Valid Assessment

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Each course should have an assessment strategy that clearly justifies what is to be assessed, how and when because a student’s performance on their course must be purposefully, reliably, and fairly assessed.

Valid assessment introduction video Full description and reflective questions

Resources to support valid assessment

A guide to writing level learning outcomes

This resource guides university staff in drafting clear, level-appropriate learning outcomes that align with academic standards and drive effective learning and assessment design

Case studies from across Leeds Beckett on re-thinking assessment

A sway of case studies on re-thinking assessment from Winter DEAP24

CLT marking descriptors undergraduate and postgraduate

This set of descriptors is designed to support module teams as they consider the marking of their undergraduate and postgraduate students’ work

Course level assessment strategy case study from the School of Health

Does your course have a course level assessment strategy? Hear from Louise Warwick Booth on how her course maps their assessments

Taxonomy of assessment interactive guide

Based on the existing taxonomy of assessment domains, an interactive version has been created to enable you to navigate the information

Synoptic Assessment guide

Infographic on how synoptic assessment can be a useful way to encourage students to draw information from multiple modules and reduce the assessment burden

Setting authentic assessment at level 4 case study from the School of Built Environment, Engineering and Computing

Jim Durrant from School of Built Environment, Engineering and Computing talks about setting authentic assessment at level 4, based on a real scenario

Taxonomy of assessment domains original document

This resource offers staff a clear framework for understanding different types and levels of assessment, helping to align tasks with expected learning outcomes and academic standards