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Assessment will be clearly linked to the learning goals |
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Fair assessment practices and methods will be equitable
for all groups of learners (including gender, ethnicity,
social or educational background, disability, age, employment
status) |
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The procedures for assessment, and the assessment criteria
for determining competence will be communicated clearly
to all students |
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The assessment will, where possible, involve the learner
in decisions concerning the nature of assessment, the
procedures, and the reporting of decisions |
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Assessment procedures will provide opportunities for
students to challenge assessments and to undertake reassessments
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Assessment tasks will assess the range of knowledge,
skills, and attitudes that are required to demonstrate
competence on the specified learning outcomes |
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Assessment practices and tasks will be monitored regularly
to ensure that assessors are interpreting the evidence
consistently |
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Tutors who make assessment judgments will have adequate
knowledge of the area they are assessing |
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Students understand the assessment process and the criteria
being implemented. The purpose of assessment will always
be made clear to the learners |
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Principles of moderation will apply to determinations
made by different assessors to ensure consistent consideration
of student work |
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Constructive and detailed feedback will be available
to the student |
