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Assessment for Learning Design Principles

Published on: 21/10/2025 · Last updated on: 08/01/2026

Key features of assessment for learning

Our overall curriculum principle is: 

Embrace assessment for learning: recognise that assessment motivates and develops individual knowledge and skills as well as validating student achievement. Plan assessment strategically so that it supports the achievement of overall course goals and makes the most of the resources we have across the institution.

The following statements reflect aspects of assessment for learning that should be evident across our provision, regardless of context. They should be considered at the point of initial course and unit design, as well as during ongoing enhancement. 

  • Assessment is purposeful and meaningful. 
  • Assessment and feedback are designed using a course-wide approach. 
  • Assessment and feedback engage students as partners. 
  • Assessment is inclusive and accessible to all students. 
  • Assessment and feedback uphold academic integrity. 
  • Assessment information is communicated clearly. 
  • Feedback is timely and communicated clearly. 
  • Feedback is constructive and actionable by students. 

The design principles should be used in conjunction with the Academic Framework, Assessment Regulations, and relevant Quality Assurance Codes of Practice to ensure alignment. 

Detailed description of the design statements

Each of the above statements are more fully described below alongside key means through which they are embedded in design processes and evaluation measures:

  • Each assessment has a clear purpose which can be articulated to students and is aligned to course and unit learning outcomes and/or sector recognised standards. 
  • Assessments are valid, effective, and reliable. 
  • Assessments are designed to develop and test skills and understanding and the application of knowledge in authentic ways, rather than focusing on testing students’ ability to recall knowledge. 
  • The variety of assessment methods are relevant to students, their subject disciplines and their future careers. 
Tools to aid design or ongoing enhancement Key institutional initiatives Key evaluation measures Relevant links 
Course assessment maps.  
Course/unit intended learning outcomes mapping. 
PSRB requirements. 
Sector Benchmark Statements. 
Assessment taxonomy. 		Faculty marking criteria/ grade descriptors.  
Faculty exemplar marking criteria. 
Faculty assessment and feedback policies. 
Keeping human learning visible (QAA project). 		NSS Q12, Q14. 
PTES. 
Course level survey. 
SSLC/ student voice. 
Course assessment maps 
Feedback Centre		Academic Framework 
QA16 
  • Assessments build on prior learning and feedback across units and between course years. 
  • The bunching of deadlines is minimised through careful course-wide mapping of summative and formative assessment points. 
  • Summative and formative assessments are strategically designed to ensure students’ progress. 
Tools to aid design or ongoing enhancement Key institutional initiatives Key evaluation measures Relevant links 
Course assessment maps. 
Course/unit intended learning outcomes mapping. 
Assessment taxonomy. 
Faculty grading descriptors. 		Faculty assessment and feedback policy.  Course assessment maps. 
Alignment with sector recognised standards (OFS, subject benchmarks and accrediting bodies). 		Academic Framework 
QA16 
  • Opportunities are taken to involve students in the co-creation of assessment. 
  • Students are engaged in conversation about assessment purpose, criteria, and integrity. 
  • Feedback positions students as active partners in their learning. 
Tools to aid design or ongoing enhancement Key institutional initiatives Key evaluation measures Relevant links 
Course assessment maps. 
Course/unit intended learning outcomes mapping. 
Assessment taxonomy. 
Faculty grading descriptors. 		Faculty assessment and feedback policy.  Course assessment maps. 
Alignment with sector recognised standards (OFS, subject benchmarks and accrediting bodies). 		Academic Framework 
QA16 
  • Assessment is inclusive by design with anticipatory adjustments embedded from the start. 
  • Flexibility and agency in design support all students to demonstrate their learning. 
Tools to aid design or ongoing enhancement Key institutional initiatives Key evaluation measures Relevant links 
Course assessment maps. 
Unit summary information outlines assessment information. 
Assessment and Exam adjustments for students with disabilities. 		Group work guidance. 
Oral presentation guidance. 
Anticipatory adjustments framework. 		Closing DAP loop. 
Exam arrangements and assessment adjustments. 
APP and protected characteristics data (NSS/PTES). 		Group and oral assessment – reasonable adjustments guidance 
Academic Framework 
QA16 
  • Attention is given to the security, reliability and validity of tasks.  
  • Assessments are designed in a way that minimises student misconduct and promotes ethical approaches to assessment completion. This includes making sure that assessments are appropriately categorised according to GenAI usage. 
  • Assessment information and feedback remind students to uphold academic standards.  
Tools to aid design or ongoing enhancement Key institutional initiatives Key evaluation measures Relevant links 
ABC categorisation with a decision on secure vs open for GenAI.  Two-lane approach. 
QA review 		Faculty assessment misconduct data. 
Assessment categorisation (ABC/ Two-lane). 		ABC categorisation/2 lane approach. 
Academic Integrity test 
QA53. 
  • All aspects of assessment, including assessment briefs, marking criteria, mark schemes, rubrics and assessment processes are explained to students, made available in advance and are easily accessible. 
Tools to aid design or ongoing enhancement Key institutional initiatives Key evaluation measures Relevant links 
Course wide assessment brief templates align with marking criteria and feedback. 
Agreed marking criteria shared with students. 
Moodle Assessments tab. 
Accurate deadlines set for coursework in Moodle.  
Faculty infographics articulating assessment processes. 		Moodle audits (FED/SCI). 
Feedback Centre. 
Assessment literacy project. 
Faculty exemplar marking criteria. 		NSS Q10. 
Course level survey. 
Moodle review. 
Faculty assessment policies. 		Exemplars of assessment briefs, marking criteria and assessment processes 
Infographics for  communicating assessment processes. 
Academic Framework 
QA35 
  • Feedback is provided in a reasonable timeframe in accordance with university policy so that students can engage with it to inform future learning and assessments. 
  • Feedback uses the same language as used in the marking criteria, as well as the anchor terms that align with the grade the student is receiving. 
Tools to aid design or ongoing enhancement Key institutional initiatives Key evaluation measures Relevant links 
Course assessment maps. 
Department Assessment and Feedback policies. 		Feedback Centre. NSS Q13. 
Course level survey 
Feedback Centre		Evaluate Your Feedback – Learning and Teaching Hub. 
Academic Framework 
QA16 
  • Feedback provides clear steps for what students should do to improve their future work. 
  • Feedback is phrased to enhance student receptivity e.g. ‘this would be even better if…’  
  • Students’ strengths as well as areas for development are identified.  
  • Each student can expect the same quality of feedback as peers on their course. This quality will be maintained across markers and between assessments. 
  • Students are given the opportunity to discuss their feedback further. 
Tools to aid design or ongoing enhancement Key institutional initiatives Key evaluation measures Relevant links 
Department Assessment and Feedback policies. Actionable Feedback bank. 
AWS feedback bots. 
Feedback Centre. 		NSS Q13, Q14. 
Course level survey. 
Feedback Centre		Academic Framework 
QA16 
Evaluate Your Feedback – Learning and Teaching Hub 
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