Swansea University Code of Practice for Learning, Teaching and Assessment

Swansea University Code of Practice for Learning, Teaching and Assessment

The Code of Practice for Learning, Teaching and Assessment provides the framework, principles, policy, processes and guidance necessary for effective and inclusive pedagogy. This Code has been created in partnership by Academic Quality Services, Swansea Academy for Learning and Teaching, Swansea Academy for Inclusivity and Learner Success, and the Swansea Academy for Student Success.

This Code of Practice strives to be evidence based, and is aligned to the expectations, practices and guiding principles of the UK Quality Code, Advice and Guidance (QAA).

This Code of Practice is aligned with the Swansea Graduate and the University’s Centenary Commitments, outlined in the University’s Learning and Teaching Strategy 2019-2024, which underpin planned developments for learning, teaching and assessment over the next five years. The resources that form the Code of Practice for Learning Teaching and Assessment are split accordingly into the following themes:

Through these key themes, and in-line with the 7 Characteristics of a Good Teacher programme developed by the Swansea Academy for Learning and Teaching, the Code of Practice offers guidance and resources for staff and students in the areas of inclusive learning and teaching, active learning, communication and co-creation between staff and students, as well as effective assessment and feedback. Swansea University will continue to develop an environment in which students are able to learn and grow, feel part of a community, have a sense of belonging and develop social capital. 

Assessment Equivalencies

The Assessment Equivalencies document has been provided as a starting point for selecting an appropriate assessment method to meet the needs of your learning outcomes as well as your students.

The document outlines the level, credit and time equivalencies based on a number of models (which has been provided in the document for further clarification). These equivalencies are indicative and can be altered to fit the intended learning outcomes.

This is not a rigid framework and all assessments should be developed with robust pedagogical evidence and expertise to ensure assessments are fit for purpose.  

The document also provides a description of the assessment method alongside the pros and cons, scalability, validity and fairness of the assessment. We have also provided information on reasonable adjustments and considerations in relation to your specific cohort.

This document will continue to be developed in line with changes to assessments to accommodate artificial intelligence. 

Please also see Swansea University Assessment, Marking and Feedback Policy.

The principles, policies and processes relating to Learning, Teaching and Assessment will be reviewed annually.