Undergraduate External Examiners Briefing Day For New External Examiners 2011/12 Academic Session.

Undergraduate External Undergraduate External Examiners Briefing DayExaminers Briefing Day

For New External ExaminersFor New External Examiners2011/12 Academic Session2011/12 Academic Session

What are we covering?

• The DMU Context

• The Undergraduate Scheme

• The Role of the External Examiner

• External Examiner Reports

The De Montfort University Context

Roles within the University

• Devolved University

• Role of the Centre

Role of Individuals• PVC/Dean

• Deputy Dean

• Head of School/Department

• Programme Leader

• Subject Leader

• Module Leader

• Head of Studies

• Head of Quality

The Undergraduate Scheme

The Credit Framework

DMU uses nationally recognised credit tariff:

• 1 credit = 10 notional student learning hours

• Modules based around units of 30 credits (300 notional student learning hours)

• Standard modules (30 credits), double modules (60 credits)

Programme Specification• DMU uses ‘templates’ to define curricula

• Two levels of templates defining programme and module

• Programme templates place subject in national context, including subject benchmarks

• Module templates use learning outcomes methodology and link this to assessment

• Programme templates define student outcomes as per QAA programme specification

Levels of Study• The Scheme has three levels conforming to QAA

Framework for Higher Education Qualifications in England (FHEQ) and the QAA Higher Education Credit Framework for England

• Level 4 is primarily diagnostic and formative. It does not contribute to the students’ degree classification

• Level 5 and level 6 are both formative and summative. A student’s degree classification is based on all their work from these levels biased towards level 6

Awards & CreditsLevels 4 5 6 TotalHonours Degree 120 120 120 360Unclassified Degree 120 120 60 300Foundation Degree 120 120 240 Dip HE 120 120 240HND 120 120 240HNC 90 30 120Cert HE 120 120

UCPD 60

Maximum Periods of Registration

Award Full-time Part-time

Cert HE 2 years 3 years

Dip HE 4 years 6 years

Foundation Degree 4 years 6 years

Degree 5 years 7 years

Degree with Honours 6 years 8 years

Sandwich Degree with Hons 7 years 9 years

Graduate Diploma 2 years 3 years

Undergraduate Masters 7 years 9 years

HNC 5 years 5 years

HND 5 years 5 years

Programme Specific Regulations

• Presentation covers the generic scheme

• Some programmes have programme specific regulations which are more stringent

• Programme specific regulations are included as an annex in the Handbook & Regulations for Undergraduate Awards

Progression – Full Time

• Progression rules the same across levels

• Progression from level to level if student passes 90 credits worth of modules

• Failures below 30% must be retrieved

• Failures between 30-39% can be compensated

Progression – Part Time

• Part time students can progress from one year to the next provided they have passed at least 30 credits in the current year.

• Part time students can take level 4 and level 5 modules, or level 5 and level 6 modules concurrently in any one year of study.

Reassessment for Honours

• Reassessment rules the same across levels

• 60 credits of assessment available per level, in any permutation/combination of module sizes

• Reassessment is allowed for modules in the compensation band (30-39%), but only where a student has no failure below 30% to retrieve

Compensation

• Awarded to student on basis of overall performance

• 30 credits worth available per level

• Whole modules only can be compensated

• Not available for ‘must pass’ modules

• Students must have attempted module final assessment

Degree Classification

• System based upon the best 210 level 5 and level 6 credits, triple-weighted towards level 6. This is to recognise exit velocity.

Degree Classification : Rules Based “Consideration” Band

• The band provides a consistent approach to student classification

• Rules apply if the aggregate percentage is not more than 2% below a classification band

• Higher classification will be awarded to a student who:– either achieves across the last 120 credits of level 6

modules an aggregate percentage in the higher classification band

– or achieves in at least 60 of the last 120 level 6 credits marked in higher classification band

The Role of the External Examiner

The Overall Purposeof the External Examiner

• To ensure that standards are maintained from a subject point of view

• To ensure fairness and equity from a student point of view

• To act as a critical friend with:- Curriculum developments- Standards

Examiners Role with Assessment

• Assessment aims and objectives are appropriate

• Purposes and philosophy of assessment are articulated and understood

• Assessment load is appropriate

• Assessment is properly and impartially conducted

At the Start of Each Session

• Agree the basis for auditing Level 4

• Agree the basis for sampling assessments

• Engage in consultation about draft papers etc

• Agree the basis of visits to the University

Outside of the Assessment Boards

• Meet students and discuss their work

• Advise on individual cases e.g. where there has been internal disagreement about a mark

• Sample scripts and assessed material to enable judgments to be made as to the:

- overall suitability of assessment methods

- coherence of assessment strategy- consistency of internal marking

Sampling

• Right to see all scripts• Discretion to sample• Can viva voce• Should see:

– Assessment(s) marked highest overall– Selection of passed assessments from each

classification band– Problematic assessment– A sample of fails

Collaborative Partners

• Some modules run concurrently at a number of locations

• External examiners should understand this when sampling in order that they can comment

Assessment Boards

• Single tier assessment board covering programmes and modules

Purpose of Assessment Boards

• Accountable for academic integrity of assessment in programmes and one or more subjects

• Responsible for conduct of assessment including determining module marks, progression and awards

• A focus for quality assurance

Assessment Boards – Terms of Reference

Assessment Board:

• Teaching, Learning and Assessment strategies

• Assessment of students

• Progression and Award

Management Board:

• Programme and subject provision

• Programme and subject development

• Academic debate

• Student feedback

Models of Engagement for External Examiners

• 4 models of engagement• Each board will decide which model is most

appropriate• Handout in information pack shows which

model each board has chosen to use• Some boards are responsible for a wide and

varied selection of programmes and may use more than 1 model

Models of Engagement - 1

• External examiner receives student work for moderation and attends the assessment board (i.e. 1 visit)

Models of Engagement - 2

• External examiner attends the University twice, once to review student work and for pre-board discussion with the programme team and then to attend the assessment board (i.e. 2 separate visits)

Models of Engagement - 3

• External examiners associated with the assessment board attend the University to review student work and for pre-board discussion with the programme team(s) and nominate at least one external examiner to represent them at the assessment board

Models of Engagement - 4

• External examiner attends University for several consecutive days to review student work and possibly interview students. External examiners will also attend and for pre-board discussion with the programme team and attends the assessment board

At the Assessment Boards

• Arrangements and processes for module assessments and moderation and for reassessments

• Assessment and marking of students

• Progression and award

• Compliance with university and professional body requirements including programme specific regulations

• Suspension or termination of students

• Aegrotats

At the Assessment Boards – External Examiner’s Role

• Review and adjust as necessary the overall spread of marks for a module

• Consider individual cases

• Review module pass rates

• Review programme progression and award data

• Give an oral report

At the Assessment Boards – The Reports

• Spreadsheet style reports covering programmes and modules. Example of report in information pack

• Mean and standard deviation will be included at the bottom of the spreadsheet reports

• Detailed modules and programme reports available

After the Assessment Boards

• Complete annual report within one month of main assessment board

Re-sit Boards

• External examiners should be invited to the assessment boards and sent relevant information

• External examiner attendance at re-sit boards must be agreed at summer assessment board

Extenuating Circumstances

• Central Panel for Exams

• Faculty Panel for Coursework

• Outcome : Deferral onlyReasons:• Consistence and objectivity

• Focus on genuine cases

External Examiner Reports

When do you report?

• Annual Report

• Optional Supplementary Reports and Reports to the PVC or VC

• Within 1 month of main assessment board

Report Headings• Academic standards and module content

• Academic standards and student performance

• Module assessment

• Delivery and support

• Programme management & development

• Assessment board and administration

• Good practice and innovation

• Outstanding issues and other key observations

• Collaborative provision

• UCPD/PgCert Work Based Studies

Content

• Summary of key points when completing your annual report

–Handout

What happens to your report?

• Send in report electronically to [email protected] to DAQ within 1 month of main assessment board

• DAQ will circulate report to the Faculty

• PVC/Dean will send initial response to you within 28 days acknowledging receipt of report and main issues

• Considered by the relevant management board at which student representatives may be present

• A full response will be sent to you within 2 weeks after the management board indicating any action to be taken

What happens to your report?

Monitoring of Faculty Issues:

• Faculty Head of Quality will track Faculty themes, comment upon any regulatory or board operation issues and complete annual report to be presented at Academic Quality and Standards Committee (AQSC)

Monitoring of Institutional Issues:

• Read by DAQ and institutional themes highlighted. Appropriate person will respond on behalf of University. Issues and responses included in AQSC External Examiner Overview Report

• Annual Report for the Academic Quality and Standards Committee (AQSC).

Administrative Arrangements

Faculty Administration

• Managing student records

• Programme and module management

• Assessment and management boards

• Operational liaison with external examiners

• Faculty quality systems

• Pay external examiner fees

DAQ Administration

• Receive and read all annual and final external examiner reports

• Keep track of institutional and Faculty themes

• Prepare AQSC Annual Report

• Appointments and extensions of appointments

Payment of Fees and Expenses

What• Annual fee

Paid on receipt of annual report (to [email protected]) and claim form (to Faculty contact)

• Visit feePaid on receipt of claim form. Claim after each visit

• ExpensesInclude any receipts

Payment of Fees and Expenses

Who• Art, Design and Humanities

Bally Dhalu ([email protected])

• Business and LawLaura Herbane ([email protected]) - BusinessRita Gough ([email protected]) - Law

• Health and Life SciencesAlison Levey ([email protected])

• TechnologySuffiyyah Mohammed ([email protected])

Payment of Fees and Expenses

When• Completed and authorised claim forms that

are received by Payroll before the 8th of each month will be paid on the 25th of that month (or nearest working day)

Contacts

• Jo Cooke, Director of Student and Academic [email protected]

• Leopold Green, Head of Taught [email protected]

• Louise Newell, Quality Officer (External Examiners), Department of Academic Quality [email protected]