2.  Summary Report from 2010/11; key actions  Issues arising from 2011 / 12 reports  SLE initiatives  Borderline Regulations – 67%

3.  AQ to continue to develop statistics to support exam board operation  AQ to continue to oversee implementation of B7, External Examining  Faculties (Schools)  To monitor external examiner workload *  To ensure response to issues raised*  To monitor quality of feedback to students* *also to be addressed by AQ in general oversight of implementation of B7

4.  252 reports considered  Overall positive feedback re standards, assurance processes and assessment practice  Overview report (including feedback from this session) will go to March Student Learning and Experience Committee, and then to /academic Board

5. The standards set for the awards are appropriate for qualifications at this level, in this subject In your view, is this statement correct? (yes/no) If you have stated ‘no’, please give reasons below A Standards of student performance are comparable with similar programmes or subjects in other UK institutions with which you are familiar In your view, is this statement correct? (yes/no/not applicable) If you have stated ‘no’ or ‘not applicable’, please give reasons below B The processes for assessment, examination and the determination of awards are sound and fairly conducted In your view, is this statement correct? (yes/no) If you have stated ‘no’, please give reasons below C

6.  Part A of report template asks for confirmation that standards are being maintained  Any ‘no’ here will be followed up at University Student Learning and Experience Committee  2 No responses, both related to off campus provision  1 relates to programme running out  1 relates to high fail rate on one module New staff appointed

7.  A number of qualified yes responses  Majority relate to lack of benchmark comparisons  1 relates to lack of granularity in PAB statistics i.e. Smaller (5% bands?)  1 relates to module content and expression of Los  1 relates to variability of feedback  2 express concern over ‘erratic’ marking

8.  Generally positive comments re arrangements  Very clear evidence of role beyond moderation – eg working relationships with programme teams  Majority of issues raised by EE are responded to by School / programme teams

9.  Some issues of pre-notice of dispatch of scripts – inconvenient, too short notice; ie what is clear, when less so  Fewer, but still some, issues re completeness of materials e.g. List of cohort marks from which sample drawn  Some areas where response needs to be more clearly articulated or reasons for not actioning

10.  Some limited reporting of no pre-scrutiny of assessment tasks – predominantly assignment tasks  Evidence of moderation improving but comments shifting to clarity of how differences in marks reconciled, ie explanation, and some requests for greater clarity re CV moderation  Only one comment this year related to group work – related to process of moderation  Anonymous marking no issues other than philosophical

11.  Praise for broad assessment strategies and links to practice but some (limited) comment re specific subjects having same assessment types  Variable practice for exceeding word length  More comments this year seeking greater clarity re criteria and marks awarded, and delineation of criteria 70+ and 40-  Moderation vs Double marking AND internal moderation changing marks in sample

12.  Again, generally praise for efforts of staff to provide meaningful feedback to students  Some examples of excellent, exemplary feedback and feedforward  But  Still variability, sometimes extreme  Still, though few, issues of legibility  Push for feedback against criteria  Some questions re quality of feedback to cv students

13.  Positive comments re performance  Some concerns re International student performance – direct entry, dissertation, articulation  Distance Learning performance  Use of statistics in Exam Boards generally favourably received but  Note earlier comment re granularity  Comments re need for earlier sight of statistics  Greater clarity for comparison to cv students

14.  Generally positive re exam board preparation and operation  Shift to statistical emphasis generally but not universally welcomed  PEC issue raised re ‘fit to sit’  Isolated issues re short notice of re-arranged schedule

15.  Assessment and Feedback Task Group  E-submission  NSS action planning  Student Achievement Data  Establishing Principles

16.  ARNA Review  67% as borderline  Majority in higher class = 1 st