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This regulation sets out the approach to assessment load and equivalence to align with  the University’s Curriculum Design Principles and meet the University’s Assessment Framework principles. 

It is intended to ensure comparability across campuses, provide clarity regarding assessment expectations, and support appropriate calibration of workload for both students and staff. By setting clear parameters for assessment volume, the regulation also seeks to reduce over-assessment and create capacity for high-quality assessment design.

It is required that all existing and new modules be compliant with this regulation from (and including) academic year 2027/28.  

This regulation defines the expected workload, proportionate to credit load, for commonly used assessment types, as well as creating standard expectations for the number of assessments that might be used for credit weighting. 

The list is not exhaustive and does not cover all possible assessment types. The omission of an assessment type from this regulation does not constitute a prohibition on its use. Schools may adopt alternative or innovative assessment methods, subject to compliance with institutional systems and processes.

Course teams must use the equivalencies set out in this regulation to ensure that assessment demands are appropriately calibrated for each cohort at every stage of study.

There may be disciplinary conventions and professional requirements that structure the number of assessments in a module. However, what must be consistent is the workload associated with these assessments. 

These requirements are in addition to other Quality Manual assessment requirements, such as those found on the module specification pages. Link provided in Related regulations, policies and procedures below.

A general principle is that assessments are proportionate to credit load, requiring the following: 

• A 10 credit module must be assessed by one (and no more than two) assessment components 
• A 20 credit module must be assessed by no more than three assessment components
• A 40 credit module must be assessed by a maximum of four assessment components

The assessment description must include every individual assessment/element that contributes to the module’s assessment totals, not just a total credit weight for each type of assessment. For the purposes of the information within this page, the terms “element” and “component” are used interchangeably and refer to sub-sections of an overall module assessment.

For example, if the module specification for a 40 credit module lists 30% coursework and 70% in-class tests, that would mean one coursework assessment for 30% of the module credits and one in-class test for 70%. If in reality it were sub-divided into 2 equal smaller coursework submissions and 2 separate in-class test papers also equally split, then the module specification must list all 4 assessments (coursework 1 15%, coursework 2 15%, in-class test 1 35%, in-class test 2 35%).   

When modules are submitted for the Curriculum review and refresh, or are newly designed they must be compliant with this regulation. All modules must be fully compliant by September 2027. 

If a course or module has PSRB requirements that differ from this regulation, then QSC approval would be required for that exception through the outside regulations request process (link in section 3 below).

The table below applies the equivalencies to credit load for common assessment types. Note the range provided indicates the variation across different stages, from qualifying year to level 4. 

Where modules have used multiple assessments, word counts and workload must be distributed in proportion to the weighting of those assessments with the credits of that module. For example, a 20 credit module with two equally weighted assessments, would align both of those assessments with the equivalence for 10 credit assessments, appropriate to stage.

*It is recognised that word counts might not be straightforwardly applicable in some contexts, for example where students are submitting code, diagrams or other visual material. 

** Practical exams and assessments, for example artistic performances, lab-based assessments, or OSCEs, can vary and potentially have PSRB requirements. Each subject area must therefore decide what works best, considering the student workload for the equivalent credits and give more specific guidance to students.

***Presentations can be in person or pre-recorded and it is recommended to allow flexibility as long as learning outcomes are met. Time for questions can be added. 

**** Final year dissertation/project word counts are suggested on the assumption that students are spending 20-30% of the module learning hours on the assessment. If more scheduled class time is dedicated to supporting students with this assessment or allowing them to work on it, the word count may be slightly increased.

The above table does not include assessment load for group work. 

Groupwork may be part of most of the assessment types listed in the table. It is at the discretion of colleagues designing the groupwork to consider what equivalent load would be, depending on the design of group task. It is expected that the load per student will be taken into account, which will vary depending on the size of the group, the kind of cooperation and collaboration required and the scale of the task. 

For example, groupwork requiring co-ordination and consensus among a group of six will be more onerous than groupwork requiring limited co-ordination of complementary tasks within a group of three. The table above expresses workload for individuals as a starting point for estimating workload for a group. 

Group work would not generally be a multiple of the individual assessment (for instance, a 10 minute presentation by four students does not become 40 minutes), as this would overlook the additional workload involved in team collaboration. 

It is recognised that the assessment types and expressed volumes of work might not be straightforwardly applicable in some contexts. There is ongoing work to supplement the table above with additional types of assessment and their equivalencies in terms of student workload, based on consultation and sector-wide practice.  

Included below are some worked examples of how the equivalencies may be applied:

Annual review of curriculum

Course and module design and approval

Module specifications guidance