Transcript Slide 1

POSTGRADUATE EXAMINER BRIEFING
DAY
2014.15 ACADEMIC
SESSION
WHAT ARE WE COVERING?
• The DMU Context
• The Taught Postgraduate Scheme
• The Role of the External Examiner
• Using Academic Management Information (MI)
• 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 Postgraduate Studies
•
Head of Quality
THE TAUGHT POSTGRADUATE
SCHEME
PROGRAMME SPECIFIC REGULATIONS
• Presentation covers the generic scheme
• Some programmes have programme specific
regulations which are more stringent
• Programme specific regulations are published as an
annex in the Taught Postgraduate Programmes
University Regulations
THE CREDIT FRAMEWORK
DMU uses nationally recognised credit tariff:
• 1 credit = 10 notional student learning hours
• Modules based around units of 15 credits (150 notional
student learning hours)
• Standard modules (15 credits), double modules (30 credits)
• Postgraduate dissertation module normally worth 60 credits
• Semester based system
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 = programme specification
AWARDS & CREDITS
Award
Total credits
Level of Credits
MA/MSc
180
Minimum 150 at level 7
Postgraduate diploma
120
Minimum 90 at level 7
Postgraduate certificate
60
Minimum 45 at level 7
The University adheres to the FHEQ and the Higher Education Credit
Framework which designate master’s awards at level 7. The FHEQ
contains generic descriptors which define awards at master’s level.
MAXIMUM PERIODS OF REGISTRATION
Award
Full-time
Part-time
Master’s degree with sandwich
4 years
7 years
Master’s degree
3 years
6 years
Postgraduate Diploma
2 years
4 years
Postgraduate Certificate
1 year
2 years
MOVING THROUGH THE PROGRAMME
• Module pass mark = 50% (some continuing
students will still be on ‘old’ 40% pass mark)
• All modules should be passed to gain award
• One reassessment attempt is available in each
module, plus an additional 30 credits to be used as
required. Module marks capped at 50%.
AWARD OF DISTINCTION
Master’s: dissertation is at distinction level (70%) and
either at least 120 credits are at distinction level or the
overall average mark is at distinction level
PgDip: either at least 90 credits at distinction level or
the overall average mark is at distinction level
PgCert: either at least 45 credits at distinction level or
the overall average mark is at distinction level
AWARD OF MERIT
Master’s: dissertation is at merit level (60%) and either
at least 120 credits are at merit level or the overall
average mark is at merit level
PgDip: either at least 90 credits at merit level or
the overall average mark is at merit level
PgCert: either at least 45 credits at merit level or
the overall average mark is at merit level
THE ROLE OF THE EXTERNAL
EXAMINER
THE OVERALL PURPOSE
OF 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 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 as required/necessary
Should see:
– Assessment(s) marked highest overall
– Selection of passed assessments from each mark
band
– Problematic assessments
– All failed dissertations
COLLABORATIVE PARTNERS
• Some programmes are run in collaboration with
partners at locations both UK and overseas
• External examiners should understand this when
sampling in order that they can comment
PURPOSE OF ASSESSMENT BOARDS
•
A variety of practice between (and within) faculties ranging from
boards responsible for individual programmes to faculty wide 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:
Management Board:
• Teaching, Learning and
Assessment strategies
•
Programme and subject
provision
• Assessment of students
•
Programme and subject
development
• Achievement and Award
•
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)
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
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
•
Awards
•
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 achievement and award data
• Give an oral report
AT THE ASSESSMENT BOARDS
• The reports…
AFTER THE ASSESSMENT BOARDS
• Complete annual report within one month of main
assessment board
REASSESSMENT
• External examiners should be consulted on
the process/arrangements in place for
reassessment
• How external examiners are engaged
/involved in reassessment
EXTENUATING CIRCUMSTANCES
• Faculties handle all requests
• Outcome : Deferral only
Reasons:
• Consistence and objectivity
• Focus on genuine cases
USING ACADEMIC MANAGEMENT
INFORMATION (MI)
• Inform judgement regarding academic standards
and student performance (within report)
• Evaluate overall student performance: academic
level; learning outcomes; assessment criteria
MODULE ACHIEVEMENT
• Pass rates; mark banding distribution; average
module mark; standard deviation
• Compare performance: across sessions; particular
populations (cohorts, campuses, programmes etc);
before/after reassessment period
PROGRAMME PERFORMANCE
• Indicative progression/retention; distribution of
awards; intended award achieved indicators
• Compare performance: across sessions; particular
populations (cohorts, campuses); before/after
reassessment period
SYSTEMS/ACCESS
• Delivered via Tableau (web hosted)
• Secure permission-based accounts –remote
external access
• Intuitive; easy to use; flexible
• Interactive – filter data to suit your needs
EXTERNAL EXAMINER
REPORTS
WHEN DO YOU REPORT?
•
Annual Report
•
Within 1 month after the main assessment board
•
Optional Supplementary Reports and Reports to the PVC or VC
•
Serious concerns relating to standards within the institution and all
internal procedures have been exhausted – use the independent
mechanism for addressing concerns about standards and quality in
higher education managed by QAA.
REPORT HEADINGS
Summary Report
• Three key questions
• Good practice and innovation
• Areas requiring a response from the
programme team, school/department,
faculty or university
REPORT HEADINGS
Main Report
• Academic standards and programme/module content: taught elements
• Academic standards and student performance
• Project/dissertation/design work
• Module assessment
• Delivery and support
• Programme management & development
• Assessment board and administration
• Outstanding issues and other key observations
• Collaborative provision
• End of office comments (final year as DMU external examiner)
WHAT HAPPENS TO YOUR REPORT?
• Send in report electronically to [email protected] to
DAQ within 1 month after 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 Committee
(AQC)
Monitoring of Institutional Issues:
• Read by DAQ and institutional themes highlighted.
Appropriate person will respond on behalf of University
• Annual overview report submitted to AQC
ADMINISTRATIVE ARRANGEMENTS
Faculty Administration
DAQ Administration
•
Managing student records
•
•
Programme and module
management
Receive and read all annual and
final external examiner reports
•
Keep track of institutional and
Faculty themes
•
Prepare AQC Annual Report
•
Appointments and extensions of
appointments
•
•
Programme and management
boards
Operational liaison with external
examiners
•
Faculty quality systems
•
Pay external examiner fees
PAYMENT OF FEES AND EXPENSES
What
•
Annual fee
Paid on receipt of annual report (to [email protected]) and
claim form (to Faculty contact)
•
Visit fee
Paid on receipt of claim form. Claim after each visit
•
Dissertation fee
Keep track of dissertations and include details on claim form
•
Expenses
Include any receipts
PAYMENT OF FEES AND EXPENSES
Who
Where
Art, Design and Humanities
Denise Brooks ([email protected])
Clephan Room 0.30
Name of contact
De Montfort University
The Gateway
Leicester
LE1 9BH
Business and Law
Nicola Warrington ([email protected])
Hugh Aston Room 4.86
Health and Life Sciences
Sophia Welton ([email protected])
Edith Murphy Room 2.31
Technology
Suffiyyah Mohammed ([email protected])
Gateway House Room 4.11a
PAYMENT OF FEES AND EXPENSES
When
• Completed claim forms need to be submitted by the end of
the month
• Forms need to be authorised by the Faculty and also Payroll
by the 8th of each month for payment to be received on the
25th of that month (or nearest working day)
CONTACTS
•
Jo Cooke, Director of Student and Academic Services
[email protected]
•
Emma Sheffield, Head of Academic Quality
[email protected]
•
Sally Lloyd, Senior Officer, Taught Programmes
[email protected]
•
Louise Newell, Quality Officer (External Examiners), Department of
Academic Quality
[email protected]