Any unfamiliar assessment can be stressful for students, and impact attainment. Assessment for simulations can be a mix of oral and written, individual and group, to support all students demonstrating their ability. Students could also be given a choice as to which assessments contribute to their grade.
This assessment might disadvantage some students, including those for whom groupwork is challenging, and students with English as an additional language. Consider how the assessment could be planned to minimise this disadvantage, including using criteria which prioritise recognising and rewarding higher order thinking (following the learning outcomes).
For most disabled students, the existing ‘My Adjustments’ process will be sufficient adjustment. The School recognises however, that for a small number of students, an alternative assessment should be considered.
The format may also favour more confident speakers; however, criteria that value active listening skills would help balance this out.
Clear criteria help students to understand what is expected, and markers to align. Criteria should be based on the learning outcomes, explain what is expected, show what this looks like at different levels of attainment, and indicate how marks will be allocated. Criteria should be shared and discussed with students (preferably through an associated activity).
LSE marking normally requires double-marking or moderation, and sharing examples with the external examiner. Consider how the assessed portions of the activity can be seen by others.
You will need a resit format which allows students to demonstrate their attainment of the learning outcomes.