How Does Accreditation Assess Student Learning?

Summary

Accreditation evaluates student learning by examining whether an institution’s stated learning outcomes are clear, assessed reliably, and used to improve programmes. Reviewers consider the alignment of curriculum, assessment methods, assessment integrity, learner support, and evidence that graduates meet intended outcomes.

Key components reviewers examine

• Learning outcomes and alignment — Are programme and course learning outcomes explicit, measurable and aligned with assessment tasks and curriculum?
• Assessment design — Do assessments measure the stated outcomes using appropriate methods (exams, assignments, portfolios, supervised ministry placements, practical assessments)?
• Standards and marking — Are marking criteria, rubrics and grade descriptors published and applied consistently?
• Academic integrity and authenticity — Are safeguards present to ensure student work is authentic and assessed fairly?
• Assessment moderation and externality — Is there internal moderation and external review (external examiners or peer review) to confirm standards?
• Data and evidence — Are aggregated assessment results, progression, completion and graduate outcomes analysed and used for improvement?
• Feedback and support — Are timely, formative feedback and academic support provided to help students meet outcomes?

Evidence reviewers expect to see

Review teams look for documentary and practice-based evidence that assessment is working as intended. Typical evidence includes:

• Programme and course specifications showing outcomes and assessment mapping.
• Representative samples of graded student work with marking sheets and moderation records.
• Published assessment policies, academic integrity procedures and appeals records.
• External examiner or external reviewer reports and responses.
• Aggregated assessment statistics, progression and completion data, and actions taken in response to identified issues.
• Student feedback summaries and records of how feedback informed curriculum change.

Standards, comparability and contextual judgement

Accreditation focuses on whether the institution can justify that its graduates meet its stated standards. Where regional qualification frameworks exist, reviewers consider how programme outcomes relate to those frameworks; where they do not, reviewers evaluate internal coherence and external validation mechanisms.

Continuous improvement and governance

Assessment is not judged only by single results but by the institution’s systems for monitoring and improving learning. Effective practice includes regular review cycles, clear responsibilities in governance for academic standards, and evidence that assessment data leads to curriculum or pedagogical change.

Practical guidance for institutions

1. Write clear, measurable programme and course learning outcomes and publish assessment mapping.
2. Use varied assessment methods appropriate to learning aims (knowledge, skills, ministry practice, formation).
3. Implement transparent marking criteria, moderation and external review.
4. Collect and analyse assessment data, and record actions taken to improve learning.
5. Provide formative feedback and academic support to students.
6. Maintain up‑to‑date assessment policies and evidence for reviewers.