School of English Literature, Language and LinguisticsSchool of English Literature, Language and...

Assessment Handbook 2012-13 1

School of English Literature, Language and Linguistics

Assessment Handbook

2012-13


Table of Contents

1 SECTION 1 - GENERAL ............................................................................................................................. 4 Administration ................................................................................................................................................. 4 Assessment Calendar and Assessment Procedures ...................................................................... 5 Departmental business ................................................................................................................................ 5 Information for students............................................................................................................................. 5 Examiners .......................................................................................................................................................... 5

2 SECTION 2 - ASSESSMENTS ................................................................................................................ 5 Relationship between assessments ....................................................................................................... 5 Provisionality of marks ................................................................................................................................. 5

3 SECTION 3 - SETTING ASSESSMENT ............................................................................................... 6 Types of Assessment .................................................................................................................................... 6 Format, setting and timing ......................................................................................................................... 6 Coursework ...................................................................................................................................................... 6 Final Assessments: core modules ........................................................................................................... 6 Final Assessments: approved modules ................................................................................................. 6 External Examiners and setting of Final Assessments ................................................................... 6 Preparation of timed examinations ....................................................................................................... 7 Close-stylistic and close-reading exercises ....................................................................................... 7 ELL, CEC and Lang/Lit Assessments ...................................................................................................... 7

4 SECTION 4 - DELIVERING AND HANDLING SCRIPTS ................................................................. 7 Delivery ............................................................................................................................................................... 7 Attendance and Submission ...................................................................................................................... 8 Distribution ....................................................................................................................................................... 8 Lateness and non-delivery ......................................................................................................................... 8 Rubric Violations: word limits ................................................................................................................... 9 Extensions .......................................................................................................................................................... 9 Handling of scripts by examiners and the Assessment Team .................................................... 9 Formal examinations ..................................................................................................................................... 9 Assistance for students in timed examinations ................................................................................ 9 Sticker System .............................................................................................................................................. 10 Year Abroad Students ................................................................................................................................ 10 European Exchange Mark transfer .........................................................................................................11

5 SECTION 5 - EXAMINING ....................................................................................................................... 12 Marking loads .................................................................................................................................................. 12 Mark scale (also see Appendix) .............................................................................................................. 12 Coursework ..................................................................................................................................................... 12 Marking and moderating ............................................................................................................................ 13 Literature module moderation: selection of samples ..................................................................14 Blind second marking ..................................................................................................................................14 Assessment word limits .............................................................................................................................14 Marking and lateness penalties ...............................................................................................................14 Leave of Absence ...........................................................................................................................................14

6 SECTION 6 - PLAGIARISM AND RE-USE OF MATERIAL ............................................................14 Re-use of material .........................................................................................................................................14 Plagiarism and collusion .............................................................................................................................14


Stages of procedure: (1) plagiarism suspected .............................................................................. 15 Stages of procedure: (2) plagiarism confirmed ............................................................................. 15 Stages of procedure: (3) plagiarism as use of unfair means .................................................... 15

7 SECTION 7 - EXTERNAL EXAMINERS .............................................................................................. 16 Appointment ................................................................................................................................................... 16 Purposes and Functions ............................................................................................................................ 16 The Roles of External Examiners ........................................................................................................... 16

8 SECTION 8 - EXTERNAL EXAMINING ............................................................................................... 17 Participation in the Assessment of Modules ..................................................................................... 17 Participation in the Award of Degree Classifications .................................................................... 17

9 SECTION 9 - SPECIAL CIRCUMSTANCES COMMITTEE ......................................................... 18 Function ............................................................................................................................................................ 18

10 SECTION 10 - EXAMINATION BOARDS AND PROCEDURES .................................................. 18 Times ............................................................................................................................................................. 18 Preliminary Programme Examination Board ................................................................................... 18 Re-sit material ............................................................................................................................................... 18 Other boards .................................................................................................................................................. 19

11 APPENDIX ................................................................................................................................................... 20 Marking Scale 2012-13 ............................................................................................................................. 22 Marking Scale for Formal Examinations 2012-13 ........................................................................ 27 Moderating Literature Modules ............................................................................................................. 30


Preface This handbook should be read with the University Calendar and Undergraduate Degree Conventions 2012-13 (Faculties of Architectural Studies, Arts, Engineering, Pure Science and Social Sciences). They are also available on the University webpages at: http://www.shef.ac.uk/ssid/exams/ugexams School of English assessment team for 2012-13: Autumn Semester 2012-13 LIT Level Three: Dr Nicolette Hallett ([email protected]) LIT Level Two: Dr Marcus Nevitt ([email protected]) LIT Level One: Dr Anna Barton ([email protected]) ELL and Lang/Lit: Dr Gareth Walker ([email protected]) Theatre: Dr Bill McDonnell ([email protected]) Spring Semester 2012-13 LIT Level Three: Dr Nicolette Hallett ([email protected]) LIT Level Two: Dr Marcus Nevitt ([email protected]) LIT Level One: Dr Carmen Szabo ([email protected]) ELL and Lang/Lit: Dr Ranjan Sen ([email protected]) Theatre: Dr Bill McDonnell ([email protected]) Assessment secretaries: LIT: Miss Barbara Harrison ([email protected]) ELL and Lang/Lit: Mrs Jackie Elkington ([email protected]) Please note: Assessment procedures for theatre courses are detailed in the online Theatre and Performance programmes handbook, to which theatre students should be referred.

ASSESSMENT PROCEDURES

1 SECTION 1 - GENERAL

Administration Administration is divided between the Assessment Team (the Assessment Secretaries,

and the Assessment Officers). They (a) prepare Course Guide material relating to assessment, (b) ensure students receive up-to-date information concerning assessment,


(c) arrange assessment schedules, including assessment calendars for staff and students, and agree marking loads,

(d) co-ordinate marks, select material for Externals and assemble the mark grids, (e) attend Faculty boards and make arrangements for departmental representation at

other boards. Assessment officers compile mark distribution lists showing proportions of marks awarded. They arrange extensions and other forms of concession, assemble medical and other evidence, and make arrangements for the Special Circumstances Committee. Assessment Officers normally serve for two academic years; substitutes are appointed during their study leave. Assessment Calendar and Assessment Procedures

Amendments to Assessment Procedures which are to appear in the Course Guide must be agreed at the Annual Assessment Meeting. Departmental business

There is an opportunity for assessment business to be tabled at each ELL, LIT and Lang/Lit and Theatre Programme Committee, as well as at School Boards. One or more Assessment Officers should attend Teaching Committee meetings. Assessment business is reserved, but graduate examiners may attend discussion of assessment when appropriate. Changes of assessment policy and procedure should be discussed in advance of implementation, whenever possible, by the Staff Student Committee. Assessment documents are confidential. Assessment documents may be e-mailed to External Examiners, but only by the Assessment Secretaries. Information for students Assessment rules are given in the Course Guide. The names of the External Examiners are supplied to students. For some modules, past examination papers will on occasion be made available to students, either to purchase from reception, or from module convenors. If a new method of examination is introduced, full details are given in advance and sample assessment material supplied. Examiners

Assessment is normally undertaken by established members of the department, but on occasion other staff (e.g. part-time or post-doctoral fellows) are involved. These examiners may participate in all aspects of the process. All graduate tutors who act as module convenors are invited to attend both Examination Boards. Module convenors and Assessment Officers advise new members of staff and examiners about examining procedures.

2 SECTION 2 - ASSESSMENTS

Relationship between assessments Module convenors must ensure that the number, nature, weighting and mark-schemes

of their assessments – as well as the dates on which they are to be set, handed in, and returned to students with feedback – are clearly advertised to students in their module materials. They must also lodge a copy of this documentation with the Assessment Team, who will use it in assembling the Assessment Calendar. Provisionality of marks

All marks are subject to confirmation by the Examination Board and may be subject to change by External Examiners.


3 SECTION 3 - SETTING ASSESSMENT

Types of Assessment Coursework is any piece of work set and marked within the teaching part of the semester. It will usually be formative and it may contribute to the eventual grade of a module. See below. Final Assessments are pieces of work due at the end of the module, usually within the examination period. They may take a number of forms, eg. essays, tests or exams, and will contribute to the overall grade of the module. See below. Format, setting and timing Question-papers for assessments must be available in the week specified in the Assessment Calendar. All staff must use the School rubric template, which is circulated every semester by the Assessment Team. The date and time of submission and the length of the assessment must be stated in the rubric. Question-papers must be lodged with the Assessment Secretaries electronically. Assessment Officers encourage colleagues to set assessments in parity with other colleagues. On certain modules, students may be offered permission to customise essay questions, but only with the prior approval of the tutor. Where modes of assessment such as individual or group presentations, examinations and short compositions are employed, information regarding word-length, assessment weighting, set/due dates, the criteria on which assessment is based, and any other relevant points must be included in the module document, and on the individual assessment questions. It is the responsibility of the tutor/module convenor to inform the Assessment Secretary of all assessment arrangements. Take-away / 24 / 48 hour exams should be set during the assessment period and during the working week. Coursework

Assessment questions are delivered personally to students with explanation. Tutors normally share coursework questions with relevant module convenors; a copy must be sent to the Assessment Secretary for record purposes. Convenors and/or approved module tutors should give some guidance about the criteria used in grading coursework. Final Assessments: core modules

Convenors compile and edit assessment questions or timed examination papers from members of module teams, including all module tutors and lecturers. Convenors call meetings to finalise the form of examination papers. Changes in assessment must be announced to students and sample questions or a sample timed examination paper issued in the proposed format. Final Assessments: approved modules

Approved module tutors set questions. The same conditions apply to a change in assessment method in approved modules as to changes in assessment method in core courses. External Examiners and setting of Final Assessments

Drafts produced by core module teams and approved module tutors are sent by the Assessment Secretary to External Examiners. The drafts and recommendations are returned to the Assessment Secretary, who passes them to convenors and approved module tutors. They should make revisions as necessary and revised copy should then be passed back to the Assessment Secretary. Convenors of both core and approved


modules should prepare re-sit papers for all modules at the same time as they prepare the papers for the second assessment. Preparation of timed examinations

Examination paper copy is prepared for copying by the Assessment Secretary and approved by the relevant module convenor. Close-stylistic and close-reading exercises

1. When setting a passage for assessment, tutors and/or core module convenors normally follow the conventions below:

i. Lineation should be provided for all gobbets, in all cases, to facilitate student referencing and to support specificity of feedback.

ii. Question papers should include full bibliographical details of the course text, and the source text should normally be the edition recommended to students for purchase or study.

2. If you are in any doubt concerning the bibliographic details and/or appropriate referencing format for your close reading exercise, please consult with your seminar tutor in the first instance. ELL, CEC and Lang/Lit Assessments Convenors set assessments and examinations: ideally they should prepare re-sit papers for all assessments and examinations at the same time as preparing the main papers, and let the Assessment Secretary have both. Changes in assessment must be announced to students and sample questions or a timed examination paper issued in the proposed format. Drafts of these are sent by the relevant Assessment Secretary to External Examiners. The drafts and recommendations are returned to the Assessment Secretary, who passes them to convenors. They should make revisions as necessary and revised copy should then be passed back to the Assessment Secretary. Examination paper copy is prepared for copying by the Assessment Secretary and finally approved by the relevant module convenor. Assessments are delivered personally to students by convenors and tutors.

4 SECTION 4 - DELIVERING AND HANDLING SCRIPTS

Delivery All pieces of assessment must be submitted to the relevant programme office - not direct to tutors - by noon on the specified dates on the Assessment Calendar. Work will only be accepted between the hours of 09.00 and 16.00 each day. Students should be reminded in module schedules and on assessment rubrics that two copies of assessed essays must be submitted. One of these two copies is a hard copy (using the cover sheet available from the School of English website, to be handed in to the School reception) and the other copy an electronic copy submitted through the on-line system Turnitin. Both the paper and Turnitin copies must be submitted by the required deadline, otherwise the whole assignment will be considered to be late and will be penalised accordingly. Students must obtain a receipt for both copies. For Turnitin, on-screen confirmation of submission should be printed and retained as proof of electronic submission. For the paper copy submission, students should print a bar-coded cover sheet and staple it to the front of their assignment. The paper copy will be marked and returned to the student and the Turnitin copy will be retained as the file copy. Students are required to append a word count for all assessed essays. Students should print out a bar-coded cover sheet with the hard copy


and submit it with their essays. This will then be scanned and the date and time of submission will be recorded. In the event of work being submitted by post it is the student’s responsibility to make sure that it reaches the relevant programme office in time. Essays received by post are dated when they arrive in the relevant office, not by postmark, so the use of Special Delivery is therefore recommended. The submission of essays by email or fax is not accepted under any circumstances. It is important for students to keep copies of all their work. Attendance and Submission General Regulations relating to Students, para. 42 (Calendar 2012-13) should be noted: ‘Every student is required (a) to attend punctually and regularly lectures and classes; (b) to complete all written assignments, practical or other coursework; (c) to keep appointments to meet with the candidate’s supervisor; and (d) to attend all examinations, as appropriate in each case to the relevant programme of study or research. A candidate who fails to comply with this Regulation may be failed in the examination for, and (in the case of modular programmes) be denied the credits assigned to, the relevant units or other parts of the programme of study or dealt with under the General Regulations as to the Progress of Students.’ Attendance is required at all seminars. At all such classes students are expected to take responsibility for signing themselves in on the class register. If a student’s attendance is found to be unsatisfactory, they will be asked to meet with their personal tutor, in the first instance, to discuss their progress, and may be referred up to a level director, programme convenor, or through formal disciplinary procedures, if the case warrants it. If a student is failing to attend due to genuine difficulties, they should contact their personal tutor to discuss the problem, rather than waiting to be called in. Distribution

Scripts are distributed to examiners by the Assessment Secretaries without regard to extensions or lateness. Marks and comments are entered on duplicate slips (one white, one yellow, of which one is retained by the office). These are returned with marked scripts to the Assessment Secretaries. All mark sheets will be issued by the Assessment Secretaries, and should be returned to them electronically. For all assessments students should be made aware that marks returned by tutors are provisional as any possible penalties will not have been applied by the Assessment Officers. Assessment Officers only adjust marks, according to lateness or rubric violation penalties, just before each Exam Board. This mark is transferred to the mark grid with the unpenalised mark shown. Assessment Officers may choose sample scripts for scrutiny by External Examiners. They may also check levels of marking. Scripts are sent with an explanation of the choice of scripts and a copy of the appropriate comment sheets. Lateness and non-delivery

Unless an extended deadline is agreed by an Assessment Officer, late work is subject to a 5% deduction for every working day it is late. For example, someone who handed in an essay 4 days late, which was marked at a 70, will only receive a final mark of 56 (on the basis that it be penalized at 3.5 marks per day). If an extension has not been granted, work will be accepted for up to five working days after the due date and penalized as above. Assessments submitted more than five working days after the official submission date will be accepted but not marked unless sanctioned by the Special Circumstances Committee, and only then if the student has lodged an application with the Special Circumstances Committee.


If an extension has been granted but the student is still experiencing difficulties, and feels they are not going to make the extended submission date, they must contact the Assessment Officer again in advance of the extended date, otherwise lateness penalties will be incurred. Assessments cannot be delivered late because of word processing problems. Students are recommended to (a) save their work to their university network account, (b) keep copies of their work on a CD-Rom or other external storage and (c) leave enough time for printing. For non-submitted scripts the Board can award NA (Not-Assessed) if an application has been made to the Special Circumstances Committee, and the student may take the Assessment at a later date as a first attempt. In some cases the Committee may award 0 (zero). If a student has a zero mark they may be able to retake the assessment for a mark no higher than 40 for the whole module. Rubric Violations: word limits If a word limit is exceeded by more than 5% a fixed penalty of 5 marks is deducted from the assessment grade. See 5.6 below. Extensions

Extensions are only granted by Assessment Officers to students requesting them, two working days in advance of a submission date. No other member of academic staff is authorised to grant extensions but are encouraged to advise Assessment Officers in writing if an extension may be necessary. Extensions are granted for ill health attested by a doctor's certificate (not a self-diagnosis form) or Special Circumstances form signed by the University Health Service, or for serious personal difficulties. Documentation must be submitted in support of the application for extension wherever possible. Extensions will not be granted for deadline bunching or for clashes where two or more assessments are due on the same date. Computer failure is not in itself regarded as grounds for extension. However, if a student is prevented from printing out work owing to a failure of the university computer network, late submission of assessment may be accepted on provision of a dated statement from the University’s Corporate Information and Computing Services (CICS). There are no extensions for formal invigilated examinations. Handling of scripts by examiners and the Assessment Team

In the LIT programme, Coursework is normally returned directly to students by tutors in seminars (see 2.2). Final assessments are returned via the School of English Reception desk. The Assessment Secretary enters marks on the grid from the mark sheets. Formal examinations

Invigilators are appointed by the university. Module convenors, or a representative appointed by them, must attend examinations in person for half an hour at the start in case students have questions. Assistance for students in timed examinations

Students whose first language is not English are permitted the use of a dictionary for timed examinations. Approval for dictionaries may be obtained from the Student Services Information Desk. Options such as extra time are available for formal examinations. Alternative arrangements are put in place on the basis of the recommendations made during a needs assessment. This assessment is arranged by contacting the dedicated Disability and Dyslexia Support Service. Responsibility for initiating these arrangements lies


wholly with the student. It is recommended that the student also complete a Special Needs Disclosure Form and return this to the School’s Disability Officer. The School’s Mental Health Liaison and Disability Officers are Dr Ranjan Sen and Dr Andrew Smith. Sticker System Students with written communication difficulties, such as specific learning difficulties, hearing impairments and Asperger syndrome, have the option to affix a sticker to each piece of their assessed work, to let the marker know that it was produced by a student with written communication difficulties. Your work will not be marked differently because of the sticker. The stickers alert markers to your difficulty and help them to provide you with useful feedback. If you would like to opt into the sticker system, please discuss this with your Disability Officer, Ranjan Sen or Andrew Smith, and the Disability and Dyslexia Support Service. It will be your responsibility to remember to bring stickers with you when you hand in coursework or sit an exam. Year Abroad Students

Requirements for Students at US Institutions: 1. Register for and complete number of credits required of full-time US students

leading to degree in four years; for example, at the University of Maryland, 15 credits per semester (or 30 per academic year); this will typically result in 10 3-credit courses, but could possibly be made up of 3 4-credit courses and 6 3-credit courses (thus a total of 9 courses). Graduate courses require special permission and special consideration.

2. Similar modules to the core modules of year 2 in English Literature in Sheffield should ideally be taken in the US: LIT204 (Criticism and Literary Theory I), LIT207 (Restoration and Eighteenth-Century Literature), LIT234 (Renaissance Literature, LIT2000 (Genre)). These courses should be at least 3 credits. The other courses should be taken in the department of English or equivalent to courses approved in the Department of English. Students wishing to take a year abroad from the Lang/Lit and ELL degree programmes should consult with the relevant Programme Director about their choice of modules at the host institution.

3. The students must have choices for courses approved by the Study Abroad Co-ordinator. Any changes must be reported immediately.

4. Additional courses may be taken (subject to approval), but will normally be non-credit bearing. However, at some US institutions, non-academic modules may be given credit weighting and these will not be considered. The International Office can advise which institutions this relates to.

Assessment: 1. Students are required to keep a file of all material produced at the US institution

(assessed and non-assessed). 2. Students are assessed at the US institutions and the marks will be converted into

Sheffield marks. The Grade Point Average (gpa) of each semester will be converted into a Sheffield mark according to the conversion scale. This mark will then be given three times on the Sheffield grid for that semester in the second year. Where a student attends an institution which operates the quarter system (i.e. three terms) the treble GPA scores will be amalgamated and averaged so as to generate two marks, one for each Sheffield semester. In the case of any problematic grades or those at the highest or lowest level of the scale, students’ American work will be re-read.

Marking Scales Used (in the US, the overall degree classification is listed in terms of

gpa, not in letter grades)


American Scale Sheffield Scale

GPA 100point/Class 4.0-4.3 70 1st 3.9 69 2.i 3.8 68 3.7 67 3.6 66 3.5 65 3.4 64 3.3 63 3.2 61 3.1 60 3.0 59 2.ii 2.9 58 2.8 57 2.7 56 2.6 55 2.5 54 2.4 53 2.3 52 2.2 51 2.1 50 2.0 49 3rd 1.9 48 1.8 47 1.7 46 1.6 45 1.5 44 1.4 43 1.3 42 1.2 41 1.1 40 0.0-1.0 Fail

European Exchange Mark transfer The following guidelines for conversion were agreed at the annual assessment meeting. The Erasmus Tutor and Study Abroad Co-ordinator is Dr Oksana Afitska. 1. That both Tutor for ERASMUS- and Tutor for STUDY ABROAD PROGRAMMES implement a tripartite conversion of grades achieved abroad, i.e. consisting of three distinct grades, each in respect of 20 achieved credits on the Sheffield scale. In each case, mean grades and weighting should be used together to produce three marks as closely representative of a performance as is practicable. 2. That assessment material returned from periods abroad be sampled and moderated for quality by the Tutor for ERASMUS or Tutor for STUDY ABROAD PROGRAMMES, and also by an Assessment Officer, wherever the relevant Tutor deems


it appropriate. The range of grades awarded abroad will be reviewed, and a brief report returned along with the proposed conversion grades. In exceptional cases, though grades awarded abroad may not be adjusted, it may be argued that the conversion should not fully follow the simple arithmetical process. The Tutor and Assessment officer reserve the right to return any range of grades considered appropriate. 3. Where it is clear that the necessary element of approximation in the conversion process may risk disadvantaging a student in respect of the final degree award, the Tutor for ERASMUS or Tutor for STUDY ABROAD PROGRAMMES and the relevant Examinations Officer may agree to monitor the student’s subsequent performance at Sheffield at Level Three, with a view to alerting the relevant Programme Board before its final decision-making as to the possible danger and extent of approximation. 4. Visiting students who do not require credit will still have to submit the assessed work. This is to be clearly pointed out to them at the point at which they sign up for any module.

5 SECTION 5 - EXAMINING

Marking loads Assessment officers will calculate marking loads with regard to even distribution over

the session. They will publish the marking loads of all staff. Assessment officers will aim to distribute loads equally in the interests of sharing the workload and of efficiency, but complete equity may not always be attained. The following guidelines are observed in deciding marking loads. (1) All examiners will handle some scripts from the courses they teach; (2) Marking for Level 1 and MA modules is taken fully into account; (3) Allowance is made for supervision of drama projects during the examination period; (4) All marking should be equally considered; (5) The Head of School should have a 50% marking load. Examiners are asked to complete and return a register of teaching commitments in both semesters, giving their coursework load. Mark scale (also see Appendix)

The maximum mark awarded for an assessment judged to be a First will be 100. Marking Scale 100-point scale 70-100 First 60-69 Upper Second 50-59 Lower Second 45-49 Third 40-44 Pass 30-39 Fail (but may result in conceded pass at Faculty Exam Board) 1-29 Fail (no conceded pass) 0 Fail (work submitted but unworthy of a grade greater than zero) Work not submitted will not normally be awarded a grade.

Coursework All coursework scripts will be marked by the individual tutor and returned direct to students. Examiners are responsible for delivering a final mark. If a rubric has been infringed, including exceeding a word-limit, this should be forwarded to the relevant Assessment Officer so that the appropriate penalty can be applied, via the Assessment Secretaries. Examiners will be asked to give comments on the sheet provided with scripts.


Marking and moderating The University requires that experienced staff act as moderators and not part-time or less experienced staff. Basic marking and moderating procedure For work submitted through the Turnitin system (see 4.1), markers should mark the paper copy of the assignment without reference to Turnitin. If plagiarism is suspected, markers should confer with the module convenor who may at that stage make use of Turnitin reports (see 6.2.1). If a marker considers that an assessment rubric has been infringed, including exceeding a word-limit, the script should be forwarded to the relevant Assessment Officer so that the penalty can be applied, via the Assessment Administrators. Markers may bring the attention of the module convenor to certain scripts (e.g. in the case of a very high mark, a borderline, a failure, rubric violation, plagiarism, etc). The marker and the convenor will seek to resolve issues before the marks are finalised. If need be, the module moderator may be consulted and/or the appropriate Assessment Officer. Return of work Written work (with the exception of exam scripts) will be returned directly to students either in class or via the School of English Reception. Students will receive assessments with one copy of the assessment feedback form (the other being passed to the appropriate Assessment Administrator). All marks are provisional until confirmed by the final Exam Boards, and students should be made aware of this when work is returned. Module Convenors and Marking At the beginning of each semester, before the first assessment is due, module convenors will convene a marking team meeting with all colleagues (academics and PT Tutors) in order to confirm marking principles in operation across the relevant Programme. The marking team is likely to confer and discuss marks, and may decide to double mark a sample of assessments. Convenors will offer support to less experienced markers and/or those new to the module, and may decide to double mark a sample of essays and provide feedback to markers. Convenors should take particular care over assessed work marked by colleagues new to the module which is not subsequently moderated under the procedure described below, and consult with the moderator for the module or the relevant Assessment Officer as appropriate. Moderation Assessment Officers will allocate a moderator for each module. The moderator's role is to evaluate marking standards across the module as a whole. All assessments weighted more than 40% will be moderated. Where no single component is worth more than 40%, assessment officers will identify the assessments to be moderated. Moderating involves reading an appropriate sample of work (10% of the whole batch or a minumim of 6, across all levels, to a set formula). The moderator may request to see the whole batch if s/he has concerns about marking standards, and is required to write a brief report which will be made available to the Assessment Officers and External Examiners. In addition to essays and exams, moderators may also be required to moderate other forms of assessment (e.g. MOLE postings, performance, presentations) if Assessment Officers consider it is appropriate. If a moderator has significant concerns, s/he should raise them in the first instance with the module convenor and with the appropriate Assessment Officer.


Literature module moderation: selection of samples Details of the process for selection of essays for literature module moderation and a moderator’s report are in the appendix. Blind second marking In accordance with University guidelines, all dissertations will be blind double-marked. Markers will each receive a copy of the dissertation, and must collate reports (but not separate marks) to be forwarded to the student. It is not necessary to annotate / correct either copy of the dissertation. Assessment word limits Students should be advised that they should adhere conscientiously to the word limits imposed by the assessment set. They should include a word count of their assessment at the end of it. Students should be advised that the word count does not include footnotes, but that footnotes should normally only be used for references in accordance with discipline-specific conventions. If an examiner suspects that a student has exceeded the word limit by more than five percent of the total, they should forward the piece to the relevant assessment officer, whereupon a fixed penalty of five marks will be deducted from the assessment. Marking and lateness penalties

All marks are given without regard to lateness penalties. Penalty adjustments are made by the Assessment Officers (see 4.5). Leave of Absence

Students who receive fail grades or NA grades may retake assessment material after leave of absence, but assessment work cannot be set or submitted until after the declared period of leave of absence is completed. In the case of leave of absence on medical grounds the School must be informed that a medical assessment has been made and that a return to the School for assessment is approved.

6 SECTION 6 - PLAGIARISM AND RE-USE OF MATERIAL

Re-use of material It is forbidden for candidates to replicate material from one assessment to another or

to use material submitted for assessment in any other course. Failure to adhere to the rubric, with regard to coverage or repetition of material, can result in losing 10 or more of the marks. Any work suspected of plagiarism or rubric violation should be reported immediately to the Assessment Officers (see 6.3 for detailed instructions on how to do this). Plagiarism and collusion University examination regulations prescribe that material submitted for assessment should be the candidate's own work, and that where based on the work of others this should be properly acknowledged. Failure to make proper acknowledgement constitutes 'unfair means' under University Regulations. When assessed work is submitted, all students are required to sign the following declaration on the School cover sheet: ‘All sentences or passages quoted in this paper from other people’s work (with or without trivial changes) have been placed within quotation marks, and specifically acknowledged by reference to author, work and page. I understand that plagiarism — the unacknowledged use of such passages — will be considered grounds for failure in this paper, and, if serious, in the degree examinations as a whole. I confirm


that I have read and understood the School of English’s assessment procedures.’ If it is suspected that unfair means have been used, the following procedures should be followed. At each stage individual tutors must not predict to candidates the consequences of suspected or confirmed plagiarism. 6.2.1 Plagiarism Detection Software In the case of modules for which work has been submitted through Turnitin, convenors may make use of Turnitin reports as one tool among others to investigate suspected plagiarism. Stages of procedure: (1) plagiarism suspected

The grounds of suspicion should be reported by internal examiners to the relevant Assessment Officer. Examiners should state the proportion, preferably as percentage, of the assessed work that is plagiarised. Under University guidelines, plagiarism detected in assessment relating to more than one module is defined as ‘extensive and serious’, although consideration is given to circumstances of ‘undue haste’ and ‘academic inexperience.’ The piece(s) of work should be marked up using fluorescent highlighter to show plagiarised words and phrases, and these, together with a photocopy of the source material (also highlighted with fluorescent highlighter to show the phrases which have been plagiarised), should be submitted to the relevant Assessment Officer. If appropriate, the Assessment Officer will then contact the candidate and the candidate's personal tutor. The Assessment Officer should notify the candidate of the grounds for suspicion at an interview, attended also by the relevant Level Director in LIT or Programme Director in ELL, and the candidate's personal tutor. Having thus notified the candidate, if the Assessment Officer is satisfied by the candidate's answer, no further action need be taken and the internal examiners will grade the piece(s) of assessment as usual. The candidate will be informed in writing of the decision taken at this meeting. Stages of procedure: (2) plagiarism confirmed

If the Assessment Officer is not satisfied by the candidate's answer, then an External Examiner should be notified that a prima facie case of unfair means exists. The candidate shall be notified in the same terms, and instructed to comment in writing on the evidence that unfair means have been used. The evidence of plagiarism will be considered by the Special Circumstances Committee in consultation with at least one External Examiner and the appropriate internal examiners in the light of the candidate's written statement. The Special Circumstances Committee will either advise the examination board that the plagiarism was the result of undue haste, inefficiency or insufficient understanding, in which circumstances the case may be dealt with by the Examination Board, or advise the Examination Board that the plagiarism was the result of a deliberate attempt to cheat, in which circumstances either (a) the board will make a decision as to the effect the deliberate attempt to cheat should have on the candidate's examination performance or (b) the procedure in Stage 3 must be followed. Stages of procedure: (3) plagiarism as use of unfair means On the recommendation of the Examination Board, the case must be referred to Student Services for action under the Discipline Regulations. The case should be reported using the Discipline Report form. The candidate should be informed by the Assessment Officer that this is being done and that the candidate's degree result should be withheld pending further investigation. The information on the Discipline Report will be made available to the student (and their representative) if charged under the Discipline Regulations and it will be presented at any hearing.


7 SECTION 7 - EXTERNAL EXAMINERS

Appointment At present there are three External Examiners for English Literature, covering the periods covered in the undergraduate programme (Medieval and Early Modern, Modern and Contemporary Literature and Critical Theory), and one External Examiner for theatre studies. There are two External Examiners for English Language and Linguistics and English Language and Literature: one examiner deals with language and linguistics and one with language and literature. All External Examiners are expected to attend the Final Examination Board. Purposes and Functions The purposes of the external examiner system are to ensure that:

a. the programmes of study or parts thereof, are at an acceptable standard in terms of content, progression and delivery,

b. the assessment system is rigorous, equitable and is fairly conducted within University regulations and policies,

c. student performance and degrees awarded are of an appropriate standard, comparable nationally and internationally,

d. areas of good practice are identified for dissemination as appropriate. The Roles of External Examiners In order to achieve these purposes external examiners should:

a. comment and give advice on the content, balance and structure of modules, on programmes of study, and on assessment processes, and schemes for marking and classification,

b. arbitrate or adjudicate in cases where problems have arisen, c. participate in assessment of all modules leading to the award of degrees,

diplomas and certificates, d. comment on the appropriateness of the standard of programme(s) or

modules by reference to University programme specifications, the Framework for Higher Education Qualifications and published national subject benchmarks,

e. comment on the standard of student performance and comparability of standards of those programmes which they have been appointed to examine, with those of other Universities within the UK,

f. complete and submit the annual report form after the final Examination Board of the academic year.

g. In fulfilling that part of their remit which requires them to ‘arbitrate or adjudicate in cases where problems have arisen’ (i.e. in cases where they are specifically asked to adjudicate between internal markers or to determine a mark) external examiners have the power to recommend to the examination board on the mark to be awarded to an individual student.

h. In fulfilling that part of their remit which requires them to ‘participate in the assessment of all modules leading to the award of degrees, diplomas and certificates’, external examiners have the power to recommend to the


examination board that marks be adjusted at the level of modules or sub-components of modules but not at individual student level.

i. External examiners are required to endorse the outcomes of the assessments they have been appointed to scrutinise. The signature of an external examiner must be appended to the final list of degree results.

8 SECTION 8 - EXTERNAL EXAMINING

Participation in the Assessment of Modules

a. All draft examination papers should be sent to an appropriate external examiner for moderation and approval. The only exception to this is at Level 1, where departments are permitted not to send them provided that they have first obtained written approval from the external examiner in question. In some cases, external examiners may set some questions or complete papers. In some subjects, it may be essential for model answers to be prepared for scrutiny by an external examiner.

b. An external examiner is required to approve the grades awarded for each module at the end of each semester.

c. An external examiner has the right to see all assessment material. In those cases where it is agreed that the inviting department should make a selection of material to be sent to an external examiner, the principles for such selection should be agreed in advance. Where a selection is made, this should reflect the principle that an external examiner should have enough evidence to determine that internal marking and classification are of an appropriate standard and are consistent across the whole mark range. Selections of student work might be accompanied by marking criteria, evidence of internal moderation and details of the range of marks for the assessment, by provision of a histogram of marks, for example.

d. An external examiner is not required to visit Sheffield at the end of the autumn semester. The manner in which approval is given to autumn semester grades is for the external examiner and the department to decide.

Participation in the Award of Degree Classifications a. An external examiner, as a full member of the relevant board of examiners,

should be present at all examiners’ meetings at which significant decisions are taken in regard to the award of degrees.

b. The remit, membership and required documentation for departmental examination boards are detailed in the Guidance on the Management of Departmental Examination Boards, which can be found at:

http://www.shef.ac.uk/lets/design/handbook/examboards.html This guidance also clearly details the responsibilities of internal examiners. c. It is expected that departments examining multidisciplinary and joint

programmes of study will make suitable arrangements to ensure that there is satisfactory participation in the degree classification process by the external examiners of the contributing departments.

d. In the unusual and exceptional circumstance of an external examiner being unable to attend an examiners’ meeting at which significant decisions are

http://www.shef.ac.uk/lets/design/handbook/examboards.html


taken regarding the award of degrees, the department may submit a plan for Faculty approval to ensure that effective moderation takes place.

e. Except where subject practice dictates otherwise, viva voce examinations will not normally be held. Exceptions will be subject to approval by the Appropriate Faculty Officer of the relevant Faculty.

f. The views of an external examiner must be particularly influential in the case of disagreement on the final grade to be awarded for the final degree classification to be derived from consideration of a particular candidate's grades at the examiners’ meeting.

9 SECTION 9 - SPECIAL CIRCUMSTANCES COMMITTEE

Function The Special Circumstances Committee is a sub-committee of the relevant programme

Examination Board. It meets before the final board at the end of each semester to consider all cases where there is medical or other information concerning possible impairment of student performance. Students should complete an application if they believe their work has been impaired. It is recommended that students discuss with their personal tutors whether they should approach the Special Circumstances Committee. Students are informed of the purpose of this Committee at the beginning of each Session. The committee may comprise the Assessment Officers, the relevant assessment secretary, at least one External Examiner for the Spring semester programme board, the Programme Convenors, the Disability Officer, and the Tutor for Mature students. The meeting is chaired by one of the Assessment Officers and its decisions are discussed with a view to approval by the programme examination Board. The Assessment Secretary takes the minutes of the Special Circumstances Committee and prepares these minutes of recommendations for the relevant programme examination Board. These minutes may be used for reference, but do not constitute a record of decisions as to Board recommendations. Recommendations made by the Special Circumstances Committee are provisional until ratified by the Final programme Examination Board. After Board decisions have been taken the Assessment Secretaries prepare letters of advice to students to be sent when approved by the Head of School.

10 SECTION 10 - EXAMINATION BOARDS AND PROCEDURES

Times The Autumn semester programme Boards will normally take place in Week 3 of the

Spring semester. The Final programme Examination Boards will normally be held in Week 17 of the Spring semester. The Special Circumstances Committee will normally be held the day before the Examination Boards in both semesters. Preliminary Programme Examination Board

This meeting, which all examiners are expected to attend, will normally be held during the week prior to the Final Examination Board and will look at runs of marks only. Re-sit material

When assessment work is retaken, or taken for the first time after non-submission, it should be set in the form of a new project appropriate for the candidate, and devised by


the module convenor. These re-sit papers should be set at the same time as the first papers. In some special circumstances, the submission of one assessment piece at retake may be allowed. Retake assessment papers are lodged in the usual way with the Assessment Secretary. Markers should be given a copy of the retake assessment project with each script. Scripts should be marked in the usual way. Other boards

The Assessment Officers circulate a list of names of departmental representatives who are to attend other examination boards for Dual Degree meetings. It is the responsibility of representatives to find substitutes if they are unable to attend.


11 APPENDIX

MARKING CRITERIA AND SCALES

The marking criteria and marking scales which follow are designed to assess students against the knowledge and skills outcomes described in the School Of English Programme Specifications. The programme specifications can be found at: http://www.shef.ac.uk/calendar/progspec/ell.html

http://www.shef.ac.uk/calendar/progspec/ell.html


MARKING SCALES Markers take into account the following criteria when marking assessments. Some of the criteria listed below may be particularly emphasised in different modes of assessment. For example, students devising a piece of theatre will not be assessed on the same criteria as students writing a 2500 word essay. The marker will use individual judgement in applying the appropriate criteria to each different form of assessment. Markers may also supplement the criteria listed below with further discipline-specific requirements relevant to a particular mode of assessment. Any supplementary discipline-specific criteria will be explained to you in seminars. In accordance with University and Faculty policy, The School of English uses the entire 100 point marking scale. Within that scale, certain classification bands can be described as follows:


Marking Scale 2012-13

Honours Class

Description Grade Criteria

A well-argued and very perceptive response, providing clear references to relevant sources and analytical sophistication. The work shows independence of thought, and provides evidence of an ability to employ key terms and concepts and to distinguish between different ideas and arguments. The work may also be well conceived and presented with style and flair; written work will be presented according to the School´s conventions.

85+ Exceptional work, of outstanding quality, demonstrating a commanding grasp of knowledge, skills and understanding, showing an ability to undertake advanced analysis with imagination and rigour.

78-85 An exemplary piece of work, demonstrating an excellent level of insight and sophistication.

74-77 A mid-range first-class mark indicates an excellent level of critical thought, and evidence of a capacity to pursue independent lines of inquiry and to conduct perceptive and scholarly research.

70-73 A lower first-class mark indicates breadth of research, and a high level of critical thought. It may demonstrate an ability to discuss salient points and relevant perspectives analytically and incisively. There may be frequent evidence of undoubted originality.

Well argued and clearly focused, based on wide reading. This work uses a range of examples to support the argument. It will also be well structured and will reveal clear logic. It shows some depth and breadth of knowledge and research but may lack sustained original thought. It may weigh up different arguments and identify key issues. It will be well presented with few technical errors.

68+ A high 2.1 shows a clear awareness of intellectual issues. It may register the nuances and complexities of different critical positions and will be well presented. It may show original thought and depth of critical analysis.

64-67 A thoughtful and articulate response, drawing upon a wide range of resources and comprehending the critical positions discussed; few presentational errors.

60-63 Well presented, this work may develop a coherent and defensible argument, and may draw upon a range of primary and secondary resources.

A good response with a clear focus. The work may feature insightful comments on the material but these may not be developed fully. The work may also make reference to secondary sources but it may be over-reliant on the material cited. Reasonably accurate presentation of work; written work may include some grammatical and spelling errors.

58+ A good account with a competent use of primary material and perhaps some references to secondary material. There may be a clear argument but perhaps with one or more key points left out. Few errors of fact, interpretation, presentation or expression.


54-57 A proficient response to the task and to the material consulted but there may be over-reliance on course material provided. There may be some confusion or contradiction in the work. Competently presented, though possibly with some isolated instances of error in fact, interpretation or expression.

50-53 More descriptive than analytical, this work will rehearse familiar arguments and may overlook several important points. The student may also rely on critics to make the key points in their argument. There maybe some signs of confusion or contradiction in the work and there may also be some errors of fact or interpretation.

45-49 Satisfactory response indicating some knowledge of relevant material. The work will be presented and expressed to a satisfactory standard. The work may have failed to address the question, or may produce an argument that lacks coherence or logical development. A superficial response to the material analysed and in large part descriptive, this work may include errors of fact, interpretation, presentation and expression.

40-44 Some signs of knowledge but at an elementary level. This work may show some evidence of critical reading. There may be numerous errors of fact, presentation or expression.

30-39 The work falls marginally short of the University standards of argument, research and presentation required to warrant a pass mark. The work may violate assessment rubrics or may show evidence of plagiarism or collusion. The work may not be presented to a satisfactory standard of English.

1-30 The work is clearly unacceptable and does not reach University standards. It may show evidence of plagiarism or collusion. It may show negligible effort or writing ability. It may be incomplete or may not be carrying out the required task. It may extensively violate rubrics and appropriate academic standards


MARKING CRITERIA

1. Essays / dissertations i. Use of English

Is the work written clearly, with accurate spelling, grammar and syntax? Is there any confusion of expression? Is the work written with flair?

ii. Use of primary texts / data Does the work demonstrate knowledge and an individual response to the texts / data discussed? Is the student aware of the text’s / data’s context? Does the student make detailed reference to the texts? When quoting from the text / data, does the student explain why these passages are being cited and how they develop / illuminate the essay’s argument?

iii. ii. Use of secondary texts Does the work draw upon a range of secondary material? Does it discriminate between the different critical / theoretical perspectives adopted in the secondary material? Does the student rely on secondary texts to make the key points in the essay, or does the work respond to the material in a more sophisticated analytical manner? Is terminology being used accurately and relevantly?

iv. Development of original or individual approach Does the student show independence of thought? How does the student introduce original interpretations of texts or analyses of data? Does the work demonstrate originality in its treatment of both primary and secondary material?

v. Presentation Are the department’s conventions for presenting written work observed throughout the work? Does the presentation demonstrate an adequate level of care in the efficient preparation and production of the work?

2. Exams i. Use of English

Is the work written clearly, with accurate spelling, grammar and syntax? Is there any confusion of expression? Is the work written with flair?

ii. Exam practice Does the student answer the question? Does the student develop a clear argument? Does the student refer to relevant texts/data? Does the student follow the exam’s/the question’s rubric (e.g. number of texts to be discussed/kind of data to be analysed)? Is the student’s writing legible?

iii. Use of primary texts/data Does the work demonstrate knowledge and an individual response to the texts/data discussed? Is the student aware of the text’s/data’s context? Is the student able to make detailed reference to the text/data? When quoting from or paraphrasing the text/data, does the student explain how these citations develop/illuminate the essay’s argument?

iv. Development of original or individual approach. Does the student show independence of thought? How does the student introduce original interpretations of texts or analyses of data? Does the work demonstrate originality in its treatment of material discussed?


v. Use of theoretical and critical material (not mandatory for close-stylistic analysis – see below). Does the work show the ability to utilise a range of different critical/theoretical perspectives.

3. Oral presentations Many of the criteria set out in section 1 ‘Essays and dissertations’ will also be

relevant in preparing oral presentations. In particular, the marker will consider your use of primary and secondary material, your development of an original critical response and your use of clear English when assessing your oral presentations. In addition, students will be assessed on:

i. Content Is the presentation clearly structured, contextualised and substantiated? Is there evidence of appropriate material and research? Is accompanying material (OHPs/handouts) clearly presented and discussed during the presentation? Is the presentation completed within the allotted time? Does the presentation provoke a discussion amongst its audience?

ii. Presentation Is the presentation delivered clearly and effectively? Is there a creative and skilful application of presentational methods? Is the student able to sustain informed discussion under questioning? Is the student able to engage others in intellectual discourse? How do presenters respond to questions?

Close-Stylistic Analysis and Close-Reading Exercises

Essays which are defined as ‘close-stylistic analysis’ or ‘close-reading’ exercises do not normally require the same level of secondary referencing as a conventional research essay. This is partly because the same amount of engagement with secondary readings is not normally required. Whilst secondary reading can be used, it is not obligatory. If your gobbet (the example to be analysed closely) refers to no sources apart from the question paper, you may simply give references in parentheses after quotations, and no bibliography will be needed. There is no point in, and you should avoid, repeating selfevident bibliographic information redundantly. There may be occasions when you feel that it is necessary to quote from other parts of the text from which the gobbet is taken. In that case, give a full bibliographic reference for the edition you are using (it should be the same as the one from which the gobbet is sourced) after the first quotation in the usual way, then a shortened reference giving the page number for subsequent uses of that text.


Marking Scale for Formal Examinations 2012-13

Honours Class

Description Grade Criteria

A well-argued and very perceptive response to the question, exhibiting analytical sophistication, strong and convincing argument and robust structure. The work provides evidence of an ability to distinguish between different ideas and arguments, and writing is articulate and authoritative.

85+ Exceptional work, of outstanding quality and lucidity, demonstrating a commanding grasp of knowledge and understanding, and pursuing and defending sophisticated argument.

78-85 An exemplary piece of work, demonstrating an excellent level of insight, detail and sophistication in analysis. Textual knowledge and interpretation will be of very high quality.

74-77 A mid-range first-class mark indicates an excellent level of critical thought, and the capacity to connect and interrogate varying texts and ideas with authority.

70-73 A lower first-class mark indicates cogent argument, breadth of textual acquaintance, and a high level of critical thought. It will demonstrate an ability to discuss salient points and relevant critical perspectives analytically and incisively.

Well argued and clearly focused, based on wide reading and good critical analysis. This work uses a range of examples to support the argument. It will also be well structured and will reveal clear logic. It will weigh up different arguments and identify key issues. It will be well-written and well presented with few technical errors.

68+ A high 2.1 shows a clear awareness of intellectual issues. It may register the nuances and complexities of different critical positions and will be well written. It will discuss significant texts at some length with clarity and conviction.

64-67 A thoughtful and articulate response to the question, drawing upon a range of relevant material treated in detail. Well written, with a robust argument and clear structure.

60-63 Well written and presented, this work will develop a coherent and defensible argument. Textual analysis will be concise and well grounded but not extensive.

A good response to the question with a clear argument. The work may feature insightful comments on the material but these may not be developed fully. Reasonably accurate presentation of work, but the work may include some grammatical and spelling errors.

58+ A good account with a competent use of primary material. A clear argument but perhaps with one or more key points left out or underdeveloped. Few errors of fact, interpretation, presentation or expression.


54-57 A proficient response to the question, but which lacks strong and structured argument. There may be some confusion or contradiction in the work, and some isolated instances of error in fact, interpretation or expression.

50-53 More descriptive than analytical, this work will rehearse familiar arguments and may overlook several important points. The range and depth of textual analysis will be limited. There maybe some signs of confusion or contradiction in the work and there may also be some errors of fact or interpretation.

45-49 Satisfactory response to the question set, indicating some knowledge of relevant material. The work will be presented and expressed to a satisfactory standard. The work may have failed to address the question, or may produce an argument that lacks coherence or logical development. A superficial response to the material analysed and in large part descriptive, this work may include errors of fact, interpretation, presentation and expression.

40-44 Some signs of knowledge but at an elementary level. This work may show some evidence of critical analysis but there may be numerous errors of fact, presentation or expression.

30-39 The work falls marginally short of the University standards of argument, textual analysis and organization required to warrant a pass mark. The work may not be written to a satisfactory standard of English.

1-30 The work is clearly unacceptable and does not reach University standards. It may be incomplete or may not be carrying out the required task. It may show negligible effort or writing ability.


Moderating Literature Modules

This document confirms details for literature module moderation, confirmed by School Learning and Teaching Committee, as follows: we moderate 10% of scripts (or a minimum of 6) for assignments weighted over

40% or more, at Levels 2 and 3;

we moderate the module not the marker, in the case of core modules normally

moderating a module we have not marked;

basis for selection of scripts within a module batch: top mark; lowest mark; top 2i;

top 2ii; third, repeating until have 10% (or a minimum of 6) of each batch, plus any

fails;

we include in the moderating batch at least one script from each marker;

weighting for moderation: typically we allocate moderators .5 of a marking load

(this varies very slightly between programmes because of the size of marking

teams);

each moderator is required to write a very brief report (a template will be

provided with the batches of scripts; example attached) indicating which scripts

have been reviewed, with brief comments;

no marks should be adjusted by the moderator;

in cases of concern about general levels of marking, a moderator can ask to see

the whole set of scripts if s/he so wishes;

the moderator should raise concerns with the convenor to consider if any action

is necessary; no marks can be adjusted without reference to the module marks as

a whole;

External Examiners will receive the moderated batch or have view of scripts on

Turnitin, along with the moderator’s report and all fails;

colleagues concerned about their own marking or about particular scripts should

feel free to consult with the module convenor and/or others in the marking team

before moderation takes place;

timing: moderators will receive their batch after completion of all marking. We

therefore rely on markers to complete their marking to the agreed timetable.


LITERATURE MODERATING REPORT: EXAMINING SESSION 2012/13 NAME OF MODERATOR: MODULE CODE & TITLE: CONVENOR: NO. OF STUDENTS: NO. OF SCRIPTS IN MODERATION BATCH: Highest Mark: Candidate Name or Number: Mark: Marker: Moderator comments (if any): Lowest Mark: Candidate Name or Number: Mark: Marker: Moderator comments (if any): Highest 2i: Candidate Name or Number: Mark: Marker: Moderator comments (if any): Highest 2ii: Candidate Name or Number: Mark: Marker: Moderator comments (if any): Third: Candidate Name or Number: Mark: Marker: Moderator comments (if any):


Fails: Candidate Name or Number: Mark: Marker: Moderator comments (if any): General Comments on the standards of marking across the module: Signature of Moderator Date: [AssessmentModerationReport2011]

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