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In the previous step, you only needed to specify the mode of assessment. In this step we look at the design of the actual assessment task itself.

Have a look at the
Catalogue of Assessments
to consider what might be
useful in your module.

Having well-formed Intended Learning Outcomes (ILOs) is crucial in this step. Having a clear idea of the behaviour you would expect of a successful student, makes what evidence you need much clearer. Which in turn makes it clearer what type(s) of assessment you need to use too. Try to use Authentic Assessments where possible (in line with Principle 5 of the Assessment Strategy).

Have a look at the Student
Transitions Toolkit
to see
how to help students better
understand the assessment

It is fundamentally important that the learner is clear about what exactly the task is, what evidence they need to provide and how that evidence will be evaluated. Ensure that the marking criteria and/or marking rubric are made available in advance and that the students understand them. Providing well-written and well-thought out guidance on the Digital Learning Environment and/or in the handbook is helpful up to point, but where possible it's also important to provide students with opportunities to make better sense of purposes for, and the expectations of, different types of assessment tasks.

Often, students don't understand our expectations of their assignments. Developing their assessment literacy is important. One approach is to get students involved in rewriting assessment criteria or assignment guidance into more student-friendly language.

This report on Setting, produced by JISC, provides more information and links to additional resources.

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