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The nature and consequencesof failure in assessment are identified within General Programme Regulations or within Programme Specifications, where these are required by PSRB. The module handbook must provide guidance on how a failed module is to be reassessed and should be made  available in Blackboard.

Reassessment of coursework at levels 3 and 4 will typically involve the re-working of the original assessment task to enable students to reflect on and respond to feedback received.

Reassessment of coursework at other levels may involve either a re-working of the original task or the completion of a new task depending on the nature, size, and scope of the coursework and the relative risks of collusion.

Reassessment of examinations will typically require a new resit examination.

The Module Coordinator is responsible for determining the appropriate method of re-assessment. Methods should be raised and discussed at validation/revalidation panels to consider mitigating potential risks of collusion.

Students are permitted to retake repeat/deferred modules at the earliest available opportunity.

Typically, a new drop box should be made available to relevant students in Blackboard Ultra for resubmission purposes.

IMAR - In-Module Assignment Recovery

IMAR applies where a student has submitted an element of coursework by the submission date but fails to achieve the necessary pass mark in the piece of work. In these circumstances, the Module Coordinator may offer an opportunity to avail of IMAR. The student can then decide whether to rework and resubmit this element using the feedback provided on the first submission.

IMAR is not offered in all modules nor all elements of coursework and cannot be used in examinations.

Please note:

  • Students may elect to avail of IMAR on one occasion for each piece of coursework where IMAR is offered.  Module handbooks will indicate if IMAR is available*.
  • IMAR will only be offered if the coursework component has been submitted in time for the original assignment date.
  • The maximum mark for a successful IMAR submission will be capped at the minimum pass mark for the module.
  • It is the student’s decision as to whether to undertake reassessment during the module.
  • The IMAR resubmission date will be agreed but will normally be made within 10 working days of the date of feedback and discussion with the Module Coordinator for the module.

*In this module IMAR applies to the coursework(s) listed below: [please edit below as required to make text module specific]

  1. Coursework 1: XXXXXXXXXXXXX
  2. Coursework 2: XXXXXXXXXXXX
3. Assessment Categorisation & Coordination changed to Assessment Elements, Components, Weightings, and preparation for External Examiner Review

4. A statement included under Assessment Categorisation:Example 4: 1 Element: 100% Coursework (with components)

This table shows the breakdown of coursework
Component 1
Component 2
Component 3
Component 4
Class Test 25% (1 hr)
Class Test 25% (1 hr)
Class Test 25% (1 hr)
Class Test 25% (1 hr)

Example weighted calculation:

  • Class test score: 35% (x 25% weighting) = 8.75
  • Class test score: 52% (x 25% weighting) = 13
  • Class test score: 63% (x 25% weighting) = 15.75
  • Class test score: 78% (x 25% weighting) = 19.5

Total – 57, Total Module Grade = 57%

Additionally, due consideration must be given to the scheduling of assessment elements and components over the semester/year to avoid bunching and high-pressure points.

Note that for a given module, previously passed assessment component marks will be included with resit components when calculating overall module marks following resits.

5. In Module Assessment Parameters, a change in the following paragraph:

  • Due consideration must be given to the nature and grading of group work assessment, with greater emphasis given to the ‘process’ of group engagement over the final group ‘product’. Transparent evidence of individual student contribution to group work should be gathered to ensure fair marking. (see example peer evaluation form). If a module is assessed wholly or mostly by group work, at least 30% a minimum of 25% of each student’s result should be based on their individual contribution. Due consideration must be given to assessment workload equivalence and the relative size of individual and group components of assessment.

6. Under Categorisation of Assessment: Coursework:

A form of assessment which relies upon performance in one or more components of written or practical work e.g., through submission of exercises, seminar papers, reports, presentations, class tests, project or production of artefacts, design, etc.

Coursework is typically compiled and completed by a student over an extended period. Where more than one piece of assessment is used in an assessment element, these are termed coursework components.

Anonymous marking of coursework is encouraged where practicable and appropriate.

An OSCE (Objective, Structured Clinical Examination), or other forms of practical assessment will be identified as a Practical Skills Assessment. These assessments, will typically be facilitated by the programme team rather than the Examination Office and will fall outside of the Examination period and are therefore identified as ‘coursework’. There must be transparency about such assessments being delivered under examination conditions and due regard must be given to facilitating their delivery in accordance with reasonable adjustments.

7. Under Module Assessment Parameters: At the module level, all assessments will comply with the following parameters, as identified in the Integrated Curriculum Design Framework, unless exemptions have been approved by the Head of School.

  • Modules of any credit value will typically Include no more than 2 elements a maximum of 2 elements of summative assessment. A single element of assessment may comprise more than one weighted component but will generate one overall element mark. Elements (including components) will meet workload equivalency for the module credit level.

8. A resource to be added under Assessment Categorisation: Examinations or Coursework: A note about Examinations and Class Tests Careful consideration should be given to the selection of time-constrained, invigilated examinations, or tests as methods of assessment.

The exam will be considered a 'high stakes' assessment which may cause higher levels of anxiety for students, and this form of assessment can be low in levels of assessment validity and reliability.

This table showcases both the challenges and benefits of exams and tests.
Potential Challenges with Exams and TestsPotential Benefits of Exams and Tests
Assessment validity can be impacted as some exam/test designs may lead to rote/surface level learning. Efficient way to assess breadth (but not necessarily depth) of knowledge
High pressure environments may not be a reliable indicator of student capability overall** A way to encourage students to learn foundational terms and concepts required for future learning
Dependence on one form of assessment across a programme limits the development of a wider range of skills Good questions can assess applied skills such as decision making, strategic planning, problem solving, data processing rather than just memory
Dependence on one form of assessment method across a programme amplifies the limitations of that method Practical exams (e.g., OSCEs) can assess a wide range of skills competencies
May limit the opportunity for feedback Invigilated assessments provide some confidence that the assessed work is being undertaken by the individual candidate.

The potential impacts for students undertaking exams/ tests.

**The potential impact of invigilated, time constrained exams/tests

  • A fear of negative outcomes may lead to negative, distracting thoughts during the exam
  • Poor experiences of previous exams can impact on confidence levels, anxiety and performance
  • Time limitations can heighten feelings of pressure and will impact on the flow of thought
  • The poor phrasing of questions or the overall structure of a paper may lead to misinterpretations and/or the increased potential for hidden fails
  • The misalignment between exam/test content and module content will lead to underprepared students
  • Large, end of term exams will be reliant on students adopting robust exam and study strategies – some students will need significant support for this
  • The current state of health of the student, including undisclosed disabilities, will impact performance which will be exacerbated in high pressure environments.

These factors can lead to poor motivation and concentration, causing problems with recall and increased errors during the assessment

(Race et al, 2004; Trifoni & Shahini, 2011; Putwain, 2024).

Ulster encourages rich and diverse assessment strategies which measure the application of diverse knowledge, skills and attributes across our diverse student body. Any single assessment method has its limitations. For this reason, one method of assessment should not dominate a programme assessment strategy. A programme should not become reliant on an exam or class test, or any one form of assessment as the limitations of this method will be compounded and inclusive design will be obstructed.

The conditions that should be met to justify using  class tests and examinations.

The examination and class test methods will be considered appropriate forms of assessment if:

  • Competency examinations are specifically evidenced as being favoured by PSRB’s.
  • Examinations/tests are justified as being the most appropriate method to meet the associated learning outcome(s) within the context of the module and programme. Typically, examinations or tests will be aligned with knowledge recall and application which are associated with lower order skills i.e., levels 3 and 4.
  • The associated programme assessment strategy demonstrates a broad range of assessment methods to develop a range of knowledge, skills and attributes, providing all students with opportunities to demonstrate their learning.
  • The associated module includes another element of assessment which is an alternative to an examination or class test.
  • As with any form of assessment, a framework of timely and supportive formative opportunities is made available to all students to enable feedback, reflection, action planning and assessment resilience. A form of mock exam or class test should also be made available to students to enable familiarisation of assessment format and timing. Exam study guidance must also be shared with students.
  • Students are clear about the source of examinable content i.e., whether question topics are sourced from classroom content, directed and/or independent study, or prior learning.
  • Reasonable adjustment (RA) recommendations are communicated and applied as appropriate and implemented in a timely and supportive way.
  • Students with similar RA support plans for exams/tests may be placed in the same room to support feelings of inclusion.
  • Student-facing programme and module information signposts to appropriate support services.
  • There is robust internal and external scrutiny of draft examination/test papers to ensure that content, format and layout are clear, unambiguous and to minimise the risk of hidden failure. Examination/test answer plans should accommodate unanticipated responses that can be proven to answer the question as written.
  • If and where feasible, some degree of topic choice is provided within the exam/test question structure.
  • The quantity of exam/test questions is reasonable for the timeframe identified.
  • Exam question banks are built and maintained to enable question shuffling which mitigates the risk of collusion in the context of staggered exams and resits. Examination structures can also aim to randomise questions to reduce the risk of cheating, particularly where there is limited spacing between candidates.
  • Exam and test questions are concise, written clearly, using Plain English. If multiple choice questions (MCQs) are used, avoid double-negatives.
  • Open book examinations are considered. This method includes support and reference material which can reduce stress levels and promote knowledge and skills application rather than just memory recall.