Guidance for staff designing or reviewing assessment approaches.
Core Message
The University’s preferred position is to phase out traditional exams –especially those that simply test memory– in favour of more inclusive and authentic assessments, which are both AI-resilient and AI-embracing, as appropriate. We continue to encourage the use of presentations, practicals or vivas that are appropriately aligned to learning outcomes. In-class tests can also be accommodated.
Our aim is to support the design of meaningful assessment strategies that enhance learning, close awarding gaps and reduce over-reliance on exams, while still allowing for their appropriate use in clearly justified cases.
Exams can still be used when:
- Required by PSRBs (Professional, Statutory and Regulatory Bodies)
- The format authentically reflects professional practice (e.g. simulating real-world scenarios in different disciplines)
- There is no viable alternative to test specific learning outcomes.
Exams should be avoided when:
- They serve primarily as recall tests (rote memory)
- They do not align with the intended learning outcomes
- They contribute to broadening awarding gaps
- They pose logistical or accessibility barriers for students.
To note:
- This is a University-level position, not a school-by-school preference
- CADI training, development and advice are aligned with this institutional view
- Assessments should be designed to reflect inclusive, real-world and student-relevant tasks
Definition of “examination” or “exam”
A formal, summative assessment conducted under specified conditions to evaluate a student's knowledge, skills or capabilities. Examinations typically occur at the same time and in the same place for all participants, with a high level of institutional invigilation or supervision. The term also encompasses time-limited assessments (e.g., 24- or 48-hour exams) where students complete the task(s) within a fixed window, but not necessarily simultaneously or in a controlled location, often with access to resources. In all cases, the examination format (written, oral, or a combination) must be clearly defined and designed to ensure fairness, authorship, integrity, rigour, alignment with the stated learning outcomes, and comparability of student performance.