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