangements on the grounds of mitigating circumstances m (for example, in the event of absence or underperformance) the possibility of examination in lieu of continuous assessment m arrangements for repeating m Where necessary, the general continuous assessment regulations should be supplemented by particular regulations for individual programmes or modules. Where continuous assessment is either failed or not attempted, the policy and procedures for dealing with affected learners should be efficient, explicit and made clear to learners (including any legitimate variations for specific programmes and modules). Assessment of Group Projects • See Section 2.2.5. 4.6.2 Retention of Assessment Submissions All assessment submissions should be securely retained for as long as necessary, and always while there is the possibility of appeal. In so far as practical for the intended purpose, this material includes scripts, continuous assessment submissions, dissertations, recordings of performances etc. The intended purpose is to maintain an adequate trace of evidence of the performance. The retention policy should learner’s not work from being returned with feedback, but may require that prevent students’ some of it is collected again at the end of the module. Research theses accepted for higher degrees should be permanently retained in the library and/or in other suitable libraries. These should normally be made provider’s available in hard copy or electronically. 4.7 Commentary on the Functions of Assessors Providers necessarily rely upon the expertise of competent persons in the design of assessment tasks, the assessment itself, and in the grading of learners. Assessors are competent persons who exercise an assessment function on behalf of
purpose of recognising prior learning etc.) and grading schemes for all stages of assessment should be internally reviewed by a committee such as a programme board before seeking and acting on the advice of the external examiner (where appropriate). A person participating in the review of draft summative assessment tasks should be free of any conflict of interest (actual or potential, real or apparent). This would exclude learners involved in the programme and other persons who may have close ties to learners involved in the programme (e.g. relatives). • Managing continuous assessment When well planned and managed, the assignment of coursework and continuous assessment can impact positively on learning. Otherwise, it can have a negative impact. Continuous assessment regulations (Section 2.2.5) should address issues such as the following: m provision of effective and timely feedback to learners m deadlines for learners m penalties for late submission m the possibility of resubmission m requests for special arrangements on the grounds of mitigating circumstances (for example, in the event of absence or underperformance) m the possibility of examination in lieu of continuous assessment m arrangements for repeating Where necessary, the general continuous assessment regulations should be supplemented by particular regulations for individual programmes or modules. Where continuous assessment is either failed or not attempted, the policy and procedures for dealing with affected learners should be efficient, explicit and made clear to learners (including any legitimate variations for specific programmes and modules). • Assessment of Group Projects See Section 2.2.5. 4.6.2 Retention of Assessment Submissions All assessment submissions should be securely retained for as long as necessary, and always while there is the possibility of appeal. In so far as practical for the intended purpose, this material includes scripts, continuous assessment submissions, dissertations, recordings of performances etc. The intended purpose is to maintain an adequate trace of evidence of the learner’s performance. The retention policy should not prevent students’ work from being returned with feedback, but may require that some of it is collected again at the end of the module. Research theses accepted for higher degrees should be permanently retained in the provider’s library and/or in other suitable libraries. These should normally be made available in hard copy or electronically. 4.7 Commentary on the Functions of Assessors Providers necessarily rely upon the expertise of competent persons in the design of assessment tasks, the assessment itself, and in the grading of learners. Assessors are competent persons who exercise an assessment function on behalf of
A5.17%20Assessment%20and%20Standards%20Revised%202013.docx