Presentation on theme: "Code of Practice on Assessment Summer 2014. www.abdn.ac.uk Aims An assessment policy that is: Transparent Consistent Fair."— Presentation transcript:
Code of Practice on Assessment Summer 2014
Aims An assessment policy that is: Transparent Consistent Fair
Common Grading Scale
Common Grading Scale (CGS) A (1, 2, 3, 4, 5) B (1, 2, 3) C (1, 2, 3) D (1, 2, 3) E – G First*Distinction 2:1* Commendation 2:2* Pass 3* Pass Fail* Fail 23 point Alpha-Numeric Scale (A1 – G3) D3 represents a pass Grades associated with a grade point (A1 = 22, G3 = 0) to allow numeric calculations for classification and award
Band Descriptors A: Work, which is largely and predominately characterised by the following: Outstanding ability and critical thought. Evidence of extensive reading / research. Superior understanding showing significant signs of originality and an in- depth understanding of the topics covered. Use of new information, new methodology or new theory. Original insight and power of analysis in which arguments are cogent and well supported in almost all respects or demonstrate creativity or originality. Excellent grasp of appropriate critical concepts. Excellence in understanding and critical analytical ability. Evidence of wide reading and discriminating use of relevant literature sources and work experience where appropriate. ……
SCQF Level descriptors Grade should be sensitive to level of study Achieving A1 at Level 1 does not require the same as A1 at Level 4 SCQF 7 (Level 1): broad knowledge of the subject/discipline in general. Knowledge that is embedded in the main theories, concepts and principles. … SCQF 10 (Level 4): Knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of a subject discipline. A critical understanding of the principal theories, concepts and principles. Critically identify, define, conceptualise, and analyse complex problems and issues. Critically review and consolidate knowledge, skills, practices and thinking in a subject/discipline. ….
Determining an Assessment Grade
When are Grades Used? i.A Grade should be awarded for each component of assessment (i.e. each essay or examination question). ii.In some cases, it may not be considered appropriate to award a CGS directly (e.g. multiple choice test / presentations). Schools should determine the appropriate percentage (or other) scale to be used to convert the mark to a grade on the CGS. This information must be available to all candidates, published in course handbooks and available to all Examiners.
Determining Course Grades Overall course grades are calculated as a weighted sum of component assessments GradeGrade Point % total assessment Calculation Essay (B2) 1620%(20%x16) + (20%x20) +(60%x14) = 15.6 = 16 = Overall Course Grade B2 Presentation (A3) 2020% Exam (c2)14 60%
Degree Classification and PGT Progression & Award
Honours Classification - 1 CourseWeightGradeGrade PointCalculation AB300130B216Total credits = 240 Grade Point per course contributing to classification = (weight/total credits*grade point) = (30/240*16) + … + (30/240*16) = AB300215C114 AB351115A320 AB351230B117 AB351330B216 AB400145A320 AB400115B216 AB450330C114 AB450430B216 1 st attempts only count towards honours classification (i.e. not the resit GP)
Honours Classification - 2 Grade Points used to calculate a Aberdeen GPA (credit-weighted) GPA used to define degree class Grade Point AverageDegree Classification First Class greater than 17.0, less than 18.0Borderline First / Upper Second Class 15.0 – 17.0Upper Second Class greater than 14.0, less than 15.0Borderline Upper Second / Lower Second Class 12.0 – 14.0Lower Second Class greater than 11.0, less than 12.0Borderline Lower Second / Third Class Third Class greater than 8.0, less than 9.0Borderline Third Class / Fail 0 – 8.0Fail
PGT Progression & Award
PGT Progression & Award
Impaired Performance Where illness or other good cause has impaired performance on an in-course assessment or an examination, it is not possible for the Examiners to make a judgement about the extent of the impact Where examiners agree illness or other good cause has impacted performance: i.If there is evidence that ILOs have been met, and >=75% weighting of assessments have been completed, an overall grade for the course can be returned adjusting accordingly for the assessments completed ii.Where < 75% weighting of assessments has been completed, the assessment is set aside and the candidate takes the assessment again as a first sitting iii.In the case of Borderline Candidates there may exceptionally be situations where candidates performance has been impaired for a prolonged time period. In such cases, the examiners may take account of this to determine final degree classification or postgraduate award.
Borderline Candidates Where the overall GPA for the award falls within a borderline zone Examiners should examine the following criteria to determine final degree classification or postgraduate award (i)Median Grade (ii)Vivas (iii)Exceptional Circumstances
Implementation Timeline - UG 3 year implementation starting 2014/15 Session Students are classified according to the Honours classification system in place when they entered Honours 2014/15: all assessments marked using the new CGS scale. Final year students grade using existing grade spectrum, Level 3 students informed of the new classification 2015/16: Final Year Students grade using both GPA and Grade Spectrum (no change to weightings) Level 3 students informed of equal weighting of course grade points 2016/17: Final Year students classified using new GPA and no weightings
Implementation Timeline - PGT 2 year implementation starting 2014/15 Session Students are classified according to the PGT award system in place when they started their PGT programme 2014/15: all assessments marked using the new CGS. Jan 2014 PGT starts using existing grade spectrum Sep 2014 PGT starts use new scale and new GPA system for award and progression 2015/16: All students use new CGS and GPA system of award and progression