Assessment and feedback
3.3 Assessment and feedback
Schools must provide students with a written statement which details:
- a placement’s intended learning outcomes, assessment requirements and their contribution to the programme’s overall assessment;
- when they can expect to receive feedback and the form that this will take;
- the prerequisites for progression to the placement period and the methods of re-assessment should they fail to pass.
This will be included in the module description and may also be reproduced in student placement handbooks. These should also be available to students via Learning Central.
Schools must ensure that placements are assessed through a variety of means, in order that reliable and valid judgements are reached on the achievement of the intended learning outcomes. These may include assessments undertaken while on placement and assessments undertaken on return from placements. All assessment tasks must relate clearly to the intended learning outcomes specified for that placement. Simple certification of attendance is not sufficient for the award of credit.
Schools should provide opportunities for students to record their learning, reflect on their experience and plan their further development. This can take a number of different forms but is commonly a running log of activity, countersigned by the placement provider. Online portfolios are also a useful tool for supporting student reflection and planning. It is good practice for this to form part of the placement’s assessment.
The document Academic Feedback to Students: Policy and Guidance provides the context for the provision of academic feedback for Cardiff staff and students.
Feedback on formative assessment is an important means by which students can monitor their learning and be guided on their further development. Schools should seek to strike a balance between formative and summative assessment which allows this to take place. This can often be achieved through a reduction in the volume of summative assessment.
If employees of the placement provider are to contribute to the assessment of students’ placement learning they must be competent to discharge this responsibility. The Senate Assessment Regulations for Taught Programmes section on ‘Assessors’ (7.5) sets out the relevant principles and regulations and is available at: Assessment Regulations for Taught Programmes of Study
The document Grade Conversion – Policy and Guidance, available online at http://learning.cf.ac.uk/quality/assessment/processing-results/ sets out how the grades achieved in assessments undertaken on overseas placements will be fairly and transparently converted into module marks.
 Academic Feedback to Students: Policy and Guidance. http://learning.cf.ac.uk/wp-content/uploads/2013/06/Academic-Feedback-to-Students-Policy-and-Guidance.pdf