Author: cava_admin

The CAVA Board, CAVA Quality and Academic Development Committee (QuAD) and CAVA Student Advisory Committee (CSAC) are all seeking new members for the 2023-24 academic year. 

CAVA Board

The CAVA Board is seeking to appoint a new Council of Members FE representative (CAVA member applicants only).

You can find more information in the CAVA Board Recruitment Pack.

If you are interested, Please complete the CAVA application form and email it along with your CV to Flóra Raffai, CAVA CEO, via f.raffai@cava.ac.uk. The closing date for applications is Monday 16 October 2023. 

CAVA Quality and Academic Development Committee (QuAD)

CAVA Quality and Academic Development Committee (QuAD) are seeking to appoint four new members including: 

• HE in FE representative (CAVA member applicants only)
• Council of Members FE representative (CAVA member applicants only)
• Access to HE Practitioner (CAVA member applicants only)
• External representatives (open to anyone outside of CAVA members) 

You can find more information in the CAVA QuAD recruitment pack.

If you are interested, please complete the CAVA application form and email it along with your CV to Emily Ross, CAVA Deputy CEO, via e.ross@cava.ac.uk. The closing date for applications is Monday 16 October 2023.

CAVA Student Advisory Committee

CAVA is seeking to appoint up to seven new members of CSAC including:

• Up to five students currently enrolled on CAVA Access to HE Diplomas
• Up to two former students that have completed their CAVA Access to HE Diplomas

You can find more information in the CAVA Student Advisory Committee recruitment pack.

If you are interested, please complete the CAVA Application form and email it along with your CV to Georgia Green, CAVA Communication and Events Officer, via g.green@cava.ac.uk. The closing date for applications is Monday 16 October 2023.

Artificial Intelligence (AI) has been named as one of the UK government’s ‘five technologies of tomorrow’ and is already delivering wide societal benefits, across healthcare, climate science, and logistics.

AI in Education

Within education, AI has been used to improve the accessibility of information for students with learning difficulties; provide virtual tutoring for students who need additional help in their own time; and generate interactive content to help students learn through games or simulations alongside their course.

This is only anticipated to increase; and as AI tools and technologies develop and become more integrated into all spheres of life, it is important that Access to HE Diplomas equip students to embrace this change.

CAVA’s Approach

To support this aim, CAVA has designed a comprehensive guide for our providers which introduces our position on the use of generative AI in Access to HE Diploma assessment.

CAVA encourages appropriate and responsible use of AI by students and providers to enhance learning. The guide prioritises the importance of students’ independent work, proper referencing skills, and how AI-generated content can be incorporated appropriately into assessments to reflect genuine student achievements, while guarding against misuse.

Our tutors’ expertise plays a vital role in detecting AI misuse. Through the guide, we intend to equip our providers with tools and techniques to support their identification of AI misuse, such as spotting discrepancies in student work that may indicate the inappropriate use of AI. We also discuss automated detection methods, their limitations, and the need for a holistic approach in considering the authenticity of students’ work.

Access to HE providers already have established policies and procedures to ensure that students are aware of the importance of submitting their own independent work for assessment, to identify potential malpractice, and to deal with suspected cases of plagiarism. The guide highlights best practice in these areas, and reiterates the importance of updating policies to address AI misuse, provide guidance on proper referencing, and ensure all assessment policy is applied in the context of AI use within the Access to HE Diploma.

The guide also explores the role of internal and external moderation processes in ensuring consistency and quality and underscores the significance of addressing suspected AI misuse with fairness and thorough investigation.

In creating this guide, CAVA has built on the guidance and recommendations of the Department for Education, Joint Council for Qualifications, and the QAA regarding generative AI. CAVA has also worked with fellow AVAs to create a central statement of principles on the use of generative AI in Access to HE Diplomas, to which this guide aligns. This is intended to create a comprehensive and consistent experience for students as they complete their Access to HE Diplomas and progress to higher education courses.

We hope this guide is helpful to our providers in supporting students to use AI appropriately and responsibly in their studies. Throughout the 2023-24 academic year, we will delve more into how AI can be best used within Access to HE Diploma, with a keynote speaker and panel exploring the topic at our annual CAVA conference in December 2023.

Each year QAA releases a benchmark for their expected achievement rate for Access to Higher Education (HE) Diplomas. Over the past four years it has been 78.4%. At CAVA, we pride ourselves on our above national average achievement rates, including a few colleges that have courses which are constantly above the national benchmark, including Lincoln College – Access to HE Diploma (Science), who have averaged achievement at 89% over the past three academic years.

In an exchange with our Quality and Development Officer, the course team at Lincoln College revealed the key factors contributing to their remarkable results. These included a well-structured admissions process, a comprehensive induction program, a thoughtfully designed timetable, and an inclusive approach towards late starters.

Admissions

The admissions process at Lincoln College plays a crucial role in the exceptional results they consistently achieve. Recently, they’ve adapted how they handle the initial telephone interview. Instead of talking to the general college admissions team, students will have their initial interview with an experienced academic staff member.

During the interview, students will be provided with information about the course and will be asked to think about why they’re pursuing this qualification. Lincoln College also places a large focus on mental health, taking time within the initial interview to discuss a student’s individual needs.

Lincoln College insists on conditional offers, with a requirement that each student conduct a university research task. This allows students to think about future plans, as well as showing the staff what motivates them.

Induction

Another key factor to Lincoln College’s achievement rates is their induction. They run a one-week induction programme aligned with the regular weekly timetable. The induction covers essential topics, including an introduction to Access to HE, a Virtual Learning Environment induction, and familiarising students with college resources.

Another exciting part of the induction is that students have the opportunity to meet Freddie, the campus therapy dog. Freddie fosters a positive and inclusive atmosphere, promoting students’ well-being and enthusiasm for learning.

Tutorials and support

Tutorials and support services also contribute to Lincoln College’s exceptional achievement rates. Students benefit from one-to-one progress reviews with their personal tutor at least once every half term. The college ensures flexibility, allowing students to meet with their personal tutor more frequently if needed. These tutors, who are members of the teaching team, are readily available to offer guidance and assistance.

As well as the teaching team, an adult learners progress coach is also on hand to provide support to students, catering to their specific needs and challenges. In cases of student non-attendance or missing deadlines, a well-defined conduct procedure is in place. Subject tutors and personal tutors work with the student to develop an action plan to overcome obstacles and get them back on track.

This proactive approach to tutorials and support services empowers students to navigate academic challenges and personal hurdles effectively. By offering a safety net of assistance and mentorship, the college ensures that each student has the resources and guidance needed to thrive academically, contributing significantly to their overall success and achievement.

Timetable

Lincoln College’s high achievement is strengthened by a well-designed timetable, aimed at working students and those with other responsibilities such as childcare needs. The timetable spans over three days from 9:30am to 3pm, providing the flexibility that many require.

Acknowledging the cost of living crisis, the college plans to shift to a two-day schedule, accommodating students’ increased need for paid work days. The rising demand for evening courses further reflects the changing student circumstances, which Lincoln College is accommodating too.

Late starters

The college implements a 4-week limit on late starters joining the course, and this approach has proven to be highly beneficial. To support these students, the college introduced a late induction and enrollment scheme in the 2022-23 academic year.

The teaching staff found the 4-week limit beneficial, as it allows them to plan their teaching effectively. By the end of the 4-week period, teachers can conduct necessary re-capping and catch-up sessions, ensuring that late starters can seamlessly integrate into the course and grasp the essential concepts.

This approach not only benefits the late starters but also ensures a cohesive and productive learning environment for all students, contributing to the college’s overall academic success.

Overall, all of these factors contribute to Lincoln College’s exceptionally high achievement rates. The CAVA team would like to congratulate them on their continued hard work and thank them for sharing their good practice.

West Suffolk College has consistently demonstrated good practice in supporting their students’ achievement, particularly in their Access to HE Diploma (Counselling) course. Over the past three years, they have achieved an impressive average of 94.8% for their achievement rates, in comparison to the QAA national benchmark of 78.4%.

To explore West Suffolk College’s consistently outstanding achievement, our Quality and Development Officer spoke with their course team. There are a wide range of reasons West Suffolk College has done so well and maintained high achievement rates, including: their Interview process, introductory courses, course induction, tutorials and support, buddying-system, teaching practice and their approach to late starters.

Interview Process

The college demonstrates good practice by using a robust interview process that incorporates the Warner technique. This technique enables the college to dive deeper into candidates’ motivations, attitudes and aspirations for becoming a counsellor. Within every interview, candidates are asked how they spend their free time. This query not only offers insight into their personal interests but also presents an occasion for the college to emphasise the significance of prioritising mental well-being and the value of self-care.

This practice showcases the college’s commitment to nurturing counsellors who not only possess the necessary skills but also embody a holistic approach to their own mental health, thereby promoting a culture of self-care within the profession.

Introductory Courses

The college has implemented a comprehensive introductory course that plays a significant role in supporting their high achievement rates. They offer a 10-week taster programme, which prepares students for their Access to HE Diploma. Within the introductory courses, the college sets clear expectations aligned with the principles of the British Association for Counsellors and Psychotherapists (BACP), and students are required to sign an agreement acknowledging these principles. This ensures that students are aware of the professional standards and ethical considerations associated with their field of study.

They also offer a Pre-Access course that focuses on developing skills that will be beneficial for students at Level 3, regardless of the subject area. This course covers various aspects such as IT proficiency and writing skills.By providing a supportive and comprehensive introductory course, the college creates a solid foundation for students, setting them up for achievement and facilitating a smooth transition into their Access to HE Diplomas.

Induction

The college’s induction programme is another key factor for their high achievement rates. It is structured to align with the regular weekly timetable, ensuring that students have a dedicated time to familiarise themselves with essential aspects of their academic journey. Students receive an overview of the Access to HE program, gaining a clear understanding of its purpose, structure, and the opportunities it presents. Additionally, they are provided with a thorough induction to the Virtual Learning Environment (VLE), which is an essential digital platform for accessing course materials, resources, and interactive tools.

Students are made aware of the extensive range of academic resources, such as libraries, research databases, and study spaces, empowering them to make the most of the college’s facilities. A well-rounded induction programme ensures that students have a solid understanding of the Access to HE programme, the college’s resources, and the tools necessary for success. This approach supports their overall achievement rates.

Tutorials and support

Tutorials and support from staff are contributing factors to West Suffolk’s success. Regular communication and progress monitoring takes place and students have the flexibility to request tutorials as needed, allowing for personalised assistance and guidance. The college offers the support of two pastoral workers who are available to address any concerns that students may have. They take a collaborative approach to support all students, exemplified by a recent example where multiple departments collaborated to assist a learner, showcasing the benefits of teamwork and cross-college cooperation.

Buddying System

West Suffolk College recognises the importance of peer support and has implemented a buddying system. This system facilitates support among students during times of absences or other challenges. Students share resources and give peer feedback increasing their skillset.

Teaching Practices

The college’s teaching practices are designed to maximise student engagement and practical application of theoretical knowledge. The timetable is structured such that students have dedicated theory days followed by practical sessions. This arrangement allows students to immediately apply the theoretical concepts they have learned in a practical setting. The course tutors, who are practising counsellors themselves, share real-life experiences with students, illustrating the relevance and practicality of the content. This approach ensures that the curriculum remains modern and up-to-date.

Tutors actively foster empowerment and resilience-building in students. The team emphasises the supportive nature of the student cohort, where mutual support and respect thrive. Tutors act as role models, setting clear boundaries and expectations while exemplifying good practice. This fosters a positive learning environment where students aspire to emulate their tutors’ professionalism and expertise.

All of these areas contribute to West Suffolk College’s successful achievement rate.

The CAVA team would like to congratulate West Suffolk College for their hard work and thank them for sharing their good practice.

September is fast approaching, which means a new cohort of Access to HE Diploma students are about to start their course. If that is you, then this is a fantastic opportunity for you to take the next step in your education and open doors to a wide range of degree courses and career opportunities.

Starting a new course may feel overwhelming and nerve-wracking, but with some advice you can feel confident, prepared and ready to start your course.

Top Tips

Below are a few tips from the CAVA team and Access to HE Diploma Alumni on how you can prepare for your course.

1. Make sure you are organised and prepared 

This could mean setting up a schedule or finding a quiet place to study where you can focus without distractions. Make sure you have all the necessary materials for your course. If you’re not sure what you need, get in touch with your college. An alum suggested “Organisation is key! Even if it’s just starting with putting deadlines in your phone calendar, plan ahead and give yourself time to relax.” Another said, ““Buy a whiteboard for your study space. It can be used in many different ways.”

2. Be proactive in your learning

Don’t be afraid to ask questions if you’re unsure about something. Your tutors and lecturers are there to help you and want you to succeed. Take advantage of their expertise and ask for extra help if you need it. You could also form study groups with your classmates, where you can discuss and work through challenging topics together. An Alum recommended, “Remember to make sufficient time to study, revise and reflect, however most importantly take the time to appreciate where you are and what you have achieved or may achieve.”

3. Build your support community

Embarking on a new educational journey can be daunting, so it can be really helpful to have people around you to encourage and motivate you. Get to know your new classmates to build a safe space to share experiences and exchange ideas. Research the wide range of support services that will be available at your college so you always know who you can ask for help. See if you can schedule regular catch ups with friends who can act as cheerleaders throughout your course.

4. Manage your time efficiently 

The Access to HE Diploma is a one year course which goes by very quickly. It can be fast paced and consists of a range of different units and assessments. Try to stay on top of your time to avoid falling behind. An alum advised “Use time efficiently. I made an essay plan sheet that I used throughout the Access to HE course and university.” Another shared “Time management! Starting assignments in good time allows for formative feedback, which hones your work toward what the question is actually asking. Aim to finish a week before the deadline, the workload does get tough at times but it is achievable! Good luck.”

5. Stay motivated and focused on your goals. 

It may be difficult to adjust to being back in education, and it’s easy to lose sight of why you started your course. Take some time to reflect on why you wanted to start your Access to HE Diploma course in the first place. This could be to pursue a particular degree course or to enter a specific career. Whatever your goals are, keep them in mind and use them as motivation to keep going. An Alum suggested “If you know what you’ll be learning next, do a bit of research and familiarise yourself with the topic so you don’t get lost in the lesson.”

The CAVA team wishes you all the best with your studies. Remember, you are heading into #OneLifeChangingYear. 

 

Hartpury College has implemented a fantastic way of celebrating their staff members, by introducing their own internal staff awards – the Hartpury Students’ Union StAR Awards. They have a variety of categories including ‘Most Supportive Tutor’ and ‘ Inspiring Lecturer’. These awards are voted for by the students, demonstrating the influence of the teaching.

This year several members of the Access to HE course team were nominated including Nicola Stevenson, Nyssa Griffith and John Binks.

To be nominated, students had to write citations about their tutors where they expressed their gratitude and admiration. Nicola’s nomination included, ‘Nicola shines like a bright star, and her keen energy often fills the room with a warm radiance that is supportive and friendly. She consistently offers to help and is proactive in this manner, such as making services, information and equipment readily available as and when.’

John’s nomination included, ‘He continuously dedicates his time to his students through weekly tutor sessions and allowing opportunities for students to contact him with any academic query and receive suitable feedback and support quickly. He is also willing to clearly explain any concept or definition to further understanding, this proves to be a major help.

The ‘Inspiring Lecturer Award for Further Education’ was won by Nyssa Griffith. Her nomination stated, ‘Nyssa is truly one of the most incredible lecturers at Hartpury. She is passionate about what she teaches and her enthusiasm has a knock-on effect on her students.’

It is lovely to hear positive feedback about the tutors from the students, demonstrating a clear passion for teaching and supporting their students. Congratulations Nicola, Nyssa and John for the fantastic work.

The CAVA team would also like to acknowledge all of the outstanding Access to HE course tutors who teach across all of our Diplomas.

On behalf of everyone at CAVA we would like to congratulate all those who have completed their Access to Higher Education Diploma. 

CAVA will be issuing your certificates and transcripts to your colleges on 24 July, which will then be forwarded to you. This is the earliest date that results, certificates and transcripts can be released. 

Each college will distribute in their own way, for more information on your college, please contact them directly.

CAVA will also share your final grades with UCAS on 24 July to support your progression into higher education. UCAS will take a few business days before releasing your results to universities, after this point this will become visible on your account. 

 We wish you the very best with your next steps. 

 

CAVA wants to hear from you!

Here is our student survey, we would love to hear your input – Everyone who completes the survey and leaves their contact details will be entered into a draw for a prize of £50. We value your input and use it to inform our work with our providers to improve the student experience. 

When you receive your certificate and transcript, you will also receive a letter which will include the link to the survey. 

Appeal of grades

When you receive your grades, if you believe that you have grounds for appealing your results  then please contact your course leader. They will support you in identifying the grounds for your appeal, gathering the relevant information and they can submit an appeals form to CAVA on your behalf. 

This will be considered by a CAVA appeals panel and your college will inform you of the outcome.

There are only two grounds for appeal, no other reason will be considered. The possible reasons are as follows:

• • evidence of administrative error in the assessment process
  • extenuating circumstances that, for good reason, could not be notified prior to the awards board.

 

CAVA will hold four grade appeals boards as follows:

• 19 July 2023
• 9 August 2023
• 21 August 2023
• 4 September 2023

Please contact your college before these dates, if you wish to submit an appeal.

 

UCAS Tariff

There is a tariff calculator on the UCAS website to enable students to calculate the UCAS points for any combination of Access to HE grades.
UCAS also has a useful video which explains how the tariff system works.

 

Below are a few examples of grade combinations achievable on the Access to HE Diploma and the equivalent UCAS points. 

Pass credits	Merit credits	Distinction credits	Tariff points	A Level tariff point example
45	0	0	48	EEE (or single A grade A-level)
30	15	0	64	DDE (or two grade C A-levels)
15	15	15	96	CCC
0	45	0	96	CCC
0	30	15	112	BBC
0	15	30	128	ABB
0	0	45	144	AAA

 

The full table for all qualifications is available for download on the UCAS website.  

 

Stay in touch

We have a CAVA alumni group on LinkedIn and Facebook,  where you can keep in touch with classmates and network with other CAVA Access to HE Diploma students. 

We really encourage you to use this space to share stories about your progression to higher education, and your career aspirations.

We are always looking for students to write case studies about, inspiring future students and highlighting your achievements. 

If you’d be interested in sharing your story, please email g.green@cava.ac.uk 

FAQ

 

What should I do if I haven’t got my results?

You will receive your results directly from your college. If by 1 August you haven’t received them, contact your college directly for further information. 

What should I do if I didn’t get the grades I wanted?

If you didn’t achieve the grades you were hoping for, contact your chosen university directly. From 5 July – 17 October universities and colleges use the  clearing system. If courses have available places, they will offer them to students who didn’t meet the requirements.

Find out more on the UCAS clearing page.

 

How can I explain what an Access to HE Diploma is to a university?

The Access to HE Diploma is a full level 3 qualification, equivalent to A Levels, which prepares students for studying at university. It is designed for people who would like to study in higher education but who left school without sufficient qualifications.
If your university would like more information, please direct them to our website.

International Women in Engineering Day is celebrated on June 23rd each year to recognise the achievements of women in engineering and to encourage more girls and young women to consider engineering as a career. 

 

As the field continues to evolve, there will be even more opportunities for women to make their mark. Women are already making significant contributions to engineering, and their impact is only going to grow in the years to come.

 

The Future of Women in Engineering

 

Women have made significant progress in the engineering field in recent years. In 2022, women made up 16.5% of the engineering workforce in the United Kingdom. Even though this seems low, this has been steadily increasing over the past few decades. In 2010, women made up only 10.5% of the engineering workforce.

 

There are many reasons why more women are choosing to pursue engineering careers. 

 

One reason is that there are now more opportunities for women in engineering than ever before. There are more women-friendly companies, more female role models, and more resources available to help women succeed in engineering.

 

Another reason for the increase in women in engineering is that the field itself is changing. Engineering is no longer just about building bridges and skyscrapers. It is now a diverse field that encompasses a wide range of disciplines, from computer science to environmental engineering. This diversity of opportunities makes engineering a more appealing field for women.

 

Resources for Young Women Interested in Engineering

 

If you are a young woman who is interested in engineering, there are many resources available to help you get started. Here are a few of the most helpful resources:

 

• Access to HE Diploma (Engineering): A level 3 qualification designed for adults to gain a recognised route into university.
• Mentors: Find a mentor who can help you explore the field of engineering and provide guidance and support. The Women’s Engineering Society has a range of women who could be mentors, including their President, Dame Dawn Childs DBE FREng.
• Scholarships: There are many scholarships available to help women pay for college and university. Get in touch with your institution’s Student Finance Team to find out more.
• Summer programs: There are many summer programs that can help you learn about different engineering disciplines and gain hands-on experience.

 

Access to HE Diploma (Engineering)

 

CAVA’s Communication and Events Officer spoke to two women who have previously studied the Access to HE Diploma (Engineering) at City College Norwich to discuss their experiences within Engineering.

 

They stated that despite their classmates being predominantly men, it felt that women often performed better as they could process the information from a different perspective, often proving beneficial. They enjoyed focusing on different areas of engineering, however Mechanical Engineering was the most exciting and enjoyable 

 

Their top piece of advice to women considering going into this field was, “Don’t be afraid, believe in yourself and just go for it!” ’

 

Both women spoken to have gone on to study at the University of East Anglia and are studying Maths.

 

Thank you to both women who gave up their time. Everyone at CAVA wishes you the best with the rest of your studies.

QAA’s 2021-2022 statistics demonstrate that only 23% of students entering the Access to HE diploma are men. This low representation is presented around the nation across all Access to HE Diplomas. Despite the figures nationally, CAVA has a number of colleges which buck the trend and demonstrate positive recruitment and retention figures of young male students.

In the spring term 2023, our Quality Manager investigated this good practice with three of our colleges – City College Norwich, Bournemouth and Poole College and College of West Anglia – to share with our CAVA community.

The first recommendation all three colleges emphasised was the importance of understanding the motivations of male students and including these in their marketing. In their experience, men respond to clear progression pathways and links to specific career goals. Course leaders observed that men under 24 often have a driving ambition and a deep-seated motivation to progress in their chosen career.

From the conversations it was evident that male students enjoy practical, hands-on activities such as technology-related assignments. Highlighting these during recruitment and focusing on subject-specialist teaching is another way of generating increased interest among male students.

Another suggestion was the importance of adapting delivery for the individual needs of students. For example, male students are more likely to present and have diagnosis of learning differences, as women often mask these issues therefore making it harder to identify and support. All three colleges make an active effort to be aware of different learning needs and integrate this awareness into both their teaching and assessment.

One adaptation which has been brought in, is working with smaller groups allowing for catering to different learning styles, providing individualised support, and fostering a calm, respectful environment. Practical activities relevant to the subject matter were found to be particularly engaging for young male students, along with regular check-ins and sharing sessions to build confidence, encourage group bonding, and address hopes and fears.

The colleges all reported success in adapting their assessment methods to reduce stress for young male students. One example from City College Norwich was their piloted podcast assessments instead of in-person presentations. This allowed students to demonstrate their knowledge and skills in a more comfortable format.

Another key piece of advice was to introduce individual learning plans and target setting, which provide a clear roadmap for improvement, ensuring male students always had something to work toward. Balancing the challenge level is important, as too much pressure can lead to discontent, while too little challenge may result in disengagement.

It was clear that retaining young male students contains a range of challenges outside of the college’s control. A few of the reasons mentioned include: mental health issues, lack of support at home, financial pressures, and a preference for immediate earnings over long-term study commitments. Understanding these factors and addressing them through targeted support and guidance can contribute to improved retention rates.

The CAVA team would like to thank the course leaders for giving up their time and sharing their insights with us.

Access Validating Agencies are required by QAA to ensure that Access to HE Diploma assessments are appropriate for the delivery method and for the demand required, and facilitate valid assessment of student achievement. However, reliance on regulation alone can encourage an overly procedural approach, with a dependence on remedial action once assessment standards are deemed to be insufficient or inconsistent.

Over the last few years, to support the identification of issues within assessment standards at an earlier stage, CAVA has been exploring with our providers and moderators what it means to have valid assessment, and how we can measure validity in assessment design. Informed by these discussions, we have developed a new guide which provides a definition of the term ‘validity’, and practical questions to support consistent measurement of particular aspects of assessment design. The ‘Guide for reviewing the validity of assessments’ can be found in the Resources section of the CAVA Members Area.

The guide highlights four key areas of assessment design:

the alignment of the assignment/exam with the knowledge and skills laid out by the assessment criteria

the alignment of the assignment/exam with the conventions of the subject and what is recognised as important knowledge within the associated sector

the translation of assessment criteria into question and item selection within the particular assignment/exam

the importance of clarity and conciseness and the relevance of tasks to the knowledge and skills under assessment

Aspects of the guide may feel familiar to CAVA provider staff and moderators, as it is aligned to the QAA requirements for assessment design and standards, and mapped to the broader questions on assessment within the CAVA External Moderator’s report template. The guide can be applied to any assessment type, and it is recommended that it is used as a prompt to explore and answer these broader questions at the moderation stage, and to strengthen the validity of assessments which are under development.

Beyond the use of the guide in assessment development, we recommend the following ‘top down approach’ when designing assignments/exams. Keeping a focus on:

the key intended progression routes of a programme

the knowledge domain deemed as important by HE within that subject area

the needs of the target student group

how the above factors determine the subject content, level and structure of a programme

This provides a systematic, efficient, and informed method for the creation of assignments and exams. Similarly it is important during moderation to keep in mind the overarching intended purposes of the assessment to support the evaluation of the assignment/exam against the questions within the guide and identify the most pressing areas for improvement.

It is hoped that using the guide will improve our evidence-based identification of good practice in assignment brief design, a benefit which is already being seen in the quality and detail of this year’s moderator feedback on assessments and in the development of our quality assurance steps for the buildup of our library of assignment briefs.