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Undergraduate External Examiners Briefing Day For New External Examiners 2011/12 Academic Session.

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Presentation on theme: "Undergraduate External Examiners Briefing Day For New External Examiners 2011/12 Academic Session."— Presentation transcript:

1 Undergraduate External Examiners Briefing Day For New External Examiners 2011/12 Academic Session

2 What are we covering? The DMU Context The Undergraduate Scheme The Role of the External Examiner External Examiner Reports

3 The De Montfort University Context

4 Roles within the University Devolved University Role of the Centre

5 Role of Individuals PVC/Dean Deputy Dean Head of School/Department Programme Leader Subject Leader Module Leader Head of Studies Head of Quality

6 The Undergraduate Scheme

7 The Credit Framework DMU uses nationally recognised credit tariff: 1 credit = 10 notional student learning hours Modules based around units of 30 credits (300 notional student learning hours) Standard modules (30 credits), double modules (60 credits)

8 Programme Specification DMU uses ‘templates’ to define curricula Two levels of templates defining programme and module Programme templates place subject in national context, including subject benchmarks Module templates use learning outcomes methodology and link this to assessment Programme templates define student outcomes as per QAA programme specification

9 Levels of Study The Scheme has three levels conforming to QAA Framework for Higher Education Qualifications in England (FHEQ) and the QAA Higher Education Credit Framework for England Level 4 is primarily diagnostic and formative. It does not contribute to the students’ degree classification Level 5 and level 6 are both formative and summative. A student’s degree classification is based on all their work from these levels biased towards level 6

10 Awards & Credits Levels456Total Honours Degree120120120360 Unclassified Degree12012060300 Foundation Degree120120240 Dip HE120120240 HND120120240 HNC 90 30120 Cert HE120120 UCPD60

11 Maximum Periods of Registration AwardFull-timePart-time Cert HE2 years3 years Dip HE4 years6 years Foundation Degree4 years6 years Degree5 years7 years Degree with Honours6 years8 years Sandwich Degree with Hons7 years9 years Graduate Diploma2 years3 years Undergraduate Masters7 years9 years HNC5 years5 years HND5 years5 years

12 Programme Specific Regulations Presentation covers the generic scheme Some programmes have programme specific regulations which are more stringent Programme specific regulations are included as an annex in the Handbook & Regulations for Undergraduate Awards

13 Progression – Full Time Progression rules the same across levels Progression from level to level if student passes 90 credits worth of modules Failures below 30% must be retrieved Failures between 30-39% can be compensated

14 Progression – Part Time Part time students can progress from one year to the next provided they have passed at least 30 credits in the current year. Part time students can take level 4 and level 5 modules, or level 5 and level 6 modules concurrently in any one year of study.

15 Reassessment for Honours Reassessment rules the same across levels 60 credits of assessment available per level, in any permutation/combination of module sizes Reassessment is allowed for modules in the compensation band (30-39%), but only where a student has no failure below 30% to retrieve

16 Compensation Awarded to student on basis of overall performance 30 credits worth available per level Whole modules only can be compensated Not available for ‘must pass’ modules Students must have attempted module final assessment

17 Degree Classification System based upon the best 210 level 5 and level 6 credits, triple-weighted towards level 6. This is to recognise exit velocity.

18 Degree Classification : Rules Based “Consideration” Band The band provides a consistent approach to student classification Rules apply if the aggregate percentage is not more than 2% below a classification band Higher classification will be awarded to a student who: –either achieves across the last 120 credits of level 6 modules an aggregate percentage in the higher classification band –or achieves in at least 60 of the last 120 level 6 credits marked in higher classification band

19 The Role of the External Examiner

20 The Overall Purpose of the External Examiner To ensure that standards are maintained from a subject point of view To ensure fairness and equity from a student point of view To act as a critical friend with: - Curriculum developments - Standards

21 Examiners Role with Assessment Assessment aims and objectives are appropriate Purposes and philosophy of assessment are articulated and understood Assessment load is appropriate Assessment is properly and impartially conducted

22 At the Start of Each Session Agree the basis for auditing Level 4 Agree the basis for sampling assessments Engage in consultation about draft papers etc Agree the basis of visits to the University

23 Outside of the Assessment Boards Meet students and discuss their work Advise on individual cases e.g. where there has been internal disagreement about a mark Sample scripts and assessed material to enable judgments to be made as to the: - overall suitability of assessment methods - coherence of assessment strategy - consistency of internal marking

24 Sampling Right to see all scripts Discretion to sample Can viva voce Should see: –Assessment(s) marked highest overall –Selection of passed assessments from each classification band –Problematic assessment –A sample of fails

25 Collaborative Partners Some modules run concurrently at a number of locations External examiners should understand this when sampling in order that they can comment

26 Assessment Boards Single tier assessment board covering programmes and modules

27 Purpose of Assessment Boards Accountable for academic integrity of assessment in programmes and one or more subjects Responsible for conduct of assessment including determining module marks, progression and awards A focus for quality assurance

28 Assessment Boards – Terms of Reference Assessment Board: Teaching, Learning and Assessment strategies Assessment of students Progression and Award Management Board: Programme and subject provision Programme and subject development Academic debate Student feedback

29 Models of Engagement for External Examiners 4 models of engagement Each board will decide which model is most appropriate Handout in information pack shows which model each board has chosen to use Some boards are responsible for a wide and varied selection of programmes and may use more than 1 model

30 Models of Engagement - 1 External examiner receives student work for moderation and attends the assessment board (i.e. 1 visit)

31 Models of Engagement - 2 External examiner attends the University twice, once to review student work and for pre-board discussion with the programme team and then to attend the assessment board (i.e. 2 separate visits)

32 Models of Engagement - 3 External examiners associated with the assessment board attend the University to review student work and for pre-board discussion with the programme team(s) and nominate at least one external examiner to represent them at the assessment board

33 Models of Engagement - 4 External examiner attends University for several consecutive days to review student work and possibly interview students. External examiners will also attend and for pre-board discussion with the programme team and attends the assessment board

34 At the Assessment Boards Arrangements and processes for module assessments and moderation and for reassessments Assessment and marking of students Progression and award Compliance with university and professional body requirements including programme specific regulations Suspension or termination of students Aegrotats

35 At the Assessment Boards – External Examiner’s Role Review and adjust as necessary the overall spread of marks for a module Consider individual cases Review module pass rates Review programme progression and award data Give an oral report

36 At the Assessment Boards – The Reports Spreadsheet style reports covering programmes and modules. Example of report in information pack Mean and standard deviation will be included at the bottom of the spreadsheet reports Detailed modules and programme reports available

37 After the Assessment Boards Complete annual report within one month of main assessment board

38 Re-sit Boards External examiners should be invited to the assessment boards and sent relevant information External examiner attendance at re-sit boards must be agreed at summer assessment board

39 Extenuating Circumstances Central Panel for Exams Faculty Panel for Coursework Outcome : Deferral only Reasons: Consistence and objectivity Focus on genuine cases

40 External Examiner Reports

41 When do you report? Annual Report Optional Supplementary Reports and Reports to the PVC or VC Within 1 month of main assessment board

42 Report Headings Academic standards and module content Academic standards and student performance Module assessment Delivery and support Programme management & development Assessment board and administration Good practice and innovation Outstanding issues and other key observations Collaborative provision UCPD/PgCert Work Based Studies

43 Content Summary of key points when completing your annual report –Handout

44 What happens to your report? Send in report electronically to to DAQ within 1 month of main assessment board DAQ will circulate report to the Faculty PVC/Dean will send initial response to you within 28 days acknowledging receipt of report and main issues Considered by the relevant management board at which student representatives may be present A full response will be sent to you within 2 weeks after the management board indicating any action to be taken

45 What happens to your report? Monitoring of Faculty Issues: Faculty Head of Quality will track Faculty themes, comment upon any regulatory or board operation issues and complete annual report to be presented at Academic Quality and Standards Committee (AQSC) Monitoring of Institutional Issues: Read by DAQ and institutional themes highlighted. Appropriate person will respond on behalf of University. Issues and responses included in AQSC External Examiner Overview Report Annual Report for the Academic Quality and Standards Committee (AQSC).

46 Administrative Arrangements Faculty Administration Managing student records Programme and module management Assessment and management boards Operational liaison with external examiners Faculty quality systems Pay external examiner fees DAQ Administration Receive and read all annual and final external examiner reports Keep track of institutional and Faculty themes Prepare AQSC Annual Report Appointments and extensions of appointments

47 Payment of Fees and Expenses What Annual fee Paid on receipt of annual report (to and claim form (to Faculty contact) Visit fee Paid on receipt of claim form. Claim after each visit Expenses Include any receipts

48 Payment of Fees and Expenses Who Art, Design and Humanities Bally Dhalu ( Business and Law Laura Herbane ( - Business Rita Gough ( - Law Health and Life Sciences Alison Levey ( Technology Suffiyyah Mohammed (

49 Payment of Fees and Expenses When Completed and authorised claim forms that are received by Payroll before the 8 th of each month will be paid on the 25 th of that month (or nearest working day)

50 Contacts Jo Cooke, Director of Student and Academic Services Leopold Green, Head of Taught Programmes Louise Newell, Quality Officer (External Examiners), Department of Academic Quality

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