Do you have an idea for a new course and would like support getting started? Do you need to define your competence standards to support reasonable adjustment requests? Is your course looking for additional support with applying the new AI use in summative assessment policy?
The following three 90-minute workshops are designed to facilitate discussions for course teams around key issues for your course. Each is focused on generating the outputs you need in a practical evidence-based approach:
- Ideas generation workshop
- Identifying course competence standards workshop
- Impact of AI on summative assessment workshop.
How to express interest in the workshops
You can register your interest for the workshops by completing our short Course and assessment (re)design 90-minute workshop form. We will then contact you for a brief discussion about your requirements, and set a date for the workshop.
Please note: These workshops are intended for course teams only to ensure that a core group of academics can contribute directly to the conversations and decisions required.
Learn more about each workshop
1. Ideas generation workshop
Are you preparing to design a new course or planning major changes to an existing one, and looking for structured support at the earliest stage?
Before progressing to Student Number Planning for new course proposals, course teams are encouraged to explore their aims, scope, and design considerations in detail.
This session helps your course team to:
- Clarify the overall aims and plans for your course
- Identify key design considerations and anticipate common challenges
- Complete a guided 'next steps' activity to determine the most appropriate follow-up support — whether exploring market data or engaging with our course and assessment (re)design consultancy service.
2. Identifying course competence standards workshop
Are you looking for support in reviewing or developing competence standards to ensure they are clearly articulated, legally robust, and inclusive by design?
Competence standards define the essential, non-negotiable knowledge and skills that all students must demonstrate to succeed in a course. Under the Equality Act 2010, courses are required to ensure these standards are objectively justifiable, transparently communicated, and distinguished from other course requirements that may be subject to reasonable adjustments for disabled students.
This session helps your course team to:
- Understand the legal and pedagogical role of competence standards in course design and assessment
- Draft or refine competence standards, often by aligning them with course level learning outcomes
- Evaluate whether standards are essential, proportionate, and inclusive, with reference to relevant guidance and case examples
- Review summative assessments to ensure they align with and fairly assess agreed competence standards.
3. Impact of AI on summative assessment workshop
The whole discussion was very valuable, especially considering our course and the best way to change our assessment methods in view of AI availability.
Participant, Impact of AI on summative assessment workshop
Are you looking for support in reviewing your summative assessment to align with Oxford’s new policy on the permitted use of AI use in summative assessment?
The AI use in summative assessment policy asks course teams to:
- Review their summative assessment design and criteria, task by task, to ensure alignment with the permitted use of AI
- Declare whether and how students can use AI in summative assessment, for example, by a category system for different assignments on courses
- Specify the forms of declaration expected of students when they make use of AI, where permitted.
This workshop will enable you to
- Review your summative assessments using the AI assessment triage tool to evaluate current tasks and criteria
- Explore practical options, including course-level strategies that support academic integrity and appropriate use of AI
- Explore options categories and decide which levels of AI use are appropriate for your assessments
- Access further guidance, including signposting to relevant resources and examples from across the University.
