Transcript Slide 1

UNDERGRADUATE EXTERNAL
EXAMINER BRIEFING DAY
2014/15 ACADEMIC
SESSION
WHAT ARE WE COVERING?
• The DMU Context
• The Undergraduate 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 Studies
•
Head of Quality
THE UNDERGRADUATE SCHEME
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
CREDIT FRAMEWORK AND LEVELS
• 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)
• Levels conform to FHEQ: level 4 = primarily
diagnostic/formative. Levels 5 & 6 = count towards
degree classification
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
AWARDS & CREDITS
Levels
4
5
6
7
Total
Integrated Masters
120
120
120
120
480
Honours Degree
120
120
120
-
360
-
-
120
-
120
Non-Honours Degree
120
120
60
-
300
Graduate Certificate
-
-
60
-
60
FD/DipHE/HND
120
120
-
-
240
HNC
90
30
-
-
120
CertHE
120
-
-
-
120
UCPD
-
-
-
-
60
Graduate Diploma
MAXIMUM PERIODS OF REGISTRATION
Award
Full-time
Part-time
Integrated Masters
7 years
9 years
Sandwich Degree with Hons
7 years
9 years
Degree with Hons
6 years
8 years
Graduate Diploma
2 years
3 years
Degree (non honours)
5 years
7 years
Graduate Certificate
1 year
2 years
FD/DipHE/HND
4 years
6 years
HNC/CertHE
2 years
3 years
UCPD
3 years
3 years
PROGRESSION
• Progression rules the same across levels and award types
• Progression from level to level if student passes 90 credits
worth of modules. Pass mark is 40%. Failures below 30%
must be retrieved
• Failures between 30-39% can be compensated
• Part-time: can progress from one year to next if pass at least
30 credits in current year.
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 or within UCPDs
•
Students must have attempted module final assessment
REASSESSMENT
• Reassessment rules the same across levels and awards,
apart from UCPD
• 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
AWARD
Classification
Bachelor degree
Foundation degree/
HND/HNC/UCPD
70% or above
First class honours
With distinction
60-69%
Second class honours
(Upper division)
With merit
50-59%
Second class honours
(Lower division)
Pass
40-49%
Third class honours
Pass
0-39%
Fail
Fail
DEGREE CLASSIFICATION
• System based upon the best 105 level 5 credits
and the best 105 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 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 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
PURPOSE OF ASSESSMENT BOARDS
• Single tier assessment board covering programmes and
modules
• 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
• Progression 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
•
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
•
Due to the change in classification regulations, the reports will have
more than one “average for classification” column
•
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 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 module content
•
Academic standards and student performance
•
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
•
•
Receive and read all annual and
final external examiner reports
Programme and module
management
•
Keep track of institutional and
Faculty themes
Assessment and management
boards
•
Prepare AQC Annual Report
•
Appointments and extensions of
appointments
•
•
Operational liaison with external
examiners
•
Faculty quality systems
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
• 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]
•
Suzanne Nelson, Senior Quality Officer (Management Information)
[email protected]
•
Louise Newell, Quality Officer (External Examiners), Department of Academic Quality
[email protected]