Teaching and Learning
Designing Alternative Assessments for Online
Guide to alternative and accessible formats
Generic Reasonable Adjustments for online teaching and assessment
Regulations and Quality Assurance
Formative and summative assessment
Dedicated resources on supporting students undertaking dissertation style assessments are found on the Supporting students undertaking dissertations webpage.
Here are a number of resources around innovative assessment design for a range of levels. University of Reading have produced an A-Z of different assessment methods. If you are looking for ideas of different types of assessment this might be a good place to start. University of Reading A-Z of assessment methods. More information can be found on their website
You can find out about different methods of assessment using the button below.
Taxonomy of Assessment
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.
Our level learning outcomes document can be accessed here.
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.
When designing assessments they should be design to be inclusive and accessible. There are some resources from Inclusion in higher education conference around inclusive assessment. Annual conference workshops 2019.
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.
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.
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.
This feedback form is for web page URLs that begin with 'teachlearn' e.g. https://teachlearn.leedsbeckett.ac.uk
Page last updated: 18/10/2021