As of academic year 2024-2025, FSW has a new Faculty Testing Framework in place. This document provides information on the guiding principles and characteristics of testing at FSW and the roles and responsibilities of those involved. It also includes faculty agreements on digital testing with Ans - these can be used by examiners in the testing process.

Guiding principles and characteristics of testing at FSW

The guiding principles and characteristics of testing at FSW listed below derive from general knowledge about testing and assessment in higher education, and existing University agreements on testing (e.g., digital testing via Ans, the enrolment protocol) and the way testing is organized at the Faculty (e.g., the Course and Examination Regulations, the Rules and Regulations of the Boards of Examiners, and the Digital Testing Team).

1. The validity  and reliability  of assessment are paramount to safeguard the quality of the learning process and students' final attainment levels.

a. These characteristics of testing are safeguarded in a) the design and structure of testing (including digital testing); and b) opportunities for examiners and Boards of Examiners to further develop their competence in relation to testing.
b. Fraud prevention is a component of this guiding principle: it is important to ensure that the testing applies only to the knowledge and skills the student has acquired.

2. Transparency is maintained at all times in communicating with students and providing feedback; this is vital to safeguard the quality of the learning process and ensure that testing proceeds smoothly.

a. Students are informed of the procedures regarding testing (including registration and inspection procedures), both through the Course and Examination Regulations and Rules and Regulations of the Boards of Examiners and by the examiner. 
b. Where possible, the examiner communicates with the students in advance about the content of the test (by explaining the test matrix, providing a rubric, or in some other way) to optimize the learning and feedback function of testing.

3. Clarity is maintained regarding the roles and responsibilities of all those involved in the testing process. This limits their workload and optimizes the organization of testing and the associated quality assurance cycle.

a. Examiners and Boards of Examiners are assumed to be autonomous with respect to the structure of tests, quality assurance, and the associated processes.
b. Opportunities for support and competence development for examiners and Boards of Examiners are explicitly described.
c. For each type of test, Faculty rules will be drawn up for archiving and retention.

4. To further reinforce the above principles, those involved ensure consistency between the vision on testing and their own regulations (Directors of Teaching and Learning and Boards of Examiners), the structure of testing (examiners), and quality assurance measures (Boards of Examiners).

a. Each formal document sets out which testing-related matters are recorded in it; see Overview of roles and responsibilities of those involved in testing.
b. All those involved in testing monitor this consistency carefully; see Overview of roles and responsibilities of those involved in testing.