As a starting point, consider your Course Assessment Strategy informed by the CU Assessment Strategy and Policy, then start planning how to design course level assessment and ensuring constructive alignment to course and module outcomes. Some guidance:

Course level assessment

The guidance here explain considerations for designing integrative assessment points to allow students to evidence course learning outcomes.

Constructive alignment

So if we then have to assess course learning outcomes, how can we assure assessment is aligned to assessing Course and Module learning outcomes? Find here some guidance notes.

How inclusive is your assessment?

“All assessments enable equal attainment opportunities for all students; whether home or overseas and regardless of socio-economic background or ethnicity.” (Coventry University 2015:2) Find here guidance on how to put this into practice.

Group work assessment

Assessing group work can be a real contentious issue for students. Guidance here explores how to build in opportunity for an individual mark as well as assessing the ‘process’, and not only the ‘product’ of group assignments.

Designing out plagiarism 

With the increasing availability of information, a requirement arises to plagiarise-proof your assessment tasks. Guidance here explores potential approaches to consider minimising plagiarism. In the guide below you will find more information with regards to ‘contract cheating’ and the rise of ‘essay mills’.

Practical Advice to prevent "Contract Cheating"

Find here some guidance as to the existence of "contract cheating", whio cheats in that manner and how to potentially deal with such issues.

Assessment criteria

Having clear assessment criteria is critical for markers AND STUDENTS. Guidance here explores the design of assessment criteria and how to ensure students actively engage with the criteria.

Developing students’ assessment literacy

Most literature on assessment is written to develop the assessment literacy of the academic, what is equally important is developing the assessment literacy of students, given that this is how we will establish learning and learning gain. Guidance here on how we can develop students’ assessment literacy.

Assessment at Master level

Explore here considerations of what makes the difference between an UG and PG Master level assessment.

Alternative to Exams

This video outlines some alternatives to exams that can give the students a much more authentic experience.

Alternatives to exams_video transcript


HINT: Revisit this page regularly for updates and more toolkits.