Principles for summative assessment

• allow students to demonstrate how well they have achieved the module learning outcomes;
• be aligned to the 'delivery' of the module, and be appropriately timed so that students are not being asked to demonstrate something before they have fully engaged with it on the module;
• be appropriately pitched to the stage of development that can be expected of an average student;
• comprehensively cover the module learning outcomes. This can be via a single assessment, or alternatively by a combination. 
• be set to realistic deadlines, noting that (if the module is part of a programme) students will likely be undertaking work or assessment for other modules. 

When selecting approaches it is important to bear in mind four key principles which University policy requires us to apply to underpin our practice in assessment and feedback.

• Equity: All reasonable effort is made to remove barriers that unfairly disadvantage any particular student while engaging with assessment tasks and receiving feedback.
• Openness: All processes relating to the setting of assessment, the marking of assessment, and the calculation of assessment grades are transparent.
• Clarity: All information relating to assessment and feedback is written in such a way as to be understandable, to both assessors and students.
• Consistency: All assessment processes, including the marking and giving of feedback and the calculation of assessment grades is, as far as possible, reliable.