Assessment Policy. http:// www.uel.ac.uk/qa/AssessmentPolicy.htm. Overview . Assessment challenges Setting assessment tasks and moderation Internal moderation + second marking External moderation Timing of assessment + reasonable adjustments Examinations Feedback Assessment Tariff
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‘Constructive Alignment (Biggs, 1999) is one of the most influential ideas in higher education.
It is the underpinning concept behind the current requirements for programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria, and the use of criterion based assessment.’ (Houghton 2004)
‘There are two parts to constructive alignment:
The basic premise of the whole system is that the curriculum is designed so that the learning activities and assessment tasks are aligned with the learning outcomes that are intended in the course. This means that the system is consistent. (Houghton 2004)
Biggs, J. (1999) Teaching for Quality Learning at University, Buckingham: OUP.
Houghton, W. (2004) Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Loughborough: HEA Engineering Subject Centre [online] Available from: http://www.engsc.ac.uk/er/theory/constructive_alignment.asp [13 February 2010]