The assessment programme supports, enhances, and creates learning opportunities.

Examples of evidence that might be provided: 

• Institutional policies or instructions that require strong alignment and examples of that alignment. 
• Evidence that the outcomes of the course support the aims, that the learning processes enable students to meet the outcomes, and that the assessment will make it clear to all whether or not these have been achieved. Blueprints are often helpful here. 
• Evidence that the various assessment methods used are appropriately related to what is being assessed. 
• A description of the mechanisms used to provide feedback and an anonymous survey of students. 
• Student testimonials/surveys (ideally collected/submitted by third party). 
• Evidence that the results of formative assessments are available in a timely fashion both to students to inform their study and to faculty to inform their teaching and course design. 
• A description of the ways advice/support is given to students and anonymous survey of students regarding their perceptions of this process. 
• Evidence that feedback is not only timely, but descriptive and specific, allowing students to identify strengths and weaknesses and act upon them. 
• Sample copy of documentation/feedback given to learners in response to each assessment activity. 
• Institutional policies or instructions that require the use of performance data in curriculum and staff development supported by surveys of students and faculty. 
• Description of work/information flow of assessment data/analyses. o Evidence that students’ performance is collected, analysed and fed back to teachers and those responsible for curriculum development. 
• Examples of how data has been used first to modify the course and then to measure any change which may have resulted from the modification. 
• Anonymous survey of faculty regarding the timing and amount of feedback they provide. o Evidence that the timing of assessments supports the learning so that not only are assessments related to recent learning, but that subsequent assessment builds on prior learning and assessment to reinforce integration of knowledge into practice 
• Evidence that the amount of assessment achieves its purpose/the outcomes. 
• Assessment is not overwhelming for students and faculty (anonymous faculty and student surveys). 
• A description of the remediation process and an anonymous survey of students who have required remediation and faculty who have been engaged with it. An evaluation report on the nature and effectiveness of the remediation program.
• Policy statements, governance structure, and indication of how the process takes place, how many students are involved, and evidence that the support is effective. 
• Evidence of a clear assessment process which is easily available to students and staff. 
• Evidence of proactive methods in identifying students with difficulties. 
• Evidence of clear responsibility within the School and appropriate training for those individuals.