Coursework and Assessment Regulations
This section gives you the essential information you need to know about your course at ILC. It includes how your course is structured, how to manage and hand in course work, how you will be assessed, and all related regulations you need to conform to. It also covers what to do if anything goes wrong.

You will be required to complete coursework, which contributes to your final result. If you do not attend an examination, or do not submit coursework you will be awarded a mark of 0% and will fail unless you make a successful claim for extenuating circumstances (see overleaf).

To progress from one year of study to the next, or to qualify for an award, you must make a serious attempt to pass all the required units by attending the teaching sessions and by undertaking the assessments. You have to pass the assessment to continue on the course and get your qualification.

You should:
  • Discuss any problems you may have in completing the coursework with your lecturer as soon as possible. Do not wait until the last minute.
  • Make sure you know the deadline date for handing in coursework.
  • Hand in your coursework by the deadline date (or extended deadline date).
  • If for good reason you need more time, ask your Lecturer for an extension of the deadline.
  • Keep a copy of the work you submit.
  • If there are extenuating circumstances (serious illness or the death of a close relative) which prevent you from taking an examination or from handing in your coursework, or which you think have adversely affected the quality of your work, you can discuss the matter with your lecturer.
Coursework submitted:
  • Up to two weeks after the deadline date (or the extended deadline date, if agreed) will receive no more than the pass mark for the unit (40% for undergraduate courses).
  • More than two weeks after the deadline date (or the extended deadline date, if agreed) will be awarded a mark at 0% unless you make a successful claim for extenuating circumstances.
Assessment Policy

Policy Aims
Innovate Learning Centre Assessment Policy aims to promote good practice,
Consistency and rigour in summative assessment design and practice in terms of:
  • clarity and student understanding of assessment criteria and assignments;
  • promoting learning (including the quality of feedback to students);
  • evaluating attainment of the intended learning outcomes;
  • appropriateness to the student profile, level and mode of study;
  • consistency and rigour of marking; and
  • Internal moderation and scrutiny by external examiners.
Purposes of Assessment
The purpose of assessment is to:
  • Evaluate the extent to which students have achieved the desired learning outcomes of their programme, or part of their programme, in order to record that achievement for the award of credit and to recognise student achievement– summative assessment.
  • provide opportunities for students to receive feedback on their learning in order that they can improve – formative assessment
  • Provide an indicator of a learner’s aptitude for a programme of study and to identify possible learning problems - diagnostic assessment.
  • provide opportunities for staff to receive feedback on their teaching in order that they can improve - quality assurance and enhancement
Formative and summative assessment will often take place simultaneously.

Formative assessment may be summated and included in summative assessment

Whilst tutor commentary on a summative assessment can have a formative influence. In designing assessment tasks course designers should be cognisant of these differing but complementary aspects and should ensure that students are fully informed about these distinctions and how they might apply within the context of their particular course

Guiding principles of summative assessment
Assessment must reflect programme content and be valid, reliable and fair to be effective. The following principals apply:

Assessment design
  • the method of assessment will be appropriate to the curriculum and the achievement of the learning outcomes;
  • assessment will be designed to encourage learning; to provide a range of learning opportunities to students; and to meet the diverse needs of students;
  • multiple assessment methods will be used to counter possible bias associated with individual methods and should be consistent with learning and teaching practice;
  • assessment tasks will be designed with due regard for security to limit or prevent fraudulent activity;
  • assessment criteria will be aligned to learning outcomes;
  • each module will be assessed independently within the semester(s) in which it is delivered;
  • assessment of students with disability shall be in accordance with Centre policy; and
  • assessment tasks will be clearly stated in the module descriptor
Marking, grading and internal moderation
  • assessment practice and grading will be criteria based;
  • assessment marking and grading schemes will be consistent and rigorous; and
  • all summative assessment will be subject to the application of appropriate internal moderation procedures
Supporting student learning
In order for students to be fully engaged with assessment and its value to them in the learning process they need to understand fully the assessment criteria involved. Clarity and student understanding of assessment criteria and tasks will be facilitated by providing students with the following information at the start of each module/commencement of the course, as appropriate:
  • the rationale for the specific nature and timing of the assessment tasks;
  • the assessment criteria for each element of assessment;
  • assessment marking and grading schemes;
  • the specific elements of assessment on which students will be given feedback, the method and timescale to be employed; and
  • Identification of specific professional body requirements, where appropriate.
  • feedback to students will seek to support learning and facilitate improvement; and
  • The volume of assessment should not exceed that required to evaluate the learning outcomes.
Internal and external examiners
It is the responsibility of Heads of Centre to ensure that all internal examiners are provided with appropriate information, instruction or staff development as required, either through ILC specific provision or through more generic training and staff development provided by ILC.

All external examiners must be provided with course specific guidance on assessment, including marking schemes and assessment criteria.

Implementation and evaluation: roles and responsibilities
The Head of Centre is responsible for ensuring all taught course summative assessments reflect these principals; that assessment is applied in a fair and consistent manner across the Centre.

The Head of Centre is responsible for ensuring all staff involved in the assessment of students is competent to undertake their roles and responsibilities and ensuring assessment procedures are routinely quality assured, including measures of reliability.

The Centre will review this Policy periodically, as determined by the Principal.