1.1 Policy Statement
Stonebridge University is dedicated to ensuring its assessments’ integrity, security, and fair delivery. The Assessment Security and Fair Delivery Procedures document sets out the policies and processes that govern the administration, security, and evaluation of assessments to ensure that all students are assessed fairly and equitably. The university upholds the highest standards of academic integrity and is committed to providing valid, reliable, and transparent assessments.

These procedures support the university’s commitment to providing a secure assessment environment, maintaining confidentiality, and preventing academic misconduct. By clearly defining roles, responsibilities, and procedures, the document ensures that all stakeholders understand their obligations in supporting assessments’ fair delivery and security.

1.2 Definitions
• Assessment Security: Measures and protocols are implemented to ensure the integrity and confidentiality of assessment materials and processes.
• Fair Delivery of Assessments: Providing students with equitable opportunities to demonstrate their knowledge and skills, ensuring that assessments are free from bias, and supporting equal access to all.
• Academic misconduct: any action that undermines the integrity of the assessment process, including plagiarism, cheating, and collusion.
• Reasonable Adjustments: modifications made to assessment conditions to ensure that students with disabilities or specific learning needs are not disadvantaged.

The purpose of this document is to:

• Establish a framework for maintaining the security and integrity of assessments at Stonebridge University.
• Outline the procedures for delivering fair assessments that uphold academic standards and provide equal opportunities for all students.
• Define the roles and responsibilities of university staff, students, and external examiners in the assessment process.
• Guide identifying, preventing, and managing academic misconduct.
• Ensure compliance with legal and regulatory requirements related to data protection, accessibility, and assessment integrity.

This document applies to:
• Stonebridge University conducts all assessments, including examinations, coursework, practical assessments, and online assessments.
• All staff involved in designing, delivering, invigilation, and evaluating assessments.
• All students enrolled in any course or program at Stonebridge University.

The university’s approach to assessment security and fair delivery is based on the following principles:

3.1 Integrity and Transparency
Assessments must be designed and delivered to uphold the integrity of the university’s academic standards. Transparency in assessment criteria, processes, and decisions is essential to ensure students understand how their performance will be evaluated.

3.2 Equal Opportunities and Fair Access
The university is committed to providing all students with fair access to assessments. This includes making reasonable adjustments for students with disabilities or specific learning needs and ensuring that assessment criteria are applied consistently and impartially.

3.3 Confidentiality and Data Protection
The confidentiality of assessment materials and student data must always be maintained. The university will implement appropriate data protection measures to safeguard the integrity of assessment information and prevent unauthorised access.

4.1 Responsibilities of Stonebridge University
Stonebridge University is responsible for:
• It develops and implements assessment security procedures that comply with legal and regulatory requirements.
• We are providing training and support to staff involved in the assessment process.
• It is ensuring that assessments are designed and delivered in a manner that upholds academic standards and integrity.

4.2 Responsibilities of Academic Staff
Academic staff are responsible for:
• We are designing assessments that are aligned with learning outcomes and assessment criteria.
• They ensure that assessment materials are securely stored and only accessible to authorised personnel.
• They are reporting any concerns related to assessment security or academic misconduct.

4.3 Responsibilities of Students
Students are responsible for:
• Complying with the university’s assessment policies and procedures.
• Submitting their work and adhering to the principles of academic integrity.
• Reporting any suspected breaches of assessment security or academic misconduct.

4.4 Responsibilities of External Examiners and Invigilators
External examiners and invigilators are responsible for:
• Overseeing the assessment process to ensure fairness and integrity.
• They report any incidents or concerns related to assessment security or conduct during examinations.
• We are providing independent verification of assessment outcomes and standards.

5.1 Standards for Assessment Design
All assessments must:
• Be aligned with the learning outcomes and objectives of the course or program.
• Be appropriate to the level of study and the skills and knowledge being assessed.
• Include clear criteria for evaluation and feedback.

5.2 Validation and Approval of Assessments
All assessments must be validated and approved by the appropriate academic committees before being administered. The validation process includes:
• Reviewing assessment materials for alignment with learning outcomes.
• Ensuring that assessment tasks are free from bias and accessible to all students.
• Confirm that security measures are in place to prevent unauthorised access or disclosure of assessment materials.

5.3 Creating Assessments that Minimize Risk of Academic Misconduct
Assessments should be designed in a manner that minimises opportunities for academic misconduct. This includes:
• Using a variety of assessment types and formats.
• Implementing randomised question banks for online assessments.
• Including open-ended questions or tasks that require critical thinking and original responses.

6.1 Storage and Handling of Assessment Materials
• All physical assessment materials (e.g., examination papers) must be stored in secure, locked locations accessible only to authorised personnel.
• Electronic assessment materials must be stored on secure university servers with access restricted to authorised users.

6.2 Electronic Security Measures
• Strong passwords, encryption, and multi-factor authentication must be used to protect electronic assessment materials.
• Regular backups of assessment materials must be conducted to prevent data loss or corruption.

6.3 Transfer and Sharing of Assessment Materials
• Assessment materials should only be transferred or shared using secure, university-approved methods (e.g., encrypted email or secure file transfer platforms).
• Assessment materials should be shared only with those directly involved in the assessment process, and any unnecessary copies should be destroyed or deleted.

7.1 On-Campus Examination Procedures
• Examination rooms must be prepared and inspected to meet university standards for comfort, accessibility, and security.
• Students must present valid identification before being admitted to the examination room.

7.2 Online and Remote Assessment Procedures
• Online assessments must be conducted using secure, university-approved platforms supporting student identity authentication and preventing unauthorised access.
• Invigilation software or proctoring services may be used to monitor student activity during online assessments. These tools may include screen monitoring, webcam usage, and activity tracking to ensure compliance with assessment regulations.
• Students must be provided with clear instructions on online assessment platforms, including login procedures, troubleshooting guidance, and rules of conduct during the assessment.
• Reasonable adjustments must be made for students with disabilities or specific learning needs, such as alternative assessment formats or additional time, as necessary.

7.3 Conduct of Invigilators and Exam Supervisors
Invigilators and exam supervisors play a crucial role in maintaining the security and integrity of assessments. Their responsibilities include:
• Preparing the Examination Room: Ensuring the examination environment is safe, secure, and distraction-free.
• Verifying Student Identity: Checking student identification and seating arrangements to prevent impersonation or unauthorised attendance.
• Monitoring Student Conduct: Observing students during the examination to identify and address any instances of academic misconduct or irregular behaviour.
• Responding to Incidents: Managing any unforeseen events or emergencies that arise during the assessment, such as technical failures, student illness, or suspected breaches of conduct.
• Reporting: Completing an invigilator’s report at the end of each examination session, detailing any incidents, observations, or issues encountered.

7.4 Managing Unforeseen Events During Assessments
In the event of an unforeseen disruption or emergency during an assessment, such as a fire alarm, technical failure, or security breach, the following procedures should be followed:
• Suspend the Assessment: The exam supervisor or invigilator should immediately suspend the assessment, instruct students to remain calm, and follow evacuation or safety procedures if necessary.
• Document the Incident: The incident should be documented in detail, including the nature of the disruption, actions taken, and any impact on students or assessment integrity.
• Reschedule or Adjust the Assessment: Depending on the severity of the disruption, the university may decide to reschedule the assessment or adjust the grading criteria to ensure fairness.

8.1 Identifying and Addressing Academic Misconduct
Academic misconduct includes, but is not limited to, plagiarism, cheating, collusion, impersonation, and using unauthorised materials during assessments. To identify and address academic misconduct:
• Use of Anti-Plagiarism Software: All written assessments must be submitted through the university’s plagiarism detection software to identify potential cases of copied or unoriginal content.
• Monitoring of Assessment Environments: Invigilators and proctors should monitor student behaviour during assessments to identify suspicious activity.
• Investigating Allegations of Misconduct: Allegations of academic misconduct must be thoroughly investigated by the Academic Integrity Office. This process includes interviewing the student, reviewing evidence, and determining whether misconduct has occurred.

8.2 Use of Anti-Plagiarism Tools and Software
Stonebridge University uses anti-plagiarism tools and software to ensure the originality of student work. Procedures include:
• Mandatory Submission: All written assessments must be submitted through the designated anti-plagiarism software before being graded.
• Plagiarism Reports: The software generates reports highlighting potential instances of plagiarism, which are reviewed by academic staff.
• Follow-Up Actions: If a high level of similarity is detected, the student will be contacted for further clarification, and appropriate actions will be taken in line with the university’s academic misconduct policy.

8.3 Preventive Measures and Student Education
To prevent academic misconduct and promote a culture of integrity:
• Student Education: Students are provided with training and resources on academic integrity, including workshops, online modules, and informational guides.
• Clear Communication of Expectations: The university’s academic integrity policy and the consequences of academic misconduct are communicated to students at the beginning of each academic year.
• Support Services: Students are encouraged to seek support from the Academic Skills Centre, library services, or their academic advisors if they are unsure how to complete assessments in compliance with academic integrity standards.

9.1 Principles of Feedback
Feedback should be:
• Constructive and Specific: Feedback must provide clear, specific guidance on how students can improve their performance in future assessments.
• Timely: Feedback should be provided within a reasonable timeframe to allow students to reflect on their performance and apply it to future learning.
• Aligned with Assessment Criteria: Feedback must be based on the assessment criteria and should highlight areas of strength and improvement.

9.2 Moderation and Verification of Results
Moderation is reviewing and verifying assessment results to ensure consistency and fairness. Moderation procedures include:
• Internal Moderation: A sample of assessments is reviewed by a second marker to verify that grading is consistent with the assessment criteria.
• External Moderation: External examiners are engaged to review assessment outcomes and provide independent verification of academic standards.
• Double Marking: Double marking may be implemented for high-stakes assessments, where two independent markers assess the same work and agree on the final grade.

9.3 Appeals and Reviews of Assessment Decisions
Students can appeal assessment decisions if they believe the grading was not conducted moderately or followed university policies. The appeals process includes:
• Grounds for Appeal: Appeals may be based on procedural errors, extenuating circumstances, or evidence of bias or discrimination.
• Appeals Submission: Appeals must be submitted in writing to the Academic Appeals Office within 14 days of receiving the assessment results.
• Review and Decision: An independent panel will review the appeal, and a final decision will be communicated to the student within 30 days.

10.1 Reasonable Adjustments and Accommodations
Reasonable adjustments may include:
• Additional Time: Up to 25% additional time for students with specific learning difficulties or medical conditions that impact their ability to complete assessments within standard timeframes.
• Alternative Assessment Formats: oral assessments, viva voce, or project-based assessments instead of written exams.
• Assistive Technologies: Use of technology, such as speech-to-text software or screen readers, to support students with disabilities.

10.2 Procedures for Students with Disabilities or Learning Difficulties
Students with disabilities or learning difficulties should register with the Disability Support Office at the beginning of their program. The office will work with the student and their academic department to develop a personalised support plan outlining reasonable adjustments.

10.3 Managing Extensions and Deferrals
Students who experience extenuating circumstances that impact their ability to complete assessments on time may request an extension or deferral. Procedures include:
• Submitting a Request: Requests must be submitted in writing to the academic department, along with supporting documentation (e.g., medical certificates, counsellor’s notes).
• Approval and Notification: The academic department will review the request and notify the student of the outcome within 5 working days.
• Alternative Assessment Arrangements: If an extension or deferral is granted, the student may be given an alternative assessment date or format to complete their assessment.

11.1 Handling and Storing Student Data
• Student data, including assessment results and feedback, must be handled following the university’s Data Protection Policy and relevant data protection laws, such as the General Data Protection Regulation (GDPR).
• Assessment data must be stored securely on university servers or approved cloud storage platforms, with access limited to authorised personnel.

11.2 Data Security Measures
• Strong passwords, encryption, and access controls must be used to protect electronic data.
• Paper-based records must be stored in locked cabinets or secure storage rooms.

11.3 Access to Assessment Information
Students have the right to access their assessment records and feedback. Access requests must be submitted in writing to the academic department, and the university will respond within 30 days.

12.1 Designing and Developing Online Assessments
Assessments for online and distance learning programs should be designed to ensure they are both valid and reliable measures of student learning outcomes. The following principles should guide the design of online assessments:
• Diversity of Assessment Types: Online assessments should include a variety of formats, such as written assignments, timed quizzes, project-based assessments, and collaborative work, to provide a comprehensive evaluation of student abilities.
• Clarity of Instructions: Clear and detailed instructions must be provided for each assessment, including submission deadlines, format requirements, and technical specifications.
• Alignment with Learning Outcomes: Online assessments should be directly aligned with the learning outcomes of the course or module to ensure that they accurately measure the knowledge and skills that students are expected to acquire.
• Use of Authentic Assessments: Assessments should be designed to reflect real-world applications of the subject matter, encouraging students to engage in critical thinking and problem-solving rather than rote memorisation.

12.2 Online Assessment Security Measures
Maintaining the security and integrity of online assessments is crucial to upholding academic standards and preventing academic misconduct. The following security measures should be implemented for all online evaluations:
• Student Authentication: Students must verify their identity before beginning an online assessment. Authentication methods may include unique usernames and passwords, multi-factor authentication, or verification through personal information.
• Proctoring and Invigilation: Online proctoring services or software should be used to monitor student activity during assessments. Proctoring may include screen monitoring, webcam usage, and recording of the assessment session.
• Access Controls: Assessment materials should only be accessible to students during the designated assessment period. Access should be restricted through timed releases, password protection, or controlled access through the university’s virtual learning environment (VLE).
• Randomization of Questions: Questions should be randomised for multiple-choice or quiz-based assessments to reduce the risk of collusion or sharing of answers among students.

12.3 Conducting Online Examinations
Online examinations should follow the university’s policies on assessment security and fair delivery. The following procedures apply to all online examinations:
• Technical Support and Preparation: Students must be provided with information and resources on accessing and navigating the online examination platform. Technical support should be available before and during the examination to address any issues.
• Time Management and Submission: Students must be informed of the examination’s start and end times and any time limits for individual sections. All submissions must be made through the designated platform, and late submissions may be subject to penalties unless an extension has been granted due to technical difficulties.
• Managing Technical Disruptions: In the event of a technical disruption, such as loss of internet connectivity or system failure, students should be instructed to document the issue and notify the university immediately. Depending on the severity and impact of the disruption, the university may offer a rescheduled examination or an alternative assessment format.

12.4 Preventing and Addressing Academic Misconduct in Online Assessments
The risk of academic misconduct may be higher in online and remote learning environments due to the need for more direct supervision. The following strategies should be implemented to minimise academic misconduct:
• Use of Anti-Plagiarism Software: All written submissions should be processed through plagiarism detection software to ensure originality and identify potential cases of copied content.
• Monitoring and Proctoring Tools: Online proctoring tools should be used to monitor student activity during assessments, including screen sharing, webcam usage, and keystroke analysis.
• Honour Codes and Agreements: Students should sign an honour code or agreement before taking an online assessment, affirming their commitment to academic integrity and acknowledging the consequences of misconduct.
• Post-Assessment Analysis: After the assessment, data analytics tools may be used to review student responses and identify patterns indicative of potential misconduct, such as identical answers in multiple-choice questions or speedy response times.

12.5 Providing Support and Resources for Online Students
Students enrolled in online and distance learning programs may face unique challenges related to assessment preparation, time management, and resource access. The university should provide the following support services to online students:
• Access to Online Learning Resources: Students should have access to a wide range of digital resources, including e-books, online journals, video tutorials, and discussion forums, to support their learning and assessment preparation.
• Academic Skills Workshops: Online workshops and webinars should be offered to help students develop essential academic skills, such as essay writing, research methods, and time management.
• Technical Support and Troubleshooting: Technical support services should be readily available to assist students with accessing the virtual learning environment (VLE), submitting assessments, and resolving technical issues.

13.1 Regular Monitoring and Reporting
The university will regularly monitor assessment activities to identify any areas of concern and ensure compliance with established procedures. This includes:
• Review of Assessment Data: Analysis of assessment results, completion rates, and instances of academic misconduct to identify trends and areas for improvement.
• Student and Staff Feedback: Collection of feedback from students and staff on the assessment process, including the clarity of instructions, accessibility, and fairness of grading.
• Compliance Audits: Periodic audits of assessment procedures to ensure they align with the university’s policies and legal requirements.

13.2 Using Data for Continuous Improvement
Data collected through monitoring activities will be used to inform continuous improvement efforts. This includes:
• Updating Procedures: Revising assessment procedures based on audit findings, feedback, and data analysis.
• Training and Development: Providing targeted training and support for staff involved in the assessment process to address identified gaps or challenges.
• Implementing Best Practices: Incorporating best practices and innovations in assessment design and delivery to enhance the quality and integrity of assessments.

The Assessment Security and Fair Delivery Procedures will be reviewed annually to ensure they align with the university’s strategic goals, emerging best practices in assessment, and legal and regulatory requirements. The review will involve consultation with key stakeholders, including academic staff, students, and external examiners.

Any procedure updates or changes will be communicated to staff and students through email, the university’s virtual learning environment (VLE), and training sessions. Updated versions of the procedures will be made available on the university’s website and included in staff and student handbooks.

Stonebridge University is committed to ensuring that the Assessment Security and Fair Delivery Procedures are accessible to all university community members. The procedures will be:
• Published on the university’s website and the virtual learning environment (VLE).
• Included in staff and student handbooks and provided during induction sessions.
• Available in alternative formats, such as large print, audio, or translated versions, upon request.

Clear communication of the procedures will ensure that all staff and students understand their roles and responsibilities in supporting assessment security and fair delivery.

Stonebridge University’s commitment to assessment security and fair delivery is integral to maintaining the integrity of its academic programs and upholding the highest standards of academic excellence. The Assessment Security and Fair Delivery Procedures provide a comprehensive framework for designing, delivering, and evaluating assessments in a secure, transparent, and fair manner for all students.

By adhering to these procedures, the university ensures that its assessments are conducted with integrity and that all students can demonstrate their knowledge and skills in a supportive and equitable environment.

All members of the university community are encouraged to engage with these procedures and contribute to Stonebridge University’s continuous improvement of assessment practices.