Teaching

Assessment and Feedback

Exemplars

Assessment learning outcomes and their derived assessment criteria are based on but distinct from module learning outcomes and are implicitly mapped to the module learning outcomes. So although module learning outcomes give rise to appropriate assessment formats, it can be difficult for students to see how assessment criteria and learning outcomes map to module level outcomes and criteria. It can also be difficult for students to relate assessment criteria to the feedback they receive. The exemplars below show how assessment criteria and learning outcomes are linked and based on the appropriate level descriptors. The threshold criteria indicate performance at the pass/fail boundary; marking criteria (across all mark boundaries) can be developed from these for each level (C, I, H or M). Learning outcomes are written in such a way as to explicitly specify what a student is expected to achieve during the module or task i.e. 'is expected to be able to'. The wording in the module specification indicates this what a student will have achieved on successful completion of the module i.e. 'will be able to'.

Show all

|

Hide all

University / QAA Level 4

Level Descriptors Threshold

Qualifications at the level indicated are awarded to students who have demonstrated

i) knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study;

ii) an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.

Assessment learning outcomes

Generic examples (assessment, not module outcomes)

Use the module learning outcomes which are assessed by this particular assignment to draft your assessment learning outcomes.

In this assessment, the learner is expected to be able to:

  • define the underlying concepts and principles associated with xxx (key curriculum area), and explain these within the context of xxx (nature of topic/contextual factor) in a written format

  • use xxx (module research techniques and theory/ curriculum content) to illustrate xxx (topic areas)

Threshold assessment criteria

must be demonstrated in order to determine pass/fail

In order to meet the requirements to pass, the student must demonstrate a minimum of at least:

  • Evidence of limited reading but with incomplete knowledge of module material.
  • Some awareness of issues but with limited understanding of their significance within the discipline area.
  • Basic knowledge of theories and concepts, but demonstrating errors, omissions and irrelevancies.
  • Limited thought and argument, and limited effort to organise material and argument.
  • Where appropriate, some use of diagrams but these may be incomplete, inappropriate or not fully accurate.
  • Satisfactory English but few citations, limited reference list and some inconsistency of style.

 

University / QAA Level 5

Level Descriptors Threshold

Qualifications at the level indicated are awarded to students who have demonstrated

i) knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed;

ii) ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context;

iii) knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study;

iv) an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

Assessment learning outcomes

Generic examples (assessment, not module outcomes)

Use the module learning outcomes which are assessed by this particular assignment to help you draft your assessment learning outcomes.

In this assessment, the learner is expected to be able to:

  • i) identify and examine xxx (curriculum content at a level 2 standard)
  • i) discuss xxx (module content/theory) and illustrate the impact of xxx (context) on xxx (module topic)
  • ii) discuss xxx (module content/theory) and apply xxx (the principles/topics) to a broader context including xxx (context areas) on xxx
  • iii) review and critically apply xxx (main methods of enquiry covered in curriculum) to solve problems in xxx (topic areas)
  • iii) classify and evaluate the mains methods of xxx (topics subject area) in relation to xxx (specify different contexts or problem types)
  • iv) describe and analyse xxx (application of theory/curriculum content) in xxx (context)

Threshold assessment criteria

must be demonstrated in order to determine pass/fail

In order to meet the requirements to pass, the student must demonstrate a minimum of at least:

  • Evidence of appropriate reading but with incomplete knowledge of the wider context and influences on the material.
  • Some awareness of major areas of knowledge and enquiry methods but with limited understanding of their wider significance.
  • Basic knowledge of critical approach to the appropriate literature, but demonstrating errors, omissions and irrelevancies.
  • Basic use of critical argument, with limited effort to organise material.
  • Where appropriate, some use of diagrams but these may be incomplete, inappropriate or not fully accurate.
  • Satisfactory English with adequate citations and matching reference list, but some inconsistency of style.

University / QAA Level 6

Level Descriptors Threshold

Qualifications at the level indicated are awarded to students who have demonstrated

  • i) a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline;
  • ii) an ability to deploy accurately established techniques of analysis and enquiry within a discipline;
  • iii) conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline;
  • iv) an appreciation of the uncertainty, ambiguity and limits of knowledge;
  • v) the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline).

Assessment learning outcomes

Generic examples (assessment, not module outcomes)

Use the module learning outcomes which are assessed by this particular assignment to draft your assessment learning outcomes.

In this assessment, the learner is expected to be able to:

  • i) describe and explain xxx (curriculum content at a level H standard), including an understanding of xxx (current discipline topics)
  • i) discuss xxx (key content/theory) and illustrate the impact of xxx (new research) on xxx (established theory/contexts)
  • ii) calculate and evaluate xxx (topic/content area) using xxx (discipline tools/curriculum topics)
  • iii) critique and apply xxx (curriculum content at H level e.g. current research or advanced techniques) to solve xxx (problems appropriate to the discipline) and to assess problem solutions
  • iii) implement xxx (techniques taught at H level) to design xxx (solution to problem) in a suitable format (i.e. in written format i.e. essay, report)
  • iv) interpret and evaluate xxx (topic area or curriculum content)
  • v) research independently and effectively using appropriate sources such as xxx (discipline specific)

Threshold assessment criteria

must be demonstrated in order to determine pass/fail

In order to meet the requirements to pass, the student must demonstrate a minimum of at least:

  • Evidence of appropriate reading of a variety of current sources but with incomplete knowledge of alternative perspectives and contextual nature of literature within the discipline.
  • Systemic understanding of key areas of knowledge and enquiry methods but with limited ability to apply these appropriately.
  • Basic conceptual understanding of key aspects of the discipline, but demonstrating errors, omissions and irrelevancies.
  • Use of critical argument, but with limited application to problem solving.
  • Where appropriate, use of diagrams but these may be incomplete, inappropriate or not fully accurate.
  • Satisfactory English with adequate citations and fully matching reference list, and no inconsistency of style.

University / QAA Level 7

Level Descriptors Threshold

Qualifications at the level indicated are awarded to students who have demonstrated

  • i) a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;
  • ii) a comprehensive understanding of techniques applicable to their own research or advanced scholarship;
  • iii) originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
  • iv) conceptual understanding that enables the student:
    to evaluate critically current research and advanced scholarship in the discipline; and
    to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

Assessment learning outcomes

Generic examples (assessment, not module outcomes)

Use the module learning outcomes which are assessed by this particular assignment to draft your assessment learning outcomes.

In this assessment, the learner is expected to be able to:

  • i) explain and discuss xxx (content) and assess the impact of xxx (current/emerging discipline knowledge)
  • ii) identify and apply xxx (appropriate research techniques/methodologies) in xxx context
  • iii) critically apply xxx (topic areas/knowledge and technique) in new and innovative ways
  • iv) demonstrate understanding by critically evaluating xxx (specific research/theory) and the application of xxx (methodologies)
  • iv) applying xxx (existing research/techniques) to further knowledge in xxx (topic area)

Threshold assessment criteria

must be demonstrated in order to determine pass/fail

The student will demonstrate:

  • The ability to autonomously manage complex learning tasks systematically using personal initiative and creativity.
  • Understanding and application of appropriate research techniques to interpret, critique and reinterpret set tasks.
  • Appropriate use of critical argument, but with limited use of advanced scholarship in the discipline.
  • Satisfactory English with full and appropriate citations, fully matching reference list, correct style for the discipline and no inconsistency of style.
  •  

Note on wording of learning outcomes

Learning outcomes are written in such a way as to explicitly specify what a student is expected to achieve during the module or task i.e. 'is expected to be able to' as it is not possible to guarantee what a student will learn. The wording in the module specification indicates what a student will have achieved on successful completion of the module i.e. 'will be able to' since the LOs specify the conditions required to meet the minimum 'pass' standard.
 

For further information about assessment, curriculum design, programme assessment mapping, academic integrity or the Learning and Teaching Network, contact the curriculum development team.

 

UELT - © University of Kent

The University of Kent, Canterbury, Kent, CT2 7NZ, T: +44 (0)1227 764000

Last Updated: 16/10/2020