1. U NDERGRADUATE E XTERNAL E XAMINER B RIEFING D AY 2014/15 ACADEMIC SESSION

2. W HAT ARE WE COVERING ? The DMU Context The Undergraduate Scheme The Role of the External Examiner Using Academic Management Information (MI) External Examiner Reports

3. T HE D E M ONTFORT U NIVERSITY C ONTEXT

4. R OLES WITHIN THE U NIVERSITY Devolved University Role of the Centre

5. R OLE OF I NDIVIDUALS PVC/Dean Deputy Dean Head of School/Department Programme Leader Subject Leader Module Leader Head of Studies Head of Quality

6. T HE U NDERGRADUATE S CHEME

7. P ROGRAMME S PECIFIC R EGULATIONS 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

8. C REDIT F RAMEWORK AND L EVELS 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) Levels conform to FHEQ: level 4 = primarily diagnostic/formative. Levels 5 & 6 = count towards degree classification

9. P ROGRAMME S PECIFICATION 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

10. A WARDS & C REDITS Levels4567Total Integrated Masters120 480 Honours Degree120 -360 Graduate Diploma--120- Non-Honours Degree120 60-300 Graduate Certificate--60- FD/DipHE/HND120 --240 HNC9030--120 CertHE120--- UCPD----60

11. M AXIMUM P ERIODS OF R EGISTRATION AwardFull-timePart-time Integrated Masters7 years9 years Sandwich Degree with Hons7 years9 years Degree with Hons6 years8 years Graduate Diploma2 years3 years Degree (non honours)5 years7 years Graduate Certificate1 year2 years FD/DipHE/HND4 years6 years HNC/CertHE2 years3 years UCPD3 years

12. P ROGRESSION Progression rules the same across levels and award types Progression from level to level if student passes 90 credits worth of modules. Pass mark is 40%. Failures below 30% must be retrieved Failures between 30-39% can be compensated Part-time: can progress from one year to next if pass at least 30 credits in current year.

13. C OMPENSATION 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 or within UCPDs Students must have attempted module final assessment

14. R EASSESSMENT Reassessment rules the same across levels and awards, apart from UCPD 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

15. A WARD ClassificationBachelor degreeFoundation degree/ HND/HNC/UCPD 70% or aboveFirst class honoursWith distinction 60-69%Second class honours (Upper division) With merit 50-59%Second class honours (Lower division) Pass 40-49%Third class honoursPass 0-39%Fail

16. D EGREE C LASSIFICATION System based upon the best 105 level 5 credits and the best 105 level 6 credits, triple-weighted towards level 6. This is to recognise exit velocity

17. D EGREE C LASSIFICATION : R ULES B ASED “C ONSIDERATION ” B AND 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

18. T HE R OLE OF THE E XTERNAL E XAMINER

19. T HE O VERALL P URPOSE OF THE E XTERNAL E XAMINER 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

20. E XAMINERS R OLE WITH A SSESSMENT 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

21. A T THE S TART OF E ACH S ESSION 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

22. O UTSIDE OF THE A SSESSMENT B OARDS 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

23. S AMPLING 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

24. C OLLABORATIVE P ARTNERS Some modules run concurrently at a number of locations External examiners should understand this when sampling in order that they can comment

25. P URPOSE OF A SSESSMENT B OARDS Single tier assessment board covering programmes and modules 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

26. A SSESSMENT B OARDS – T ERMS OF R EFERENCE 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

27. M ODELS OF E NGAGEMENT FOR E XTERNAL E XAMINERS 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

28. M ODELS OF E NGAGEMENT 1)External examiner receives student work for moderation and attends the assessment board (i.e. 1 visit) 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)

29. M ODELS OF E NGAGEMENT 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 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

30. A T THE A SSESSMENT B OARDS 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

31. A T THE A SSESSMENT B OARDS – E XTERNAL E XAMINER ’ S R OLE 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

32. A T THE A SSESSMENT B OARDS – T HE R EPORTS 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 Due to the change in classification regulations, the reports will have more than one “average for classification” column Detailed modules and programme reports available

33. A FTER THE A SSESSMENT B OARDS Complete annual report within one month of main assessment board

34. R E - SIT B OARDS 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

35. E XTENUATING C IRCUMSTANCES Central Panel for Exams Faculty Panel for Coursework Outcome : Deferral only Reasons: Consistence and objectivity Focus on genuine cases

36. U SING A CADEMIC M ANAGEMENT I NFORMATION (MI) Inform judgement regarding academic standards and student performance (within report) Evaluate overall student performance: academic level; learning outcomes; assessment criteria

37. M ODULE A CHIEVEMENT Pass rates; mark banding distribution; average module mark; standard deviation Compare performance: across sessions; particular populations (cohorts, campuses, programmes etc); before/after reassessment period

38. P ROGRAMME P ERFORMANCE Indicative progression/retention; distribution of awards; intended award achieved indicators Compare performance: across sessions; particular populations (cohorts, campuses); before/after reassessment period

39. S YSTEMS /A CCESS Delivered via Tableau (web hosted) Secure permission-based accounts –remote external access Intuitive; easy to use; flexible Interactive – filter data to suit your needs

40. E XTERNAL E XAMINER R EPORTS

41. W HEN DO YOU REPORT ? Annual Report Within 1 month after the main assessment board Optional Supplementary Reports and Reports to the PVC or VC Serious concerns relating to standards within the institution and all internal procedures have been exhausted – use the independent mechanism for addressing concerns about standards and quality in higher education managed by QAA.QAA

42. R EPORT H EADINGS Summary Report Three key questions Good practice and innovation Areas requiring a response from the programme team, school/department, faculty or university

43. R EPORT H EADINGS Main Report Academic standards and module content Academic standards and student performance Module assessment Delivery and support Programme management & development Assessment board and administration Outstanding issues and other key observations Collaborative provision End of office comments (final year as DMU external examiner)

44. W HAT HAPPENS TO YOUR REPORT ? Send in report electronically to Qaenquiries@dmu.ac.uk to DAQ within 1 month after 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. W HAT 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 Committee (AQC) Monitoring of Institutional Issues: Read by DAQ and institutional themes highlighted. Appropriate person will respond on behalf of University Annual overview report submitted to AQC

46. A DMINISTRATIVE A RRANGEMENTS Faculty Administration Managing student records Programme and module management Assessment and management boards Operational liaison with external examiners Faculty quality systems DAQ Administration Receive and read all annual and final external examiner reports Keep track of institutional and Faculty themes Prepare AQC Annual Report Appointments and extensions of appointments

47. P AYMENT OF F EES AND E XPENSES What Annual fee Paid on receipt of annual report (to Qaenquiries@dmu.ac.uk) and claim form (to Faculty contact) Visit fee Paid on receipt of claim form. Claim after each visit Expenses Include any receipts

48. P AYMENT OF F EES AND E XPENSES Who Art, Design and Humanities Denise Brooks (dbrooks@dmu.ac.uk) Clephan Room 0.30 Business and Law Nicola Warrington (nwarrington@dmu.ac.uk) Hugh Aston Room 4.86 Health and Life Sciences Sophia Welton (swelton@dmu.ac.uk) Edith Murphy Room 2.31 Technology Suffiyyah Mohammed (smohammed@dmu.ac.uk) Gateway House Room 4.11a Where Name of contact De Montfort University The Gateway Leicester LE1 9BH

49. P AYMENT OF F EES AND E XPENSES When Completed claim forms need to be submitted by the end of the month Forms need to be authorised by the Faculty and also Payroll by the 8 th of each month for payment to be received on the 25 th of that month (or nearest working day)

50. C ONTACTS J o Cooke, Director of Student and Academic Services jcooke@dmu.ac.uk Emma Sheffield, Head of Academic Quality esheffield@dmu.ac.uk Sally Lloyd, Senior Officer, Taught Programmes slloyd@dmu.ac.uk Suzanne Nelson, Senior Quality Officer (Management Information) snelson@dmu.ac.uk Louise Newell, Quality Officer (External Examiners), Department of Academic Quality lnewell@dmu.ac.uk