Summative assessment i.e. assessment of learning

Summative assessment enables students to demonstrate the extent of their learning which will contribute to their overall degree classification.

The module specification must state (in the ‘Assessment tasks’ section):

• The details of the assessment for the module
• The minimum pass mark
• The type of assessment task and weighting
• In each academic level at least 1 module will need to offer flexibility with an alternative assessment task to support inclusive practice

Examples of summative assessments (and alternatives):

• Oral presentation (Poster presentation, Webinar, Podcast)
• Leaflet (webpage)
• Written reflection (Blog, Vlog)
• Clinical Link Learning Activities (open skill)
• Practical exam (OSCE, VIVA)
• Written exam (open book)
• Group task e.g. students work in a group to write a 1000 word essay – social interaction increases academic writing skills and positive social support

Whilst a variety of assessment types can help students who have different strengths, it is important that assessment tasks are repeated to enable feed forward.

Aim to have clinically relevant assessment tasks following the nursing model – nursing assessment / plan / implement / evaluate e.g

• assess the needs of a person and family affected by
• plan a relevant care package or approach to care which could be carried out in your area
• create a question / problem that replicates the real-life context as closely as possible
• compare different theories in same situation
• see Clinical Link Learning Activities for more examples

Parameters for a 20 credit module (equivalent to 35 hours student effort):

• 2500 – 3500 word essay
• 2.5 – 3 hour written exam
• 20 – 25 minute presentation
• 5 – 6 minute video production

For modules with more than 1 assessment task the output is proportionate to the weighting e.g. 50% weighting 10 minute presentation and 1500 word essay.

Moderation:

Every marker marks the same submission and discusses feedback and mark to agree the standard for marking all remaining scripts – this will support consistency.

There is a risk that latent criteria are applied to the marking of assessments e.g. academic writing style or other content not part of the learning outcomes.  It is therefore really important that what markers are expecting to assess aligns with the learning outcomes and the assessment task.