In addition to the general guidance on assessment design provided above, this section offers specific guidance on each of the five assessment formats. It includes practical recommendations and considerations to support colleagues in their decision-making. This section is designed for readers who may be consulting just one or two formats rather than reading the entire guide. As such, some guidance is repeated across multiple formats where necessary to ensure each format can stand alone as a useful resource. For full details on the expectations for each of the assessment formats, please see the Ordinance for Assessment Formats on the Education Quality & Policy Office website.
Where appropriate and feasible, aim to include a variety of assessment formats across your programme. This allows students to demonstrate their knowledge, skills and understanding in diverse ways. Each format should be chosen with a clear rationale, based on the specific skills it is intended to assess. It is important that both the programme team and students understand the purpose of the chosen format, to understand how it is contributing to the development and assessment of the required knowledge, skills and understanding of the discipline.
Coursework
Coordinate deadlines with other assessments
Coursework deadlines should be considered in relation to other assessments students may be facing within the same term. This will help to alleviate unnecessary pressure and enable students to perform to their best for each assessment and manage their workload more effectively. Careful scheduling and, where possible, staggered deadlines across the programme as a whole can reduce stress for both students and staff.
Be aware of the policy on additional time
For undergraduate and certain postgraduate taught programmes, extensions to submission deadlines can be sought through the department's self-certification process, based on the University's self-certification extension policy, or for extensions beyond that permitted by self-certification, an additional application can be made under the process for dissertation or coursework extensions to the submission deadline. For MPhil by Advanced Study, MSt, MEd, MRes or CPGS students, extension policies are devised at local level, except for an extension to the submission deadline for the thesis/dissertation, which is applied for by the student via CamSIS and is subject to a centralised approvals process.
Utilise interim deadlines to support progress monitoring
Introducing interim deadlines for drafts or sections of the work throughout the coursework timeline helps students manage their workload. While examiners cannot provide feedback on summative work in draft form, this structure encourages timely undertaking of components of larger projects, allowing for a ‘chunked’ approach to assignment completion.
Provide clear and varied exemplars to clarify expectations
To help students understand the standards and requirements of the assignment, it is beneficial to provide a variety of exemplars. Where appropriate these could cover a range of approaches to the assignment. These examples can help clarify expectations, develop confidence and reduce uncertainty around marking criteria.
Consider digital accessibility
If coursework involves the use of online platforms or digital tools, ensure that these resources are accessible to all students, particularly if they are accessing the platforms outside of Cambridge. This includes compatibility with screen readers, text-to-speech tools, and other assistive technologies. Moreover, consider whether online submission platforms allow for different file types (e.g. Word doc, pdf, video, etc) that can be easily accessed by students with varying needs.
In-person (invigilated) handwritten examinations
Provide clear guidance on examination questions, expectations and procedures
Examination questions should be written in a clear manner and, except where technical terms are required, use plain English. The Accessibility Disability Resource Centre offer support in examination question setting to support inclusive practices. Further, ensure that students are well-informed about the examination procedures, including the exam format, what materials are permitted, the expected time frame, and how to approach different types of questions. Providing this information in advance – preferably at the very start of a course of study – in an accessible format can reduce unnecessary stress and help students manage expectations.
Provide mock examination opportunities
Providing mock examination opportunities can be particularly helpful if there is a change in the format of the examination, such as changing from an open-book format to a traditional in-person handwritten exam. In any instance, it is highly beneficial to offer practice papers for students to attempt in their own time (perhaps for supervision feedback) or, where possible, provide mock opportunities for the cohort. This allows students to practise under timed conditions and become familiar with the exam structure. It also provides an opportunity for students to gauge their performance and note the areas they still need to develop to aid their exam preparations.
Support academic integrity
Although students will not be using any kind of software for a handwritten exam, it is still valuable to follow the advice above (p.12) on academic integrity when approaching formative activities done in preparation for their exams. Understanding the rationale for the chosen assessment format, including the skills it aims to develop and why those skills are important, will help students to understand how using certain software for preparatory exercises such as supervision work may impact their learning and, in turn, their exam performance and skill development in key areas.
In-person (invigilated) digital examinations
Provide clear guidance on examination questions, expectations and procedures
Examination questions should be written in a clear manner and, except where technical terms are required, use plain English. It may also be beneficial to provide a hard copy of the examination questions and associated information, as this would be helpful for students with working memory issues. The Accessibility Disability Resource Centre offer support in examination question setting to support inclusive practices. Ensure that students are fully informed about the examination procedures, including the exam format, what materials are permitted, the expected time frame, and how to approach different types of questions. Providing this information in advance - both in writing and, where necessary, in accessible formats - can help students manage expectations and reduce unnecessary stress.
Provide clear instructions on exam technology requirements
Provide clear, concise instructions on how to access the digital exam, how to use the software, and how to submit answers. These instructions should be made available in advance and offered in accessible formats. Make sure that students understand what to do in the event of a technical issue and provide a clear protocol for seeking support if needed during the exam – consult with the Exam Operations team for this advice. Students will also need to be provided with clear instructions on what devices are (and are not) permissible to use for the examination. They will also need clarity on what other software available on those devices are (and are not) allowed to use during the examination. Training on any software required for the examination should be provided to all students, with appropriate opportunities to familiarise themselves with its functionalities and use first-hand.
Provide practice opportunities with the examination software
Schedule time for students to have the opportunity to familiarise themselves with the exam software before the actual assessment. Providing a practice exam or sample questions allows students to navigate the system in a low-pressure environment, helping to reduce any potential technical concerns and ensuring they are confident in using the tools available to them during the real exam.
Non-invigilated digital open-book examinations
Provide clear guidance on examination questions, expectations and procedures
Examination questions should be written in a clear manner and, except where technical terms are required, use plain English. The Accessibility Disability Resource Centre offer support in examination question setting to support inclusive practices. Ensure that students are well-informed about the examination procedures, including the exam format, what materials are permitted, the expected time frame, and how to approach different types of questions.
Provide detailed instructions on how students should approach the exam, including the acceptable use of external resources (e.g., textbooks, online materials) and any restrictions on collaboration or internet research. Transparency in the exam’s scope and criteria ensures students can prepare and undertake the examination effectively. Providing this information in advance - both in writing and, where necessary, in accessible formats - can help students manage expectations and reduce unnecessary stress.
Provide clear instructions on exam technology requirements
Provide clear, concise instructions on how to access the digital exam, use the software, and submit answers. These instructions should be made available in advance and offered in (possibly multiple) accessible formats (e.g., video with audio, written). Make sure that students understand what to do in the event of a technical issue and provide a clear protocol for seeking support if needed during the exam. Students will also need to be provided with clear instructions on what devices are and are not appropriate to undertake the examination, and what other software available on those devices are and are not allowed to use during the examination.
Provide practice opportunities with the examination software
Ensure students have the chance to familiarise themselves with the exam software tool(s) before the actual assessment. If possible, providing a practice exam or sample questions allows students to navigate the system in a low-pressure environment, helping to reduce any potential technical concerns and ensuring they are confident in using the tools available to them during the real exam.
Be clear and transparent about time management for the examination
Since digital open-book exams are often self-paced, it is important to communicate time management expectations clearly. Provide guidance on how long students should spend on each section or question, and clarify whether there are any restrictions on when the exam must be completed (e.g., within a 3 or 5 hour window). This means students are aware of the time commitment involved and can plan their work effectively.
Presentations
Consider presentation delivery times and methods
Consider allowing students to select a presentation time from a range of options, if this is feasible. This flexibility can help alleviate nerves by allowing students to choose a time when they feel most comfortable. Additionally, consider providing students with the option to present via an online platform, as this can be especially helpful for students who may feel more nervous in face-to-face settings or for those with mobility issues. Finally, if it is possible and is not a core skill required by the programme and/or accreditors, consider whether students need to present to an audience, or whether it is still possible to achieve the learning outcomes for the programme through presenting directly to an academic panel or assessors. If presentation skills are an important aspect to the assessment, be clear with students what the expectations are regarding notes, scripts and presentation aids, such as PowerPoint. This ensures that students are not unfairly penalised for factors unrelated to the subject matter and programme requirements.
Provide opportunities for students to practise and familiarise themselves with the presentation room in advance
To help students to develop confidence in presenting, provide low-stakes, formative opportunities for them to practise their presentations. This can be achieved by gradually increasing the audience size - beginning with peer-to-peer sharing, progressing to small group presentations, and incorporating these activities regularly into the schedule. Additionally, inviting students to record their presentations in their own time and watch them back will also support their reflections of their performance and help them to improve.
Where possible, provide students with the opportunity to visit the presentation room or environment prior to their scheduled presentation. If feasible, provide opportunities for students to run through their slides (to check everything works) and speak in the room to hear how their voice sounds in the acoustics of the space. Familiarity with the space, equipment, and layout can help reduce unnecessary stress and enhance confidence, particularly for students who may experience sensory sensitivities or discomfort in unfamiliar environments.
Consider allowing students to record presentations
If it is possible and is not a core skill required by the programme and/or accreditors, consider whether providing students with the option to record their presentations ahead of time is feasible and appropriate. This can be particularly helpful for students who feel anxious, those with speech impairments, or those who find it difficult to present live. Recorded presentations that are presented live with the student present still allow for a meaningful presentation-based assessment. Where appropriate, students are then still able to be present for any questions following their presentation. Recorded presentations with no “live” element are considered coursework; please see the expectations outlined under the Ordinance for Assessment Formats for more information.
Consider options for supporting students through the presentation Q&A
Students may find it helpful to take a short break between the presentation delivery and the subsequent Q&A session. This break provides the student with an opportunity to gather their thoughts and prepare for any follow-up questions, thus reducing potential pressure and facilitating a more thoughtful and composed response. If a student digresses or misinterprets a question, guide them back to the core focus of the question without discouraging them. This can be done gently to ensure the student stays on track while ensuring fairness and clarity in their responses.