Edinburgh Napier Board of Examiners Briefing for Beginners Academic Quality 2012/2013

Who is this course for?

staff and external examiners who are new to Edinburgh Napier’s Board of Examiner system

At Edinburgh Napier University we operate a two tier system for Board of Examiners: 1) Modules 2) Programmes

Timing of Boards Module and Programme Boards are held at the end of each trimester. Faculties use the Student & Academic Services Key Dates Calendar to identify appropriate timing of Boards and should inform external examiners of Board dates as soon as possible.

Timing of Boards *Occurrence A students matriculate in September/October Occurrence B students matriculate in January/February • • • • In general: the Tri 2 board (May/June) consider marks and progression of Occurrence A students* The Resit board (August) is to consider resit results (for Occurrence A and B students) The Tri 3 board considers placement activity and results for students studying in Trimester 3 The Tri 1 (January) board considers marks and progression of Occurrence B students

Material Presented at Boards The student records database (SITS) is used to generate the marksheets that are considered at Module and Programme Boards. An annotated version of a programme board sheet is available on our main Moodle site to help you to better understand the information being presented.

Material Presented at Boards The University is increasingly engaging with the concept of ‘paper-less’ Boards so the material may be presented on monitors, or projected onto a screen for Board members to see. However, Boards with printed marksheets are still common within the University.

Module Boards Who attends?

Module leaders a Convenor* a Clerk External Examiner(s) *The Convenor will normally be the Head of School (or nominated senior member of staff) who has undertaken the mandatory training course. Membership should be approved annually by FASEC A member of staff may not serve as Convenor when it is considering a module in whose assessment he or she has been involved.

Module Boards The Board will be considered quorate when one third of the approved membership is present, including the Convenor or designated substitute. Whilst we would strongly encourage attendance of the external examiner, if their absence is unavoidable, then his/her views should be communicated to the Convenor of the Board who should inform the meeting accordingly.

Module Board Responsibilities Taken from Regulation A10.1.8

To agree the performance for each student on each module being considered

Module Board Responsibilities Taken from Regulation A10.1.8

To satisfy itself that all results being presented are correct (it should receive confirmation that pre-board processes have been successfully completed)

Module Board Responsibilities Taken from Regulation A10.1.8

To submit verified and confirmed results for modules together with recommendations for pass or fail to Programme Board of Examiners

Module Board Responsibilities Taken from Regulation A10.1.8

To approve (where necessary) reassessment tasks or elements to be used, or exceptionally recommending that the entire module be repeated

Module Board Responsibilities Taken from Regulation A10.1.8

If necessary, to scale the results of any component of assessment of a module NB. The Code of Practice on the Scaling of Marks can be found in Appendix F of the University Assessment Handbook

Module Board Responsibilities Taken from Regulation A10.1.8

To reflect on and evaluate the effectiveness of the learning, teaching and assessment approaches within the module

Module Board Responsibilities Taken from Regulation A10.1.8

Please note: Module Boards do NOT consider the overall performance of individual students or extenuating circumstances

Actions Following Module Boards 1) The decisions of the module Board need to be confirmed in the Student Record System (SITS) 2) The minutes of the meeting should be written up 3) Any tasks assigned to be undertaken through Convenor’s Action should be followed up

Extenuating Circumstances (ECs) (Reg A10.3) Faculty Extenuating Circumstances Boards are convened at least twice a trimester, usually between module and programme boards to consider whether claims submitted by students are valid.

Extenuating Circumstances (ECs) (Reg A10.3) Where a student’s claim is deemed to be valid, this should be recorded within the student record system Ideally this should be undertaken by the Clerk prior to the Programme Board, but due to time limitations, this is not always possible – in which case, the Clerk and/or Convenor should ensure that the Board is informed where valid extenuating circumstances apply

Programme Boards Who attends?

Programme leaders a Convenor* a Clerk External Examiner(s) Adequate representation of additional colleagues associated with the programme(s) *The Convenor will normally be the Head of School (or nominated senior member of staff) who has undertaken the mandatory training course. Membership should be approved annually by FASEC A member of staff may not serve as Convenor when it is considering a programme in whose assessment he or she has been involved.

Programme Boards The Board will be considered quorate when one third of the approved membership is present, including the Convenor or designated substitute. Whilst we would strongly encourage attendance of the external examiner, if their absence is unavoidable, then his/her views should be communicated to the Convenor of the Board who should inform the meeting accordingly.

Programme Board Responsibilities Taken from Regulation A10.2.8

To consider the profile of each student studying on the programme taking account of the confirmed results and recommendations made by Module Board of Examiners

Programme Board Responsibilities Taken from Regulation A10.2.8

Where a student is unable to take an assessment, or fails due to approved extenuating circumstances, permitting the student to take the affected assessment at the next opportunity as a first attempt

Programme Board Responsibilities Taken from Regulation A10.2.8

To decide if a student will: progress to the next stage of study or transfer to the next stage of study in another programme

Programme Board Responsibilities Taken from Regulation A10.2.8

To decide if a student will: continue at the same stage of study on their current programme, or transfer to the same stage of study in another programme

Programme Board Responsibilities Taken from Regulation A10.2.8

To decide if a student will: leave the programme at an exit point with a relevant award

Programme Board Responsibilities Taken from Regulation A10.2.8

To decide on the award and any classification (taking into account any approved extenuating circumstances, Regulation A4 and appropriate award & classification Regulations in Sections B & C of the University Regulations)

Programme Board Responsibilities Taken from Regulation A10.2.8

To consider whether poor performance in a module can be compensated

Programme Board Responsibilities Taken from Regulation A10.2.8

Be aware that a decision of the Programme Board can be deferred until further sufficient information is available.

Programme Board Responsibilities Taken from Regulation A10.2.8

NB. If the Board agrees that Convenor’s action should be taken, and where this involves a change in module or award decision, and is anything other than a correction to an error in processing decisions, it should be confirmed in liaison with the Convenor of Faculty Academic Strategy & Enhancement Committee.

Convenor’s Actions must be reported to the next meeting of the Board. (Code of Conduct for BoE, Assessment Handbook)

Programme Board Responsibilities Taken from Regulation A10.2.8

To reflect on and evaluate the effectiveness of the overall teaching, learning and assessment approaches adopted by the programmes associated with the students being considered

University Academic Regulations located on the Student & Academic Services website All members of examination boards are expected to be familiar with the contents of Sections A-C of the University Regulations. You are not expected to know all of the Regulations off the top of your head!

University Academic Regulations located on the Student & Academic Services website A copy of the Regulations should always be made available during meetings of Board, along with any approved exemptions that apply to programmes under consideration

University Academic Regulations located on the Student & Academic Services website Regulations A3, B2 and C2 include definitions of the terms commonly used within our Boards

University Academic Regulations located on the Student & Academic Services website There are some key Regulations that you should be particularly aware of…

University Academic Regulations located on the Student & Academic Services website To pass a module at the first attempt, students must achieve a minimum mark of 40% (SCQF 7-10) or P1 (SCQF 11) If two components of assessment are used, a student must achieve at least 40%/P1 on the weighted marks achieved for each component, with no individual mark for a component falling below 30%/F1. There is no minimum mark requirement for individual elements making up a component. (Reg B5.3/C5.2) NB. Modules within the pre-registration Nursing & Midwifery programmes must be passed with at least 40% in ALL components (Reg B8.5.6)

University Academic Regulations located on the Student & Academic Services website Students are entitled to one reassessment opportunity per module. The overall mark for a reassessed module is capped at 40%/P1 In exceptional cases a Programme Board has the discretion to permit one further attempt (Regs B5.5-5.10 – C5.5-C5.12)

University Academic Regulations located on the Student & Academic Services website A compulsory opportunity for reassessment is provided in the July following delivery of the module

University Academic Regulations located on the Student & Academic Services website Exceptionally students may be permitted to progress to the next stage of study carrying a failure in no more than 20 credits (Reg B6.2)

University Academic Regulations located on the Student & Academic Services website Programme Boards may award a compensatory pass where the student has: i) ii) achieved a minimum of 35%*/F1 in a module submitted in each component of assessment in that module and iii) passed all other modules in that stage of study *In exceptional circumstances which MUST be noted in the minutes, the Board has the discretion to award a discretionary pass to a student who achieves a minimum of 30% in the module (Reg B6.3/C6.3)

University Academic Regulations located on the Student & Academic Services website Programme Boards must not permit a student to progress to the next stage of study carrying a fail in any programme specific compulsory, core or option module from a preceding stage of study. (Reg B6.4)

University Academic Regulations located on the Student & Academic Services website A student not permitted to progress to the next stage of study may be permitted to continue their studies at the same level either in the same programme on an alternative programme of study provided that the students meets the admission requirements (Reg B6.5)

University Academic Regulations located on the Student & Academic Services website Regulations B3 and C3 define the criteria which must be satisfied to receive an award of the University

University Academic Regulations located on the Student & Academic Services website For example Regulation B3.9 states: A bachelor’s degree will be awarded to a student who has satisfied all programme specific requirements and gained a minimum of 360 credits of which: a) b) a minimum of 60 credits are at SCQF level 9 or above and; a minimum of 100 credits are at SCQF level 8 or above

University Academic Regulations located on the Student & Academic Services website The Regulations determine the criteria for the classification of a bachelors degree with honours: 70% or above – First Class 60-69.5% - Second Class, Upper division (2:1) 50-59.5% - Second Class, Lower division (2:2) 40-49.5% - Third Class (Regulations B3.17-B.3.18)

University Academic Regulations located on the Student & Academic Services website The Regulations also detail how students on the cusp (i.e. close to achieving the grades for a higher classification) should be considered by the Board: First Class - 68-69.4% Second Class, Upper division - 58-59.4% Second Class, Lower division - 48-49.4% Third Class – 38-39.4% The Board may use its judgment and discretion based on the student’s overall performance across the best 100 credits at SCQF Level 10.

(Regulations B3.17- B3.19)

Role of External Examiner The role and responsibilities of external examiners is defined in Regulation A9 External examiners advise the Board of Examiners, but decisions on student performance and awards are those of are those of the Board as a whole, ie. the external examiner does not get a casting vote.

Role of External Examiner Regulation A9.4

As a minimum, external examiners are asked to review a square root sample of completed assessment assignments and comment on: • Whether the academic standard of each module or programme study being considered is set and maintained at the appropriate level

Role of External Examiner Regulation A9.4

As a minimum, external examiners are asked to review a square root sample of completed assessment assignments and comment on: • Whether the standards of student performance are properly judged against the level set

Role of External Examiner Regulation A9.4

As a minimum, external examiners are asked to review a square root sample of completed assessment assignments and comment on: • Whether the assessment process is appropriate, rigorous, equitable and conducted in accordance with University guidance

Role of External Examiner Regulation A9.4

As a minimum, external examiners are asked to review a square root sample of completed assessment assignments and comment on: • The comparability of the standard and level of student achievement with those in other higher education institutions

Actions Following Programme Boards 1) The decisions of the Programme Board need to be recorded in the Student Record System (SITS) 2) The minutes of the meeting should be written up 3) Any tasks assigned to be undertaken through Convenor’s Action should be followed up

Entering Board Decisions Into SITS The Systems and Students Records team publish guidance about how Board decisions should be entered into SITS (commonly referred to as the decision codes) on an annual basis. Available from the Student & Academic Services Website http://staff.napier.ac.uk/services/sas/systems/Pages/ProgrammeandModuleBoards.aspx

Entering Board Decisions Into SITS If you are responsible for inputting the Board’s decision into SITS, you should be sure that the decision code that you enter accurately matches the decision taken at the Board and that the outcome for the student is as intended. If in doubt, contact a colleague from within the Systems and Student Record Team.

External Examiners Annual Report External examiners are asked to report annually to the University on good practice they have identified and on matters set out in Regulation A9.4

On receipt of the annual report, it is distributed to appropriate staff to identify any issues raised that require investigation and consideration. A response should be sent to the external examiner to indicate how issues raised will be managed.

External Examiners Annual Report An anomymised DPA compliant version of the annual report will be published on the Academic Quality website with links from the Student Portal webpages to encourage student engagement with the external examiner reports, in accordance with QAA Quality Code: Chapter B7 External examiners have the authority to report direct to the Convenor of Academic Board if they are concerned about standards of assessment or performance (Reg A9.7)

Additional Sources of Information Edinburgh Napier University Academic Regulations http://staff.napier.ac.uk/services/sas/Regulations/Pages/Regulations.aspx

Edinburgh Napier University Assessment Handbook Contains the Code of Conduct for Boards of Examiners, Code of Practice for Moderation, Code of Practice on the Scaling of Marks http://staff.napier.ac.uk/services/academicdevelopment/LTA/Lists/Resources/Attachments/40/Asses smentHandbook_Oct2012.pdf

Edinburgh Napier University 20 Credit Handbook Contains information about the module, programme and award design at the University http://staff.napier.ac.uk/services/academicdevelopment/LTA/Lists/Resources/Attachments/41/20 Credit%20Handbook.pdf

Thank you for taking the time to watch this presentation If you have any feedback, please contact Katrina Swanton ([email protected])