Assessment Guidance

Awarding Regulations and Guidelines 

1. The minimum pass mark for each piece of assessment is 50%. If a candidate fails to achieve this mark in any assessment, they will need to retake that element, answering a different assignment or examination.


2. Candidates must achieve an overall average mark of 50% in order to pass the programme. 


3. The maximum number of attempts for any assessment is two - the first attempt and one resit opportunity, if needed. Resits are offered where an element of the assessment has been failed. They are not permitted to increase marks where a pass mark has already been attained.


4. Where a candidate has failed one or more assessment components, their mark for the re-assessment will be capped at 50 (or the minimum mark needed to pass the overall qualification).


5. The Assessment Board shall have the power to determine whether a candidate is required to repeat one or more pieces of assessed work. 


6. Decisions as to which piece of assessed work needs to be retaken, where a choice exists, will be determined exclusively by the Assessment Board. 


7. Candidates granted the right to retake an assessment must complete the retake at the next available opportunity. The right to defer is not automatic. 


8. Where a candidate fails to pass the course after exhausting all re-take opportunities, they will be offered a Certificate of Attendance. 


9. Where a candidate has achieved a passing mark in an assessment, they may not repeat that assessment with the objective of trying to increase the mark for that piece of work. 


10. In the event of failure by a candidate, the Assessment Board shall have the power to recommend that the candidate be awarded a lower level of award. To be eligible for this, the candidate must have achieved a minimum of 40% or above in each of the elements of assessment. 


11. If the candidate is not eligible to be awarded a lower level of award, the Board may award a certificate of attendance.  

Academic Malpractice

ICA regards plagiarism and other forms of academic malpractice, such as collusion and fabrication or falsification of results, as serious academic offences. 

All students have a responsibility to be aware of the policy and procedures, to understand the seriousness of academic malpractice and to take every reasonable step to ensure that academic malpractice does not occur.  

The Assessment Handbook should be read in conjunction with the ICA policy below.

Appeals Procedure

If you wish to make a formal appeal, you may do so in respect of the final decision of an Assessment Board. This must be done within 20 working days of the receipt of final grades for a qualification and on grounds alleging one or more of the following:

1. That there exists, or existed, circumstances affecting the learner’s performance of which, for good reason, the Assessment Board may not have been made aware when the decision was taken and which might have had a material effect on the decision. 

  • Learners who wish to appeal on such grounds must give credible and compelling reasons with supporting documentation explaining why this information was not made available prior to the decision being made. 

2. That there had been a material administrative error or procedural irregularity in the assessment process or in putting into effect the regulations for the programme of study of such a nature as to cause significant doubt as to whether the decision might have been different if the error or irregularity had not occurred. 

  • Learners wishing to appeal on these grounds should present their appeal with evidence of the error or irregularity accompanying their claim. 

3. That there is evidence of prejudice or bias or lack of proper assessment on the part of one or more of the examiners.

  • Learners are not permitted to use these grounds simply because they are dissatisfied with their grade. Evidence of bias or lack of proper assessment must accompany their appeal. 

Should you wish to make an appeal, it is important that you read the full ICA appeals policy below.

Assessment Framework

The assessment methods for a qualification are dependent upon the level, format and, sometimes jurisdiction of the programme studied. 

The different methods of assessment are designed to offer learners the broadest possible opportunity to demonstrate their understanding of the topics studied at whichever level they are studying. 

The assessment methods for each programme are presented in programme-specific Fact Sheets and made clear to learners prior to enrolment.

Mitigating Circumstances

During your studies, you may suffer from an illness or misfortune that adversely affects your ability to complete an assessment or that impacts on your results. If this is the case, you might be able to request mitigation.  

ICA defines mitigating circumstances as unforeseeable or unpreventable circumstances that could have or did have, a significant adverse effect on the academic performance of a learner.  

If you require further information or wish to apply to have a mitigation circumstance considered, please see the Mitigating Circumstances Policy below for further information.

Reasonable Adjustments

ICA is committed to ensuring that all training does not discriminate against learners with a disability, and assessments are a fair test of an individual's knowledge and proficiency. If someone has a disability or learning difficulty, the usual format of training delivery or assessments may not be suitable and in certain circumstances adjustments may need to be made for them. This approach is intended to allow an individual to show their ability and knowledge without being disadvantaged by the training delivery method or the assessment format itself. 

Please read the reasonable adjustments policy below: