This page summarises our findings from reviewing education providers and programmes in recent years.
It provides our view on assessment design, including our regulatory requirements, and what we commonly see in programme delivery.
This information should be considered by education providers when developing new and existing programmes linked to this area.
Our threshold requirements
- programme’s assessment strategy and design ensures those who successfully complete programmes meet our requirements for registration (SETs 6.1 and 6.2);
- assessments provide an objective, fair and reliable measure of learners’ progression and achievement (SET 6.3);
- requirements for progression and achievement through programmes are clearly specified (SET 6.4);
- assessment methods used must be appropriate and effective at measuring the learning outcomes (SET 6.5); and
- there is an effective process in place for leaners to make academic appeals (SET 6.6).
- learners are fit to practise by the end of programmes;
- learners understand what is expected of them at each stage of programmes, and educators can apply assessment criteria consistently; and
- assessment processes are applied fairly, and that learners have a mechanism to appeal when they feel they have not been.
Summary reflections
Education providers structure programmes to ensure learners meet our requirements for registration. They set out their assessment strategy, and the detail of how each learning outcome is assessed to ensure competence.
Objectivity and fairness in assessment was central to assessment strategies. Education providers have clear requirements for learner progression through programmes, and there are processes which clearly explain how learners can make academic appeals at the institutional level.
Education provider approaches
Objectivity and fairness in assessment was central to assessment strategies. All education providers have systems and mechanisms to ensure assessments are conducted in an objective and fair way to measure and determine learner performance.
Assessment procedures were set up with objectivity and fairness in mind, with mechanisms such as marking criteria for staff, the use of plagiarism software, second marking and grade reviews, and the appointment of external examiners.
Education providers have clear requirements for learner progression through programmes. These are set out in programme and module specification documents. Normally, there were ‘no condonement’ arrangements in place, due to the nature of programmes needing to deliver the full range of competencies as required by our standards. This means that it is not possible for learners to fail certain elements of the programme and still achieve the academic award that leads to registration.
There are normally well defined ‘gateway’ points in programmes, such as a certain assessment being passed before learners could progress to practice-based learning. This is particularly important, when ensuring the safety of service users who will come into contact with learners.
There are processes which clearly explain how learners can make academic appeals at the institutional level. These can be found in academic regulations, and complaints policies and procedures.
Current sector focus and challenges
Education providers are currently responding to challenges with the integrity of assessment, with the increased availability and use of generative AI by learners. We have produced information to support education providers in responding to these challenges.