Transcript Effective Running of a Board of Examiners

Effective Running of a
Board of Examiners
Morag Donaldson
Dean of Undergraduate Studies
CHSS
What are Boards of Examiners for?
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Boards of Examiners are for…
…taking collective decisions about
assessment outcomes in ways that help to
ensure that:

Academic standards are upheld

Students are treated fairly
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Straightforward decisions

Take evidence (marks)

Apply rules (e.g. for degree classification)

Output of rules = decision
But still need to:

Ensure accuracy (in presenting evidence &
applying rules)

Review marking standards (using internal &
external comparisons)
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Trickier decisions
(e.g. borderlines, fails, absences, special circumstances)

Also need to be consistent with regulations
(unless concession granted)

Involve judgement/discretion

Require careful consideration, discussion and
minuting

Remember there are 3 lifelines!
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Who wants to be a BoE Convenor?!
1.
Phone a friend
(e.g. Dean, College Office, Academic Services,
External Examiner)
2.
Ask the audience
– make a collective decision through discussion
3.
50:50
– use the regulations to avoid some wrong
answers
But there isn’t always one “right” answer!
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Roles & responsibilities

Convenor has ultimate responsibility for
effective running of BoE

In collaboration with:


BoE secretary, course organiser/programme
director, exams officer, regulations expert,
all members of BoE
Importance of:

Clarity re roles & responsibilities

Teamwork & collaboration
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Three phases of an effective BoE meeting
1.
Before
2.
During
3.
After
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Three phases of an effective BoE meeting
1.
Before

clear & accurate assessment information in
course documentation

good systems for coordinating assessment
activities

preparation of BoE paperwork

You can never have too much checking!

Use at least two pairs of eyes!

Special Circumstances Committee

preliminary consideration of trickier cases
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Three phases of an effective BoE meeting
During
2.

Remember purpose of BoE

Remember proceedings are confidential but certain
types of disclosure may be required

Take & record decisions on all candidates

Carefully consider tricky cases & minute outcomes of
these discussions but don’t attribute views to
individuals

Record any changes to marks & reasons for these

Invite External Examiner(s) to comment on
assessment processes and student performance
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Three phases of an effective BoE meeting
3. After

Careful checking of results lists

Submit minutes to College Office

Submit concession requests to College Office

For non-standard decisions (e.g. permission to take
special sitting of exam), communicate with student and
other relevant parties (e.g. Registry, DoS, colleagues
responsible for setting exam)

Ensure that relevant information is carried forward to
subsequent BoE meetings

Respond to student enquiries
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And finally, don’t be afraid to…


Acknowledge mistakes

we know they sometimes happen

they can usually be fixed

the sooner they are fixed, the better

they can sometimes be used to improve future
practice
Celebrate when you contribute to running
an effective BoE!
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