King’s Inns assessment policy underpins robust, efficient, effective, equitable, and transparent assessment systems that endorse the integrity of standards and the award of qualifications, see Assessment of Learners Policy (hyperlink). 

The King’s Inns assessment framework incorporates procedures and systems for the security and integrity of the assessment process.  These are set out in the King’s Inns Assessment Protocols (draft title only/new document/ref Marcella/include hyperlink).

The King’s Inns assessment framework is built on a set of principles set out below:

1.         Clear and accessible information

King’s Inns ensures that learners receive clear, accessible information about assessment components and procedures. Details including schedules, marking criteria, and other relevant materials are provided through Moodle, learner handbooks, and dedicated information sessions. Key staff regularly remind learners of assessment regulations, obligations, and consequences for late or missed submissions. See Assessment Regulations (hyperlink) and Extenuating Circumstances Protocol. (hyperlink)

2.         Best practice in assessment

Assessments are reviewed annually to maintain professional standards and align with QQI Assessment and Standards (Revised 2022). School of Law Faculty Board oversight, including learner representation, ensures transparency. Lecturers receive guidance on designing assessments in varied formats that assess learning outcomes. Early assessments offer timely feedback, and learners are encouraged to engage actively through self-review and peer review.

3.         Ensuring consistency and fairness

All assessments are criterion-based. Timely marking allows learners to track progress and act on feedback. Clear guidelines govern absences, late submissions and extenuating circumstances, see Extenuating Circumstances Protocol. (hyperlink)

4.         Academic Integrity

Assessments follow secure, documented processes with regular verification checks. Plagiarism policies and penalties are clearly outlined in the Academic Integrity Policy (hyperlink). King’s Inns complies with QQI regulations on Board of Examiners composition and procedures. External examiners are appointed under a formal policy with defined responsibilities, see External Examiner Policy. (hyperlink)

5.         Inclusiveness

Teaching staff are encouraged to adopt inclusive assessment practices that respect and accommodate diversity, see Equality, Diversity and Inclusion Policy. (hyperlink)

6.         Supporting Learners

King’s Inns provides resources and services to help learners succeed academically and personally. While most learners progress without difficulty, formal support is available for those in distress, see Extenuating Circumstances Protocol. (hyperlink) Supports aim to foster a positive, inclusive environment and are promoted through induction, Moodle, and ongoing communication. Supports for learners with a disability are described in the Disability Support Policy. (hyperlink)

7.         Effective Quality Assurance Processes

External Examiners provide impartial and independent advice and confirm that appropriate academic standards and criteria are maintained across the board, examination regulations are followed, learners are treated fairly in being examined and marked against standards and criteria. The External Examiner also moderates individual cases of borderline performance. The External Examiner submits a written report providing general feedback and specific recommendations upon completion of their duties annually. External Examiners may be invited to participate in programme reviews, providing expertise and independence, see External Examiner Policy. (hyperlink)

Internal Examiners play a key part in King’s Inns quality assurance processes. They are responsible for applying King’s Inns assessment policies and providing feedback, while the Registrar’s Office deals with the administration of exams. The role includes supporting the assessment process, providing feedback to learners, and ensuring that assessments are conducted fairly and transparently, while also participating in the quality assurance of assessment procedures and participating in Examination Boards.

8.         Processes for Learner Complaints

The Learner Complaints Policy (hyperlink) ensures that legitimate learner complaints are investigated in a transparent, fair and timely manner with a view to reaching a resolution in a clear, fair and timely manner.

9.         Right of appeal

Learners have the right to appeal to the Education Appeals Board for decisions of the Education Committee concerning the education of students, and the further education of barristers, as may be specified in the Education Rules (hyperlink).  The document, Education Appeals – Structures and Procedures, (hyperlink) describes the structure and role of the Education Appeal Board and the procedures for making an appeal.

10.        Listening to the learners’ voice

The Learner Feedback Policy (hyperlink) describes the principles, processes, and expectations for collecting, analysing, and using learner feedback. It ensures feedback is gathered in a fair, consistent, and transparent manner and is used to enhance teaching, learning, and learner support services. The learners’ voice is also heard through their representatives on the School of Law Faculty Board and through the Class Representative system.