[Skip to content]
To view this video please enable JavaScript, and consider upgrading to a web browser that supports HTML5 video

Assessment Design


Introduction

This page will take you through some of the different  elements you  should consider as you design your assessments. They will help ensure that you design assessments that are appropriate to the level being assessed and are assessing the correct skills based on the university Taxonomy of assessment domains and the level learning outcomes.  There are also resources to help make your assessment inclusive and accessible as possible.

Regulations and Quality Assurance

Before you start designing the assessments for your course and modules you should read the regulations and guidance provided by Quality Assurance Service. 
Quality Assurance Services Right Arrow

Formative and summative assessment

The resources in this section will help to support understanding of how to design student assessment. Formative assessment is developmental and designed to monitor student learning to provide ongoing feedback that can be used by the tutor and student to guide improvements in teaching and learning contexts without  the attribution of a mark that counts towards a degree. Summative assessment relates to assessment with the attribution of a mark which contributes to a student’s grade or degree classification.

Taxonomy of Assessment

Our Taxonomy of Assessment Domains document can be used widely as a working document to guide academic staff in a range of ways. For example:

  • To support the design of courses and modules
  • To help staff encourage students to engage in progressively deeper learning during their course
  • To encourage the precise use of words to describe learning activities which the makes it easier to the develop assessments that reflect the level of demand of the learning outcomes
  • To show how the learning outcomes are connected to the content of the module, to the assignment and to its criteria
  • To help staff design and develop module assessment which is appropriately targeted and levelled
  • To help internal and external examiners- i.e. guesswork is removed as it makes it easier to understand the demands of the assessment question and thus facilitates the grading.

Taxonomy of Assessment Domains document

Interactive Taxonomy of Assessment Domains Right Arrow

The Taxonomy of Assessment Domains and using learning outcomes

Resources in this section can support academic staff in the design of their assessment when they are specifically considering the progression, comparability  and level of their modules and courses

This is primarily addressed through the design of appropriate learning outcomes and using our Taxonomy of Assessment Domains. These resources can be used to

  • To support the design of courses, modules and assessment

  • To help staff encourage students to engage in progressively deeper learning during their course

  • To encourage the precise use of words to describe learning activities which the makes it easier to the develop assessments that reflect the level of demand of the learning outcomes

  • To show how the learning outcomes are connected to the content of the module, to the assignment and to its criteria

  • To help staff design and develop module assessment which is appropriately targeted and levelled

  • To help internal and external examiners- i.e. guesswork is removed as it makes it easier to understand the demands of the assessment question and thus facilitates the grading.

Learning outcomes are the drivers of assessment and of the learning activities which support students towards those assessments.  

 

There is an Epigeum resource around identifying and writing level learning outcomes, it can be accessed here


Our level learning outcomes document can be accessed here. 

 

Examples of using the Taxonomy of Assessment

Ideas for embedding and delivering a sense of enterprise

Ideas for embedding and delivering Digital Literacy

Ideas for embedding and delivering a Global Outlook


Inclusive design

The design of  assessments should be as accessible and inclusive to maximise the opportunity for all students to achieve the best they can. You can find a wide selection of resources to aid your inclusive practice on the page linked below.

Inclusive Practice Right Arrow

Word count guidance

This guidance has been produced to help staff consider their best practice in using word limits when they design their summative assessments. It should be considered in parallel to a clear understanding of devising a holistic, innovative and consistent course level assessment strategy.

You can download the guidance here.


Academic Integrity

You will be aware of the importance of academic integrity through your own academic work. It is also important that our students are aware of what having good academic integrity good means and what  it looks like. Services across the University have created a wide range of resources to support students in using the correct referencing and citation methods. Below are a range of resources that may be useful to share with your students to support them in not committing academic misconduct. 

Little Book of Academic Integrity

The University also utilises a piece of plagiarism detection software called 'Turnitin' more information about the use of Turnitin to detect plagiarism can be found here and information about setting up a Turnitin submission can be found here

The video below is aimed at students and has been created to help them avoid plagiarising,you may wish to share it with your students. 



Your feedback

Plus Icon Tell us what you think of this site

This feedback form is for web page URLs that begin with teachlearn.leedsbeckett.ac.uk. For other pages / comments, please use the What's Your View form on the page. 

Back to Top Button
Back to Top Button