Integrating assessment is where an assessment from one module/component is added to the assessment for (an)other module(s)/component(s) within the same programme, for example, a Project from one module/component added to the Project from another module/component, to form a substantial single Project within the same programme.
Assessment should not be integrated within the same module/component, for example where TWO assignments are specified in a module/component, then TWO assignments should be done. (Note: either or both of these assignments may be integrated with an assessment from another module/component within the same programme).
There are many reasons to integrate assessment, for example:
- To reduce the assessment burden
- To save the Learner unnecessary duplication of work
- To provide a more coherent learning and assessment experience for the Learner
- To meet Provider Quality Assurance requirements
It is important when planning and implementing the integration of assessment to consider the following...
If an integrated assessment will fulfil the assessment requirements for two or more modules/components on a programme, Learners should be informed of this at the beginning of the programme.
The Learner should be told:
- which modules/components will be assessed in this way
- which assessment techniques will be used
- how the final assessment is to be presented
- how the assessment will be marked (assessment criteria)
- timeline, feedback opportunities and final submission date
Clear explanation and support should be given on the following issues:
- because two (or more) modules/ components are involved, there will be two (or more) sets of results for the same piece of evidence
- that it is possible to score differently on the same piece of evidence for each of the two (or more) modules/ components because:
- each module/ component must be marked according to its own assessment criteria
- the percentage weighting for each module/ component may be different
This information should be communicated to the Learners.
Example 1: Different assessment techniques from three Level 3 modules
Example 2: Same assessment techniques and same weightings from two Level 5 modules
Example 3: Same assessment techniques and different weightings from two Level 4 modules
Example 4: Different assessment techniques and different weightings from two Level 5 modules
"Assessment should, where possible, be integrated and over-assessment avoided"
Quality Assuring Assessment Policy March 2006,p7
"A holistic approach should be taken in planning the assessment for a programme. The tendency to over-assess should be avoided and opportunities to integrate assessment across a number of minor awards should be explored. The total assessment load and the needs of the learners should be considered when the assessment is being planned"
Quality Assuring Assessment Guidelines for Providers May 2007, p12
"Programme design, delivery and assessment are coordinated so as to facilitate learners to maximise the value of their assessments across the programme. i.e. the assessment of programme modules is integrated wherever possible and the needs of learners are considered when assessments are being scheduled."
Quality Assurance in Further Education and Training: Policy and Guidelines for Providers Version 1.3, p35
"Where there is a large amount of perhaps disparate coursework, a summative assessment activity may give an opportunity for integration allowing learners consolidate achievement"
Guide to Awards at Levels 1 and 2 and associated Processes, p22