Regulations Governing the Assessment

  1. Regulations applying to all taught programs.


EAU promotes and encourages a learning assessment to promote a ‘culture of engagement’. By promoting learning, EAU believes emphatically in the importance of learning.


Assessment is part of an overall strategy for learning: each individual assessment should be aligned to one the criteria set for the program.


Marks awarded for assessments will contribute to determining whether the student is permitted to continue with his/her studies. These marks will also determine the final classification of the programme learned and award to be given.


The student is required to follow:

  • Make sure to know the requirements for each assessment.
  • Meet all deadlines given for the submission of coursework.
  • Attend all scheduled coursework, tests and examinations.
  • Inform the department if you have a problem with attending the assessment.


  1. Types of Assessment


EAU will follow the following types of assessment:


  • Formative assessment: Formative assessment is an integral part of teaching and learning as it contributes to learning through providing feedback. Effective formative feedback will affect what the student and the teacher does next


  • Summative assessment: Summative assessment proves the extent of a learner’s achievement of the assessment criteria used to measure the intended learning outcomes of a course, and which adds up to the final mark given for the course.


  • Summative assessment is used to quantify and reward an achievement. Summative assessment can also provide information that has formative/diagnostic value.


  • Diagnostic assessment: Like formative assessment, diagnostic assessment is aimed to enhance the learner’s experience and level of achievement. By looking backward, diagnostic assessment assesses what the learner already knows and/or the nature of the difficulties might limit the learner engagement in learning.


  • Dynamic assessment: Dynamic assessment gauges what the student achieves when given some teaching in an unfamiliar topic or field. It can be useful to assess potential for specific learning in the absence of relevant prior attainment, or to assess general learning potential for students who have a particularly disadvantaged background. It is often used in advance of the main body of teaching.


  • Synoptic assessment: Synoptic assessment inspires the student to blend elements of their learning from different parts of a program and to demonstrate their accrued knowledge and understanding of a topic or subject area. Synoptic assessment can be used as part of other forms of assessment.


  • Criterion referenced assessment: In this type of assessment, each student’s achievement is judged against specific criteria. As in theory, no account is taken of how other students have performed. In practice, normative thinking can affect judgments about whether or not a specific criterion has been met.


  • Ipsative assessment: This type of assessment is made against the student’s own previous standards. It can measure how well a particular task has been undertaken against the student’s average achievement. Ipsative assessment tends to correlate with effort, to promote effort-based attributions of success, and to enhance motivation to learn.


  1. Student Learning Outcome Assessment


EAU faculties provide assistance to the academic programme to ensure that a notion of continuous improvement is an essential characteristic of the university’s policy towards enhancing academic quality and student success. The following resources are available to support developing and assessing SLOs.


EAU’s approach to learning is to assessment to promote learning and teaching.  Assessment promotes learning as well as measure outcomes.


Learning outcomes are used as a means to measure evidence of the understanding students are required to have. Learning outcomes give the instructor evidence to see the quality of students’ knowledge, skills, and attitudes.


Some learning outcomes are geared toward knowledge acquisition and comprehension, some toward analysing and evaluating what has already been created, and some toward synthesizing and creating the new and different.


Student Learning Outcome (SLO) Assessment is the process of collecting information from diverse sources in order to develop an understanding of what a programme knows about its students learning, and what it can do with that knowledge to improve the education of its students.


  1. Coursework Code of Practice


Coursework Code of Practice sets out the EAU’s minimum acceptable standards for the handling of coursework.

  • Departmental Code of Practice
  1. Every Department shall have a clear Coursework Code of Practice which meets the minimum standards set out in this document.
  2. Departments shall be responsible for guaranteeing that the general requirements of its Code, as well as the specific requirements for its individual modules, are declared in forms which are easily accessible by students.
  3. Departments shall guarantee that satisfactory, timely and appropriate feedback to provide to students on all coursework assignments.
  4. The feedback should allow students to comprehend the reasons for the mark/grade given and should include positive comments on the strengths and weaknesses of their work.


  • Course Descriptions:
  1. Course specifications shall contain, in the ‘methods of teaching, learning and assessment’ field, an indication of the nature the coursework.


  • Extensions to deadlines and the late submission of work
  1. Coursework deadline extensions shall be settled only in exceptional circumstances where the student shows good cause.
  2. In case a coursework is not submitted by the due date (plus any agreed period of extension) it will be marked at zero.


  1. Future Plan Using Moderating Examinations to ensure consistency throughout the university


EAU does not use a system which moderates examination (or double marking). However, we considered to be one of a priority in the future as we believe double marking enhance the quality of examination.


It is known that moderation guarantee fairness, accuracy and consistency in marking and it provides results which are accurate reflection of performance. It can also be trusted by students and instructors within the institution.


5.1 What we mean by moderation?


Moderation is the process by which the University ensures:

  • The reliability of marking for particular assignments and exams within courses, and uniformity of assessment for all students taking a course; and
  • That marking within a course is suitable and follows the university-wide grade and mark descriptors.


There are two main reasons for moderation:  accountability and improvement.

Intense   moderation of assessment may be considered as a beneficial practice which can help in quality enhancement as normative quality assurance (Baird & Gordon, 2009).


Learning  activity  is a continuous  enhanced  through  quality  monitoring  The  underlying  principle  of  quality monitoring  should  be  the  reassurance  and  simplification  of  constant  development.  Purposes and benefits of effective moderation are (Bloxham, 2009):

  • To advance  reliability  through  using in  markers opinion
  • Interpretations of criteria and marking schemes;
  • Helping to prevent individual marker bias;
  • Decreasing the effect of ‘hard’ and ‘soft’ marking;
  • Increasing student confidence in marking;
  • Staff development; and
  • Creating an assessment community team of markers


  1. Assessment at the Level of Campuses


Assessment and academic achievement measures are monitored at the constituent colleges. The focal point on the college level is on setting student achievement criteria, ensuring judgments of student performance are consistent with those criteria and certifying students’ achievements against those criteria.


  1. Regulations regulating the relationship between the headquarter and its campuses


  • The students of all the campuses share a common character of student assessment and preparation. They also share common educational experience in such areas as academic courses and programs, student advising and academic services, student life services and facilities


  1. Staff members enjoy the benefits of college life;
  2. The alumni relations and support are strengthened.
  3. EAU college benefits on account of the enhanced reputation of the collective enterprise, and the ability of all of these institutions to work together to generate support.


1.2  In matters of organisation, the East Africa University shall exercise its abilities in conformity with its mission, which shall include assisting the larger good for its campuses. The parties will collaborate as appropriate in governance and administration.



Last modified: December 2016.