Deliberate actions that compromise the integrity, security, or fairness of assessment — including cheating, plagiarism, and unauthorised disclosure.

A document that defines how marks are awarded for each assessment item.

The number of scripts or items an examiner is expected to mark within a marking period.

Digital platforms used by examiners to view, mark, and submit scores for learner scripts — increasingly common for on-screen marking.

A question type where learners select the correct answer from a set of options.

The process of checking and adjusting marking to ensure consistency across different markers.

Two or more versions of an assessment designed to be equivalent in content, difficulty, and scoring.

Trialling assessment items with a representative sample of learners before live use to gather performance data and identify issues.

A marking approach where specific marks are awarded for each correct piece of content, fact, or step.

Assessment based on a curated collection of learner work demonstrating achievement over time, showing process and product.

A meeting held before marking begins where senior examiners agree the detailed application of the mark scheme to live scripts.

The pathways a learner can follow after completing a qualification — to further study, employment, or professional recognition.

The official document published by the awarding organisation that defines everything about a qualification — purpose, structure, content, and assessment.

Systematic processes to ensure assessment meets required standards.

The physical or digital document containing the assessment items presented to learners during an examination.

A combined document containing both assessment items and designated spaces for learner responses — commonly used in written examinations.

Changes to assessment delivery that remove barriers for disabled learners without altering the construct being assessed.

A process allowing learners to use evidence of previous achievement — formal or informal — toward a qualification, avoiding duplication.

The consistency of assessment outcomes across different occasions, markers, or versions.

A subsequent opportunity for a learner to take an assessment again, usually after an unsuccessful attempt.