Assessment Strategies and Curriculum Management System

The Assessment Types available for the module's Assessment Strategy are outlined in the table below.

As Module Coordinator, you must indicate the weeks of module assessments (components). 

Before setting the timing of the assessment of your model, you should be aware of the following.  

• Weeks 1 -12 of the relevant trimester are available to add to the assessment timings per the published Term Dates. Please be advised the Fieldwork/Study Period in the Spring Trimester is not included in the Teaching Term weeks.
• Weeks 14 and 15 are held for the in-person end-of-trimester Examinations. 
• Week 13 is designated Revision Week and cannot be used for assessments.
• All potential weeks should be selected for components assessed across multiple weeks in the trimester. 
• If there is a deadline date, the week of the deadline should be selected.

• Where a module occurs across multiple trimesters, Module Coordinators can select weeks in the relevant trimester when the assessment will occur. 

It is also important to note that for In-person, Online and Open-book Examination components, the 3-hour examination time is subject to Governing Board Approvals, where this exam duration is necessary for accreditation purposes. University Programme Board approvals must be given for all other 3-hour exams.

Whether a module has just one or multiple components, the combined weighting should always total 100%. For example, if it has three component elements, the weighting of all three must add up to 100%. 

While participation can be included as a weighted component of the Assessment Strategy, per Academic Regulation 4.9, grades for a module must not be awarded solely based on attendance.

As per 4.15 of the Academic Regulations, assessments in the University shall be graded according to university-approved grade scales and procedures. Only grades can be entered on Grade Entry. 

As such, there are three overall module grade scale options for a module:

• Letter grades. 
• Pass/Fail (GPA Neutral). 
• Distinction/Pass/Fail (GPA Neutral). 

For assessment components, you must select either a grade scale, a pass/fail scale, or a conversion scale (i.e., if converting mark to grade) from the drop-down field. If you use a conversion scale, a marked component must be converted to a grade using an appropriate conversion process established by the Academic Council or its relevant committee. For the approved mark-to-grade conversion scales, please see our Grade webpage. If a GPA-neutral grade scale is selected, the module grade scale components may be entered into the Assessment Strategy but are not available in My Module Grades.

It is recommended that the standard conversion scale (with a 40% pass mark) be used as the default scale. This scale differentiates performance levels in the A grades, with 70, 80 and 90% thresholds for A-, A, and A+ grades, respectively. For quantitative assessment components, it may be appropriate to use the linear scale, particularly where finer differentiation is required for the higher grades, with increments of 5% for each grade band. There is also an approved conversion scale for components with a 50% pass mark and a linear scale with a 60% pass mark (typically used for modules delivered in our Chinese partner universities).

As is current practice, module coordinators may use their conversion scales provided they have been made available to students in advance so that there is transparency around how grades are arrived at. In this case, please select 'Other' from the dropdown.

A module remediation occurs when a student has been awarded a failing grade and may make a further attempt to pass the module.

The University has three types of module remediation: 

• In Module Resit.
• Resit Assessment.
• Module Repeat.

For further information on module remediations, please refer to our . 

The module remediation table below may be helpful when determining the most appropriate remediation options based on the timing of the original module sitting.

Certain circumstances may require a deviation from a module descriptor during the delivery of the relevant module, e.g., a change to an assessment or remediation strategy. In such cases, the Module Coordinator must initiate an Exemption based on Exceptional Circumstances and have it approved by the Vice Principal for Teaching and Learning in the relevant College on the recommendation of the relevant Head of School. 

For further information on submitting an Exemption request, please refer to the Curriculum website on Module Exemptions.