Principles of assessment
Assignments must assess stated learning outcomes, be fair and transparent, and operate within a published assessment policy. Assessment should align with programme learning outcomes and appropriate academic level descriptors, use reliable marking criteria, and support student development through timely feedback.
Design and marking criteria
Each assignment should include clear instructions, the weighting toward the final grade, submission requirements, and an explicit marking rubric or grade‑band descriptors (knowledge, argument, use of sources, theological insight, presentation). Rubrics improve consistency and make expectations transparent to students and markers.
Moderation and external scrutiny
Institutions must use internal moderation to check consistency between markers and cohorts. For higher‑level awards, an external examiner or independent reviewer should sample assessed work to confirm standards and comparability across cycles. Records of moderation and sampling decisions must be retained.
Academic integrity and penalties
Assessment systems must include clear academic‑integrity policies (plagiarism detection, declaration of authorship, sanctions). Allegations must be handled through documented procedures that protect student rights and ensure proportional outcomes.
Feedback, progression and record keeping
Markers should provide constructive feedback linked to rubric criteria and learning outcomes. Feedback should be timely and support progression. Institutions must keep assessment records, grade distributions, moderation reports and student appeals logs to demonstrate quality assurance and continuous improvement.
Practical controls for reliability
Recommended controls include standardised rubrics, marker training, double marking for borderline or high‑stakes work, anonymised marking where feasible, statistical review of grade distributions, and regular review of assessment design during programme monitoring.
Frequently asked questions
ITAA sets detailed national examination law or requirements.
ITAA provides non‑governmental accreditation standards and guidance; it does not replace or override local laws or statutory examination requirements. Institutions remain responsible for complying with all applicable legal and regulatory obligations. (See locked ITAA statements.)
ITAA’s expectations for assessment
ITAA expects accredited institutions to demonstrate transparent, reliable and student‑centred assessment systems that align with programme outcomes and the institution8s level of award. Assessment governance must include published policies, moderation, external review where appropriate, and evidence of academic‑integrity safeguards. Institutions must retain records and demonstrate how assessment informs quality improvement.
Important Accreditation Information