Different countries have different ways of doing assessments and it makes a lot of difference to have the academic expectations outlined by the convenors at the beginning of the course or module, so that students can approach their studies accordingly. When students understand what is expected of them in their assessments, they can focus their efforts on mastering those specific skills. Clear expectations reduce uncertainty and anxiety, allowing students to prepare more effectively. A good understanding of expectations enables students to begin assessments from the appropriate starting point and continue in the correct direction. 

Student quote from the focus group: Supporting the International Student Experience at Sussex and Beyond 2024 

Introduction

The assessments we set for our students are often ones that we are familiar with because they are embedded within our disciplinary practice, of which we are experts. This familiarity can cause us to overlook parts of the assessment that may be confusing or challenging for students. We may forget to be explicit in our assessment instructions because, to us, the assessment process is so obvious. As the quote above highlights, students who are unfamiliar with the UK higher education system won’t necessarily understand the academic processes or expectations required to succeed in their assessments, resulting in anxiety and potentially poor outcomes. It is therefore a matter of inclusivity that our assessment expectations are as transparent as possible. This blog post provides guidance on enhancing the transparency of your assessment expectations. It was co-created by colleagues from Educational Enhancement and two University of Sussex postgraduate students, Tarun Kachhwaha (Sustainable Finance and Accounting) and Serra Ciftci (Engineering Business Management).  

Seven ways to clarify your assessment expectations 

One: Outline the assessment expectations via the assessment brief 

For each assessment, provide an assessment brief that outlines the aims, key components, and criteria of the assessments. This should be discussed in class to ensure all students understand what is expected. The Assignment Brief Design Project has researched and developed guidelines to support staff across the sector in effectively communicating to students what is required and expected of them in assessment. These guidelines are helpful for writing an inclusive assessment brief. Here are some key recommendations for making your assessment brief assessible and inclusive:

• Each assessment brief should be available on Canvas for easy reference. The assessment brief should include key information such as learning outcomes being measured, marking criteria, referencing style, format, word length/duration, academic integrity, and submission guidelines.
• The assessment brief should be written clearly. Potentially unfamiliar terms, like ‘analyse’ or ‘critically reflect,’ should be explained.
• Discuss the assessment brief during one of your lectures or seminars, allowing students to ask questions and seek clarification about areas of confusion. 

Two: Create marking criteria that are clear and streamlined 

Before students start their assessment, they need to understand the marking criteria. This will give them the best chance of doing well. Help students understand the marking criteria by:

• applying faculty/departmental level marking criteria if available. This provides consistency between modules and makes it easier for students to apply feedback from one assessment to another,
• outlining what is expected at each grade level. To help students interpret the criteria, you could create a video demonstrating how to evaluate an assessment using the criteria, differentiating between “excellent,” “good,” “satisfactory,” and “needs improvement” submissions. The video can be uploaded to the assessment page on Canvas for easy reference,
• developing a feedback template/rubric that relates directly to the marking criteria, addressing common areas of strength and areas for improvement. This will ensure consistency in feedback and help students understand where they need to focus their efforts for the next assessment,  
• making space in a lecture or seminar for students to ask questions and seek clarification about the marking criteria. This can also include activities where students apply the criteria to sample assessments.

Three: Allow students to practice and receive feedback before the final assessment 

Design teaching activities that provide opportunities for students to develop the skills needed for their assessments and give students the chance to undertake practice assessment tasks and receive feedback ahead of the summative assessment. This feedback can come from tutors or peers in class, formative assessments, or progressive summative assessments. 

Four: Break down the assessment task 

Breaking down the assessment task is particularly important for students who are unfamiliar with the type of assessment. It can also be helpful for students with certain learning differences. It is likely that students will need less assessment detail as they become more familiar with the assessment and the associated academic expectations. At the start of the students’ study, we suggest:

• Outlining the stages of work involved in an assessment task and collaborate with students to establish a timeline for completing each stage. 
• Providing assessment details that break down the components of the assessment and explain what is to be included in each of the stages. Please see this example of an assessment breakdown , from the University of Sussex Business School. 

Five: Use exemplars 

• Share high-quality examples of past student work that highlight proper structure and formatting. Annotate these exemplars to point out effective introductions, thesis statements, topic sentences, transitions, and conclusions. Explain why these elements are effective and how they contribute to the overall quality of the work.  
• Share examples of lower-quality work to illustrate what does not meet the criteria. Explain why these exemplars fall short and how they could be improved. This can include annotated exemplars pointing out specific weaknesses and offering suggestions for improvement. 
• Provide examples of different types of writing required in your module such as analytical essays, research papers, or reflective journals. Discuss why these examples are effective and how they meet the marking criteria.  
• With regards to presentations, share exemplary presentation slides with students to set clear expectations for their presentations. Highlight key aspects such as clarity, organisation, design, and content. By providing these examples, students can better understand how to create effective and engaging presentations that meet the assessment requirements. 

See the University policy and guidance for using exemplars.

Six: Clarify the acceptable use of AI tools in assessments 

• Reinforce the importance of academic integrity, linking to the guidance on Skills Hub. 
• Clearly state what AI tools can and cannot be used for. For example, specify if AI can be used for grammar checking but not for content generation. Outline the boundaries of acceptable use and provide examples of appropriate and inappropriate uses. See AI permission templates, which you can copy onto your assessment page on Canvas.  

Seven: Communicate what should be avoided in assessments and provide improvement strategies 

• Highlight common mistakes to help students avoid pitfalls and achieve higher scores. Compile a list of common errors to avoid and provide this to students ahead of the assessment. This list can include issues such as poor thesis statements, lack of evidence, improper citation, and off-topic content. Explain why these mistakes are problematic and how they can negatively impact on the quality of the assessment.
• Offer strategies for avoiding these mistakes, such as double-checking sources, and proofreading. Provide resources and tools that can help students improve their work. Many excellent resources can be found on Skills Hub.  

This resource was generated from an Education and Innovation Funded project aimed at closing the international awarding gap. To help understand why this gap exists, ten international students participated in a focus group to discuss their experiences at the University. A key theme from the focus group was the importance of understanding assessment expectations and knowing what steps to take to succeed. Drawing on the focus group discussions, the students then worked hard to develop resources aimed at helping you welcome your students to Sussex. They hope you find these resources useful.