Transcript Introducing the Academic Regulations for Taught Provision

Introducing the Academic
Regulations for Taught Provision
Staff Development Symposium
September 2013
Malcolm MacLean
Associate Dean, Quality & Standards
What we’re talking about
Principles underpinning the University’s
approach to assessment
 Key issues

◦ agreeing assessment briefs,
◦ marking, second marking and moderation
◦ mitigating circumstances

Pressing current issues
◦ breaches of assessment regulations
◦ assessment of disabled students
Principles
Underpin UoG assessment
 Cover key elements of assessment
activity
 Apply to all courses, including
collaborative partnership
 Developed in line with UK Quality Code

◦ http://insight.glos.ac.uk/departments/registry/Quality/assessment/
Pages/AssessmentPrinciplesandProcedures.aspx

Staff ‘interface’ via Student Records on
Line (https://infonet.glos.ac.uk/staff/pages/default.aspx)
Agreeing assessment briefs

All assessment briefs must be peer
reviewed and agreed for
◦ Consistency with published module
descriptor
◦ Suitability of assessment task
◦ Clarity of assessment instructions

New system for Sem 2 modules being
developed
◦ Shift from scrutiny process to peer-based
developmental process (details to follow)
Marking, second marking and
moderation
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Samples of all assessment tasks are to be
second marked and moderated
Goal is to ensure that marking is consistent
with assessment criteria and that criteria are
consistently applied
Moderation within modules through second
marking process
Moderation between modules via external
examiners and boards of examiners
http://insight.glos.ac.uk/departments/registry/Quality/assessment/Pa
ges/AssessmentProceduresMarkingBoards.aspx
Mitigating circumstances

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Centrally recorded (via Student Records) and
managed
MC1: 48 hour extension, no evidence needed, one
per year
MC2: up to three weeks, via Helpzone, specific
criteria must be met, third party evidence
required
MC3: longer than 3 weeks, via Senior Tutor,
criteria less specific, third party evidence
More serious cases, affecting a semester or more,
decision-making with Mit Circs Review Panel
http://insight.glos.ac.uk/departments/registry/Quality/assessment/Pa
ges/AssessmentAndMitigatingCircumstances.aspx
Breaches of assessment regulations

6 forms of breaches of assessment regs
◦ Plagiarism, unauthorised collusion, fabrication,
impersonation, cheating in exams, representation

Strong development underpinning
◦ Set range of penalties
◦ Assessment decision, so determined on balance of
probabilities

If suspect one has occurred, report via Module Tutor
to Academic Conduct Officer who will investigate on
basis of evidence provided by Module Tutor
◦ Must enter SB grade (suspected breach)

http://insight.glos.ac.uk/departments/registry/Quality/assessment/Pages/Assessm
entOffencesPrinciples.aspx
Assessment of disabled students
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Managed through Student Services, do not make local
arrangements
Students must self-declare to Disability Advisers (Student Services)
within specified times, with provision of adequate evidence
Reasonable adjustments made to assessment arrangements,
depending on the form and extent of disability
◦ Adjustments made prior to submission, so there are no
adjustments to assessment criteria, e.g., for dyslexic students
Adjustments may not be backdated, and there is no retrospective
adjustment of assessment arrangements or marks
Arrangements for disabled students distinct from mitigating
circumstances provisions
http://insight.glos.ac.uk/departments/registry/Quality/assessment/Pages/Ass
essmentofDisabledStudentsPrinciples.aspx
Other useful resources

Assessment information
◦ http://insight.glos.ac.uk/departments/registry/quality/assessment/Pages/default.aspx

Quality and Standards homepage
◦ http://insight.glos.ac.uk/departments/registry/Quality/Pages/default.aspx

Student Services
◦ http://insight.glos.ac.uk/departments/ss/Pages/default.aspx