What it means to have a nominated assessor for 'each part'
Academic assessors are assigned to a student for part of a programme. A part of the programme means the period for which a decision on student progression needs to be made.
A part could be one academic ‘term’ or ‘year’ or any other way in which the AEI decides to structure the programme. The part may be determined by overall course length and level of programme i.e. if it is a pre-registration or a post-registration programme, and any other considerations that the AEI and their practice learning partners might wish to think about when they develop the programme.
Students should be assigned to a different academic assessor for each part of the programme. There are different ways to implement this requirement. For example, in a course with three ‘parts’ it may be possible for a student to be assigned to the same academic assessor in parts one and three, provided the student is assigned to a different academic assessor in part two. How this will be managed will be up the AEI to decide, provided that a student is not assigned to the same academic assessor throughout the programme, or in concurrent parts.
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- Who are practice supervisors and how are they prepared?
- Who identifies who the practice supervisors are?
- What do practice supervisors do?
- Support for the practice supervisor role
- Who are practice assessors and how are they prepared?
- Who identifies the practice assessors
- What do practice assessors do?
- Support for the practice assessor role
- Who are academic assessors and how are they prepared?
- Who identifies the academic assessors
What do academic assessors do?
- What do academic assessors do?
- Collation and confirmation of academic learning
- Assessment for progression
- Upholding public protection
- Managing a student not meeting the progress expected
- Handing over to the next academic assessor (if relevant)
- Support for the academic assessor role
Learning environments and experiences
- Safe and effective learning
- Designing and reviewing a safe and effective learning environment and experience
- Types of learning experiences
- Support for those who deliver education
- Raising concerns
- The student at the centre of learning
- What to expect from your learning and assessment
- Raising concerns
- Complaints or appeals