Post on 18-Jan-2016
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External Examiners InductionIan Pearson
Head of Quality Assurance & Enhancement
External Examiners Induction
Our Academic Framework• Using the principles of
• Modularity – the module is the basic learning block• Credit accumulation – students accumulate credit
towards a named award
• Applies to all undergraduate and taught postgraduate programmes up to and including Masters (M) level
• Similar structure for UG and PG programmes• Non-discretionary (absence of ‘normally’)
External Examiners Induction
• Purpose of the framework - to provide a framework that is• Simple• Transparent• Equitable• Homogenous• Student Friendly• Consistent with QAA and FHEQ
Modules – Structure (1)
• UG modules (levels 0,1,2,3)• 20 credits over 1 semester (40, 60 credits allowed)
• PG modules (level M & level D)• 30 credits over 1 semester (60 credits allowed)
• Each credit is equivalent to a (notional) 10 student study hours
• Each module is a member of one and only one Subject Area (its ‘natural academic discipline home’)
Advanced Independent Research Module - Level M• (Sometimes called the PG dissertation
module in library based disciplines)• May be 2 x 30 credits• May be supervised over summer period
– if agreed as such at programme approval
• Assessed by joint M level Subject Area/Award Board in October (only module assessed is AIR module)
Modules – Structure (2)
• Each module comprises 1, 2 or 3 assessed components (pro rata double modules)
• Components have weights (adding up to 100%)
– (Component weights are recorded on DELTA)
• Components have marks (0-100%)– (Component marks are recorded on DELTA)
Schools, Subject Areas, Programmes, Modules
School 1 School 2
Mod Mod Mod Mod Mod Mod Mod Mod Mod Mod
Mod Mod Mod Mod Mod Mod Mod Mod Mod Mod
Mod Mod Mod Mod Mod Mod Mod Mod Mod Mod
Prg6
Subject Area 1 SA 2 SA 3 SA 4
Prg5 Prg4 Prg3 Prg2 Prg1
Modules - Assessment
• Either– Pass/Fail (e.g. placement modules)
or– 0% – 100%
• level 0,1,2,3 Pass ≥ 40 (component threshold ≥ 30)• level M Pass ≥ 50 (component threshold ≥ 40)
• Sequence• Study A (or B), assess end A (or end B), reassess
(September)• Repeat study A (or B), repeat assess end A (or end B),
repeat reassess (September)
Compensation
• Non-discretionary and earliest opportunity• Postgraduate
– compensate one 30 credit module• option module• 90 credits already achieved• ≥45% and component thresholds met
• Undergraduate– compensate one 20 credit module per level
• core or option module• 100 credits already achieved at the level or higher• ≥35% and component thresholds met
Reassessment and Repeat
• Reassessment if not passed on assessment• all components <40 reassessed• all components ≥40 marks carried through• reassessment in September• module capped at 40%• achieved mark shown on transcript as well
• If not passed on reassessment• repeat module (‘with attendance’)
– capped at 40%– no prior marks carried through
• do alternative module (option modules only)– rules for first time study apply
• No further assessment or reassessment is allowed on a repeated module after reassessment
Reassessment – a note
• Coursework/exams• should be a new piece of work• should be of the same standard and address the
same learning outcomes• should enable students to demonstrate ability across
the range (not just pass/fail)
• Projects/dissertations• reassessment – the same title improved• repeat – a new project dissertation
Classification
• Postgraduate Masters– Merit 60%-69%, Distinction 70%+
• Undergraduate
70% - 100% First Class Honours
60% - 69% Second Class Honours, First Division
50% - 59% Second Class Honours, Second Division
40% - 49% Third Class Honours
0% - 39% Not Passed
Arithmetic mean of the best 100 credits at level 3
x2/3
+ Arithmetic mean of the next best 100 credits at level 2 and /Or 3
x 1/3
Boards
• Subject Area Board• approves standards for all subject area modules• confirms module marks for students• awards credit• awards A(E)L credit
• Award Boards (one per School)• awards compensation (and credit)• confers award and classification• formally implements Extenuation decisions• notes A(E)L credit
• There are no ‘progression’ boards
Role of the External Examiner- Subject Area Boards• Consider the appropriateness of the assessment
tasks (exams/coursework)• View and consider samples of student work in
order to confirm (or otherwise) standards• Be a member of the Subject Area Assessment
Board– Focus on standards (not individual marks)– Focus on consistency of marking– Focus on fairness of the Board activity– Do not be a third marker, arbitrator, or alter
individual marks
Role of the External Examiner -Award Boards• Has the Award Board followed fairly and
consistently the agreed procedures and regulations of the University of East London?
Collaborative Partnerships
• Franchise • License for whole or part programmes• Same core modules (variation in options)• Modular regs apply
• Validation (and joint awards)• Partner programme• UEL approve, externally examine and quality assure• Some negotiated variation with modular regs possible