Assessing Competence
Program Goals
Assessment Strategy
Build Capacity
Assessing Competence
Iterative Reflection
Clear
Provided using jargon-free language and inclusive formats that can be understood and used by all stakeholders; including meaningful opportunities for lecturer/student dialogue.
Explains expectations
Convey to students what they need to evidence and what different levels of attainment/achievement look like; through processes such as iterative assessment, marking criteria, exemplars, and peer-review.
Explains value
The assignment briefing explains how it the assessment might link to a student’s academic and professional future.
Encourages learner autonomy, does not dissuade it
Minimises learner uncertainty, unnecessary requests for further clarification, and is explicit about what the student needs to take independent ownership of. Ensures learner cognitive capacity is focused on completing the assignment and not on having to somehow work out (or implicitly understand) what is expected of them.
Action
Programme teams work collaboratively to create a consistent assessment briefing process that consists of an appropriate mixture of documentation and meaningful opportunities for discussion.Discover competence based assessment through our partner case studies.
