Assessment and Feedback


To assure and enhance assessment quality:

  • Design coherent assessment using the Assessment Design Cycle approach.
  • Analyse the assessment volume, timing or method using the assessment Interactive Mapping Tool.

For more:

Assessment Design Cycle and Trouble-Shooting Guide

Assessment Mapping Templates with Example Interactive Mapping Tool

Static Mapping templates Programme Module

1. Assessment Dates

8. Module Assessment dates

Assessment volume

2. Modules to PLOs

3. Module LO to Programme LOs

4. Module assessment to Programme LOs

5. Assessment LOs to Programme LOs

9. Assessment to Module LOs

10. Assessment LOs to Module LOs

Assessment method

6. Assessment Method

7. Assessment Method to Programme LOs

11. Assessment method to Module LOs

Additional Resources

Assessment for Learning


  • Learnhigher CETL resource on group work - For teaching group work including downloadable resources and the award winning video resource 'Making group-work work' outlining the challenges of participating in group work (with a mobile version).
    • This resource consists of 10 professionally produced vignettes to highlight different aspects of teaching and assessing students working in groups.

Inclusive Assessment

  • SCIPS (Strategies for Creating Inclusive Programmes of Study), University of Worcester. Disability and inclusivity web resource. Available online from: http://www.scips.worc.ac.uk/.
    • A web-based resource on creating inclusive programmes of study in different subject areas and for a range of disabilities. Material can be searched for by text, title, key word or 'new item since' fields, or you can browse by three categories: disability and/or subject area; key skill; subject area and/or specific challenge (eg auditory difficulty, stamina etc). Extensive information on the specific nature (and associated learning challenge) of each disability is provided, with particular focus on the subject area selected.

  • Inclusive Teaching, Open University. Interactive online resource to enhance inclusive teaching. Available online from: http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/index.php
    • This is a comprehensive resource including links to further information and resources on inclusivity, disability and assistive technologies.

LearnHigher Assessment Resources

  • The LearnHigher website and video resources
    • The LearnHigher project was a HEFCE funded Centre of Excellence in Learning and Teaching (CETL) which finished in July 2010. The collaboration between the University of Kent and 15 other universities, led by Liverpool Hope University, resulted in a comprehensive web resource for staff and students, including award winning video resources.

Marking and moderation

  • Poster for students (jpg) pdf of poster
    • This poster is explains the marking and moderation processes set out in Annex 6 of the Credit Framework to students.

Module Evaluation

  • Module Evaluation Form Question Bank May 2013
    • This is the updated list of Module Evaluation Form Questions currently available for staff as from 24 May 2013.
    • In November 2007, a Module Evaluation Form Working Group was set up to examine current module evaluation practices and make recommendations for the updating of the module evaluation processes at the University. An online system was proposed and later piloted in selected modules in Spring 2009. From this pilot, a core set of questions were developed, plus a bank of 50 questions from which module conveners can select for their module evaluation forms. The current question bank has been derived from these initial pilot questions.

Sources and Essential Readings pdf

  • Biggs, J. (2003) Teaching for Quality Learning at University, 2nd Ed., Buckingham: SRHE and OUP. See also Biggs 'You cannot design learning activities until you are clear about your outcomes' (SEDA, Nov 2015).
  • Bloxham, S. & Boyd, P. (2007) Developing effective assessment in Higher Education: A practical guide. Maidenhead, Berkshire: OUP.
  • Boud, D. & Falchikov, N. Eds. (2007) Rethinking assessment in Higher Education: Learning for the longer term. Abingdon, Oxon: Routledge.
  • Gibbs, G & Simpson, C (2004) ‘Conditions under which assessment supports students’ learning’, Learning and Teaching in Higher Education, Issue 1
  • Moon, J. (2002) The Module and Programme Development Handbook: Linking Levels, Learning Outcomes and Assessment Criteria, London: Routledge Falmer.
  • Nicol, D. J. & Macfarlane-Dick D. (2006), Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in
    Higher Education, 31(2), 199-218.
  • TESTA (2010) Transforming the experience of students through assessment, The University of Winchester, www.testa.ac.uk [accessed Dec 2014]
  • The SEDA Blog '53 powerful ideas' (2014-2015)


  • Carroll, J. 2nd edn, (2007) A Handbook for Deterring Plagiarism in Higher Education, Oxford: Oxford Centre for Staff and Learning Development.
    • Handbook advocating a holistic approach to deterring plagiarism: institutional policies on and definitions of plagiarism, consistent approaches to cases of academic misconduct and information for students are covered along with course design to deter plagiarism and the role of assessment. Skills teaching is explored (induction vs apprenticeship) and there is a good deal of information on handling cases of plagiarism and associated penalties. A very useful guide for staff at all levels. The handbook can be ordered online from Oxford Brookes University.

  • Carroll, J. & Appleton, J. (2001) Plagiarism: A Good Practice Guide, JISC, available online at: http://www.jisc.ac.uk/whatwedo/programmes/plagiarism/plagpractice.aspx.
    • This report, written as part of the JISC Plagiarism Programme (2000) gives an overview of issues around plagiarism detection and prevention in HE. Teaching and learning suggestions are given for task design, informing students and using electronic detection tools to deter plagiarism, while there is also a section on institutional policies and procedures for academic disciplinary issues. The report is clearly set out with good practice recommendations specified for each section. Forerunner of the Handbook for deterring plagiarism in higher education, Carroll, J. (2007).

See also the Academic Integrity website and the University Guidelines for using Turnitin and Case study on using Turnitin as a formative writing tool.

University of Kent Assessment Links

Policies and strategies

  • Assessment and Feedback Policy (2016)
  • Exam Feedback Policy (2016)
  • Policy on Document Retention and Archiving:
    • The policy was updated in 2008 to include electronic storage (e.g. Turnitin). Section D 'Student Assessment' of the 'Document Type and Retention Period' table now reads:
      Note 1: Assessed work should be retained as per local policies for doing so (e.g. by Schools or by students themselves) until students have completed their programme of studies with the University. Where relevant, Schools should verify Professional Statutory and Regulatory Bodies' guidance on the archiving of assessed work to ensure that they are meeting any specific requirements.
      Note 2: Work submitted electronically to Turnitin is not stored on University of Kent servers. Schools are advised to ensure that work is stored locally and securely (e.g. on CD, DVD, in network folder or as hard copy).
  • Learning and Teaching Enhancement Strategy (2012-2015)

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


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Last Updated: 17/02/2021