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Find out if you qualify for a UK visa. The assessment uses the criteria set by the UK Immigration Authorities. You will receive instant and detailed results.

How the Eligibility Assessment Can Help You

The Free UK Visa Eligibility Assessment is designed to instantly determine if you are eligible to apply for the UK Visa of your choice.

Using the criteria set by the UK Immigration Authorities, it is one of the most advanced online migration assessment tools available anywhere.

It takes only a few minutes to complete the assessment. Our UK Visa Eligibility Assessment™ is easy to follow. You will be immediately notified of your result at the conclusion of the Assessment. All questions that are posed in the assessment have been specifically designed to provide you with a preliminary assessment on your likelihood of satisfying the criteria for your selected Visa type.

To obtain a more comprehensive assessment of your eligibility for migration to the UK, we recommend that you complete both the UK Visa Eligibility Assessment™ and UK Migration Interview™. Upon completing these steps, you can then purchase a migration service that is tailored to your unique circumstances.

This focus on group work assessment reminds us that the direction, extent and learning outcomes of group work effort are critically influenced by assessment. The identified resources are compiled for those wishing to extend their practical appreciation of this topic and introduce us to a range of contemporary study.

Effective group work design incorporates, and is mutually inter-dependent with, an appropriate assessment regime. The literature selection includes exploration of effective group programmes, in both general and specific bioscience contexts. You will find reflection on a variety of approaches with regard to the special opportunities of group work, including student skills development and the prompts and mechanics of deeper learning opportunities.

A well designed formative or summative group assessment regime may engender markedly superior learning outcomes. For example, some interesting studies illustrate how students, from rational self interest, can be prompted to maximise the learning development of their fellow group members. Tasks with a substantial probability of social loafing or free riding can be converted with assessment regimes that prompt mutual assistance. The interested reader can find discussion on motivation concepts or consider the practical examples provided within the literature.

Successful engagement is a feature permeating many of the studies. An assessment regime and its presentation colours the student’s perception of the whole programme, with participation and engagement accordingly influenced. The importance of appropriate framing is apparent or implicit in a number of featured examples. In addition to the tutor, group work elements can be assessed by students themselves and peers within, and outside of, the group. These options provide additional opportunities in learning and skills development. There are several features illustrating how the student’s learning outcomes are substantially enhanced by their involvement in the setting, marking and justification of their own, or peer assessment.

Inclusive assessment must necessarily be seen as an integral part of the wider assessment process, and not an additional area in itself. Any consideration of inclusion is not just about making the assessment accessible for students with particular requirements, but is in fact about ensuring the assessment is fit for purpose, valid and reliable.

There are different ways of incorporating inclusivity into the assessment process. At a relatively simple level it may be possible to make specific adjustments for students with particular needs. An example may be to allow a visually-impaired first-year student to identify bones from the human skeleton using a tactile 3D model, while the rest of the class identify them from an image. Some adjustments will be applied by individual practitioners, such as in this example, and some will be applied as standard to particular types of assessment across the board, and are therefore beyond the control of the individual practitioner – for example a student registered as having dyslexia may be awarded extra time in all written exams.

There will always be circumstances in which specific adjustments such as these are necessary. However, we can reduce the frequency of their occurrence, and therefore deliver a more inclusive assessment process, by designing assessments to be accessible by a wider range of learners in the first place. Upon review of student feedback for a course or module, it may be clear that some of the assessments are not working well, and so when the course is reviewed, a more inclusive assessment strategy should be considered.