1. Document Control
Policy Owner: Academic Director / Head of Quality
Responsible Committee: Academic Board (or Academic Governance and Quality Assurance Committee)
Approval Authority: Principal / Director and Academic Board
Effective From: [Insert date]
Review Date: [Insert date, typically 12 months]
Version: 1.0
Applies To: All taught provision delivered by Equra College London, including partner delivered or validated provision where relevant.
2. Purpose
This policy sets out Equra College London’s overarching framework for learning, teaching and assessment. It explains how the College designs and delivers teaching, supports student learning, assures assessment standards, and provides timely feedback to maximise student outcomes. It ensures that delivery is inclusive, academically rigorous, and aligned with partner university requirements, sector expectations, and applicable regulatory standards.
3. Scope
This policy applies to:
a. All staff involved in learning, teaching, assessment, academic support and academic quality.
b. All students enrolled on Equra College London programmes and short courses that include assessed learning.
c. All delivery modes including in person, blended and online learning.
d. All modules, assessments and feedback processes, including those under partner arrangements.
This policy is supported by, and should be read alongside, the College’s regulations and procedures listed in Section 12.
4. Principles
Equra College London’s learning, teaching and assessment approach is guided by the following principles:
4.1 Student centred and outcome focused
Teaching and assessment are designed to help students achieve stated learning outcomes and programme goals. Learning activities are purposeful, scaffolded, and progressively build knowledge, skills and confidence.
4.2 Inclusive and accessible learning
Learning is designed to be accessible for diverse student backgrounds, including mature learners and those returning to study after a gap. The College aims to remove barriers through reasonable adjustments, accessible learning materials, inclusive assessment design, and clear expectations.
4.3 Academic integrity and ethical learning
The College fosters honest scholarship through education and transparent expectations. Students are supported to develop academic writing, referencing and responsible research practices.
4.4 Consistency and fairness
Assessment decisions are made consistently, using clear criteria and moderation processes. Students receive fair treatment, transparent marking approaches and timely feedback.
4.5 Valid, reliable and authentic assessment
Assessment is designed to test learning outcomes appropriately. Where possible, assessments support authenticity and real world application, helping students demonstrate learning in meaningful ways.
4.6 Continuous improvement
The College uses data, student feedback and quality monitoring to continuously improve teaching quality, assessment design and student outcomes.
5. Learning and Teaching Model
Equra College London adopts an applied, supportive and academically rigorous approach to teaching. Teaching strategies may include lectures, seminars, workshops, tutorials, case studies, problem based learning, group learning, guided independent study and digital learning activities. The College expects teaching to include:
a. Clear learning outcomes and session objectives.
b. Structured learning materials and guidance on preparation.
c. Opportunities for interaction, practice and formative learning.
d. Signposting of academic support, wellbeing support and learning resources.
e. Inclusive teaching methods that support students with different levels of confidence and prior experience.
6. Programme and Module Design
6.1 Design and approval
Programmes and modules must be designed and approved through the College’s programme approval and monitoring arrangements. Programmes must specify:
a. Intended learning outcomes at programme and module level.
b. Assessment strategy and assessment mapping to learning outcomes.
c. Teaching and learning activities that support achievement of outcomes.
d. Indicative reading and learning resources.
e. Progression expectations and academic support structures.
6.2 Alignment with partners
Where a programme is delivered under a partnership arrangement, the College will ensure alignment with partner programme specifications, assessment frameworks and required quality processes.
6.3 Currency and relevance
Programmes should reflect contemporary academic and professional expectations and be reviewed regularly through annual monitoring and quality enhancement processes.
7. Assessment Strategy
7.1 Purpose of assessment
Assessment at Equra College London is used to:
a. Evaluate student achievement of learning outcomes.
b. Provide a structured pathway for skills development and improvement.
c. Maintain academic standards and credibility of awards.
d. Support progression and readiness for further study or employment.
7.2 Assessment design requirements
All assessments must be:
a. Clearly linked to learning outcomes.
b. Designed with appropriate level and challenge.
c. Supported by transparent marking criteria and guidance.
d. Inclusive, with reasonable adjustments where applicable.
e. Set with realistic workloads and clear deadlines.
f. Designed to reduce academic misconduct risk through authenticity and clarity.
7.3 Balance of assessment
Programmes should include a balanced assessment diet, which may include essays, reports, case studies, portfolios, presentations, reflective writing, in class tests, unseen or seen examinations, projects and applied tasks, depending on programme requirements and partner expectations.
7.4 Formative assessment and feedforward
Formative learning opportunities should be built into delivery, including draft feedback, practice tasks, quizzes, peer feedback, and guided activities. Staff should provide feedforward guidance that helps students improve future submissions.
8. Feedback Standards
Equra College London is committed to timely, constructive and actionable feedback.
8.1 Feedback requirements
Feedback should:
a. Be aligned with marking criteria and learning outcomes.
b. Identify strengths and areas for improvement.
c. Provide clear guidance on how to improve in future work.
d. Be professional, supportive and inclusive in tone.
e. Be returned within the timeframe stated in the relevant Assessment and Feedback Policy and programme documentation.
8.2 Feedback literacy
The College supports students to understand how to interpret feedback and use it to improve. Staff should explain how feedback links to criteria and expected academic standards, particularly for students returning to study after a break.
9. Assessment Integrity, Academic Practice and Use of AI
9.1 Academic integrity culture
The College promotes academic integrity through induction, academic skills support, transparent guidance and consistent expectations.
9.2 Responsible use of digital tools
Students and staff may use digital tools to support learning, provided that use is transparent and complies with academic integrity expectations. Where AI tools are relevant, expectations are governed by the College’s Academic Integrity and AI Use Policy, including requirements on disclosure and prohibited uses.
9.3 Preventing and addressing misconduct
Where suspected misconduct arises, cases must be managed under the Academic Misconduct Procedure. This policy does not replace misconduct procedures, but sets expectations for prevention, education and design.
10. Moderation, Standardisation and Quality Assurance
Equra College London maintains assessment standards through robust quality processes.
10.1 Marker standardisation
At the start of each assessment cycle, staff should align expectations through standardisation, including shared understanding of criteria and level descriptors.
10.2 Moderation
Moderation will be applied to assure fairness and consistency, including sampling strategies, second marking where required, and moderation records. Partner requirements will be followed where applicable.
10.3 External input
Where required by partners or programme arrangements, external examiners or external academic input will be facilitated and acted upon through quality assurance processes.
10.4 Academic records and integrity of decisions
Assessment records, moderation outcomes and decisions must be documented and stored securely in line with the College’s records management and data protection requirements.
11. Student Engagement and Academic Support
11.1 Engagement expectations
Student engagement is essential for learning outcomes. Engagement requirements, attendance expectations and monitoring processes are set out in the Student Engagement and Attendance Policy.
11.2 Academic support
The College provides academic support through tutoring, academic skills sessions, guidance on referencing and research, and signposting to resources. Students requiring additional support should be encouraged to access support early.
11.3 Reasonable adjustments
Reasonable adjustments and accessibility support are provided in line with the College’s EDI arrangements and Student Support and Reasonable Adjustments processes (or the relevant policy once approved).
12. Related Policies and Documents
This policy must be read alongside the following Equra College London documents (where applicable):
a. Assessment and Feedback Policy
b. Assessment Regulations for Taught Programmes
c. Programme Approval and Annual Monitoring Procedure
d. Academic Governance and Quality Assurance Policy
e. Academic Misconduct Procedure
f. Student Code of Conduct
g. Mitigating Circumstances and Extensions Procedure
h. Student Complaints Procedure
i. Academic Appeals Policy and Procedure and Consolidated Student Appeals Procedure
j. Fitness to Study Policy and Procedure
k. Equality, Diversity and Inclusion Policy
l. Safeguarding Policy and Procedure
m. Data Protection Policy, Privacy Notice and Website and Marketing Privacy Notice
n. Records Access and Subject Access Request Procedure
o. Data Retention and Records Management Policy
p. IT Acceptable Use Policy (Students) and IT Acceptable Use Policy (Staff)
13. Roles and Responsibilities
13.1 Principal / Director
Overall accountability for ensuring teaching and assessment frameworks are resourced, implemented and reviewed.
13.2 Academic Board
Approves the learning, teaching and assessment framework, monitors outcomes and ensures alignment with quality standards and partner expectations.
13.3 Head of Quality / Quality Lead
Oversees quality assurance, annual monitoring, assessment governance, moderation implementation and quality enhancement planning.
13.4 Programme Leaders / Module Leaders
Ensure teaching delivery, assessment design, marking and feedback comply with this policy and relevant procedures.
13.5 Teaching Staff
Deliver inclusive teaching, support student learning, provide timely feedback, uphold academic integrity and comply with assessment processes.
13.6 Students
Engage actively with learning opportunities, adhere to academic integrity requirements, submit work on time and use feedback to improve.
14. Monitoring, Review and Continuous Improvement
The College monitors effectiveness of this policy through:
a. Student feedback and module evaluation.
b. Progression, retention and achievement data.
c. Assessment outcomes and moderation reports.
d. Complaints, appeals and academic misconduct trend analysis.
e. Annual programme monitoring and quality enhancement plans.
f. Partner reporting and partner quality reviews where applicable.
This policy is reviewed annually or sooner if regulatory, partner or operational changes require updates.