2. Scheduling and bookings

2.1 How long should an IOA be?

The University’s assessment guidelines suggest that the duration of oral presentations can be determined based on their assessment weightings and word count equivalence (see the table below for examples in a standard 12.5-point undergraduate subject).

Suggested durations for oral presentations in a standard 12.5-point undergraduate subject¹

Assessment weighting	Word count equivalence	Individual presentation	Group IOA presentation2
10%	500 words	5 minutes	10 minutes
25%	1000 words	10 minutes	20 minutes
50%	2000 words	20 minutes	40 minutes

² A cap on group sizes will need to be determined – for presentations, the assessment guidelines suggest this is no more than 3 students.

However, IOAs are generally more interactive and dialogical than a typical oral presentation. Therefore, durations for these kinds of assessment may need to vary depending on the context and situation. When deciding on the appropriate duration for an IOA, it may be helpful to consider the following factors:

• Assessment weighting: Higher-weighted assessments typically warrant longer durations.
• Experience of students with the IOA format: Novice students may need more time (e.g., a few minutes at the start to settle their nerves)
• Complexity of the subject matter
• Number of learning outcomes being assessed
• Level of detail required in student responses (use equivalent word count as a guide)

As a general rule, aim to keep individual IOAs to a maximum of 20 minutes and pair or group IOAs to a maximum of 30 minutes to prevent student fatigue and maintain assessor focus.

Remember that the chosen duration should allow students to effectively demonstrate their knowledge and skills while remaining manageable for assessors. Allocate extra time for assessor administration tasks—such as reviewing linked artefacts, providing feedback, and completing marking—beyond the assessment itself. Depending on the context, additional time may also be needed for introductions and rapport-building to help ease student nerves. The Practical example below suggests how a coordinator might decide on an appropriate duration for an IOA in their subject.

2.2 When in the semester should I schedule an IOA?

IOAs can be strategically scheduled at various points throughout the teaching or examination period, depending on the learning objectives, as well as resourcing constraints and practical considerations. The specific timing can also be influenced by the relationship of IOAs to other assessments, potentially when used to verify learning in an earlier task (e.g., a written essay), or when replacing written examinations.

IOAs that take place early in the teaching period can serve as diagnostic tools or engagement checkpoints, fostering personal connections between students and teaching staff. When implemented in the middle of the teaching period, IOAs can act as bridges between earlier assignments and final tasks, encouraging reflection on the learning process and supporting progressive skill development. When used later in the teaching or examination period as summative assessments, IOAs can help to assure that students have achieved key learning outcomes for the subject. That said, concentrating all IOAs in the exam period may create workload pressures, particularly for staff managing multiple subjects with marking demands at that time.

The Practical example below highlights how IOAs could be implemented at different times in a teaching period. When deciding on the most appropriate timing, consider the learning outcomes being assessed, practical constraints such as staff availability and room bookings, and the overall assessment regime of the subject. Ultimately, the scheduling of IOAs should be tailored to enhance student learning, provide meaningful feedback, and align with your subject's broader assessment strategy.

2.3. Can I run IOAs online?

As pointed out in the CSHE IOA guide, conducting IOAs online can raise concerns about assessment integrity. Students might rely on scripts or seek help from advanced generative AI tools, and in rare cases, even use digital avatars to impersonate themselves. While there is currently no University policy requiring IOAs to be conducted in person, this form of IOA is unlikely to be considered by the University as ‘secure’ in future.

If choosing to use online IOAs, consider enhancing security and integrity by incorporating robust measures such as identity verification, controlled environments, and session recording. Students should also be familiar with the chosen platform (e.g., Zoom, Microsoft Teams) before the assessment. These steps promote fairness and authenticity.

Some suggested practices for online IOAs include verifying student identity before starting, using secure platforms (e.g., Zoom with waiting rooms and authenticated logins), recording sessions individually for auditing and remarking, provide clear instructions on technology requirements and privacy, and piloting and documenting principles for secure online IOAs for future reference. Also, it is a good idea to have the contact details for IT support on hand in case of any technical issues.

Online IOAs may also serve as reasonable adjustments for students unable to attend in person (e.g., for health reasons), provided they meet the same security standards as face-to-face assessments.

2.4 Can I run IOAs in tutorials?

Some coordinators choose to incorporate IOAs into regular tutorial sessions, as this can offer benefits such as immediate feedback and discussion while reducing the logistical challenges of scheduling outside class time. Tutorials can also be used to prepare students for IOAs through low- or no-stakes practice activities.

The practicality of running IOAs during tutorials depends on factors like class size, IOA duration and type, and the length and frequency of tutorials. For example, in a 55-minute tutorial with 22 students, individual 10-minute artefact-based IOAs would be difficult to accommodate. However, this approach often works well for scenario-based IOAs completed in groups or pairs (see the Public Relations and Communication case study for an example).

Another option is to schedule IOAs outside regular classes, either as an additional activity in the subject, or as a replacement for an existing class (e.g., tutorial) in the subject. This can provide flexibility for both students and assessors, though it requires consideration of potential timetable clashes and room availability. Bookings may be spread across the week rather than confined to scheduled class times, depending on staff and student availability.

2.5 Should an IOA take place in front of other students, or in private?

When deciding between private or public IOAs, consider the learning outcomes, nature of the assessment, student comfort levels, and practical constraints. In some cases, it makes sense for the IOA to be implemented in front of other students (e.g., as in certain scenario-based IOAs, such as client presentations, teaching demonstrations, or when peer-based learning is a goal). In other cases, such as when securing a previously submitted artefact, there is value in conducting them privately between the assessor(s) and the student (or students, if a group task is involved). Click on the tabs below for some advantages of each format.

2.6. How can I schedule IOAs to improve efficiency?

When conducting IOAs as an additional activity within the subject (see Section 2.4), consider block scheduling rather than scattering sessions across the day. For example, some coordinators schedule assessments in 2-hour blocks over several days, while others allocate blocks across 2–3 full days for larger cohorts (e.g., 50 students). Include short breaks (e.g., 5-10 minutes) between sessions to reduce assessor fatigue and allow time for administrative tasks.

It may also be useful to build in a buffer—such as an extra 60-90 minutes at the end of each day—for unexpected issues, like last-minute rescheduling or students experiencing high anxiety and needing additional support. Ensure that students are informed early about IOA timing and format, with reminders provided about dates and locations via Canvas and in-class to reduce anxiety and limit missed sessions.

2.7 How much time should I allow between artefact submission and the IOA?

When IOAs are linked to a submitted artefact (such as a written assignment), it’s helpful to allow enough time to review the work and prepare relevant questions. The interval will depend on factors like class size, complexity of the task, and staff availability. As a general indication, many coordinators find that one to two weeks between submission and the IOA works well, with longer gaps for large cohorts or more complex assignments

2.8 What booking systems work well for scheduling IOAs? What about for large classes?

As part of the Faculty of Arts IOA Pilot, Canvas Calendar, Microsoft Bookings and TimeEdit/Allocate+ have been trialled for scheduling IOAs. Information about each of these systems (based on feedback from the Pilot) is provided in the table below (to view, click the Comparison of University Booking Systems tab). Additional recommendations have been provided by Business Services in this report. The Teaching and Learning Innovation IOA resource also provides useful information about booking systems.

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