Guide 4: Undergraduate regulations at Liverpool Hope Liverpool Hope University External Examiner Guidance: 2018 Guide 4: Undergraduate regulations at Liverpool Hope University Registrar

Contents 1. Curriculum Structure slides 3-6 2. Progression and Completion Rules slides 7-11 3. Degree Classification Rules slides 12-23 4. Redeeming Fails slides 24-28 5. Mitigating Circumstances slides 29-30 6. Academic Misconduct slide 31 7. What will Board Transcripts Look Like? slides 32 8. And finally…. slide 33

1. Curriculum Structure (a) Standard curriculum structure [some variations exist – see next slide]: Level 4 [“Certificate” or “C”] Two 60-credit blocks [typically “Foundations in”….], Single Honours: Core block and Additional block, Combined Honours: two Core blocks. Level 5 [“Intermediate” or “I”] Two 60-credit blocks [typically “Explorations in”….,], as for 4[C], Level 6 [“Honours” or “H”] Two 45-credit blocks [typically “Advanced Studies in”….], as for 4[C], One 30-credit research block Single honours: Dissertation Combined Honours: either 2 Research Projects or Integrated Dissertation combining both subjects.

1. Curriculum Structure (b) Some non-standard structures. Psychology ALWAYS has a Research Block comprising a 30-credit Dissertation, even for Double Majors. BA Creative & Performing Arts, BA Social Work and BA Primary Education [from 2017 entry] have 120-credit blocks [C/I] and 90-credit blocks [H]. Students taking Dance as a Major in Combined Honours students may take all Level H blocks in one subject [“Single Subject Exit”]. BA QTS students starting before 2017 do: TWO 60-credit Level C[4] blocks in Year 1; TWO 60-credit Level I[5] blocks in Year 2; TWO 60-credit Level H[6] blocks in Year 3; TWO 60-credit blocks in Year 4 – 1 at Level H[6] & 1 at Level M[7].

1. Curriculum Structure (c) All assessments are attached to the block Academics can set assessments that transcend parts of the block. If a block in BA History covered Medieval and Modern History, the block might be assessed in part by an exam requiring students to pull together themes from the medieval and modern periods. All credits are attached to the block, so passing a block is all-or-nothing. If students fail a block following resits, and need to retake with attendance, they retake the whole block.

1. Curriculum Structure (d) Implications for Externals You will be asked to confirm: marks & grades for individual assessments, and aggregate marks & grades for blocks. You will neither see, nor be expected to confirm: aggregate marks & grades for modules within a block. You might be asked to look at an “integrated” dissertation [eg in Education & Music]. Find out from your colleagues whether the provision you will examine follows the standard structure.

2. Progression and Completion Rules (a) Scope of the Rules Progression from C to I Progression from I to H Completion of Level H [and M for QTS] In each case, to progress/complete, students must normally meet 4 criteria, as shown on the next 3 slides.

2. Progression and Completion Rules (b) RULE ONE: get an aggregate mark of 40 or higher for their current Level. Where there are two or more blocks, students normally need separate aggregates of 40 or higher for each block. An aggregate mark of 39 in one block could be condoned, but only if the examiners judge that the student has met all learning outcomes

2. Progression and Completion Rules (c) RULE TWO: pass any assessments designated as “Qualifying Components”, or groups of assessments designated as “Qualifying Sets”. At Level H[6], Dissertations and Research Projects are Qualifying Components for a degree with Honours. Otherwise few [mainly in QTS, Social Work, Biology, Accounting & Law]. RULE THREE: pass assessments weighted at 50% or over to the aggregate mark. Assume that a student is given 6 assessments: 2 essays [20% each], 2 presentations [10% each] and 2 exams [20% each]. Students cannot progress if they only pass one exam and one essay because their combined weighting is only 40%. If there are 2 blocks, students are normally expected to meet this criterion separately for each block.

2. Progression and Completion Rules (d) RULE FOUR: obtain grade F+ for all formal assessments. Unlimited compensation of work marked at F+, but NO compensation of marks awarded a grade less than F+. As a consequence, non-submission will prevent progression/completion. Descriptor: F+ Marginal Fail The student has marginally failed to reach the standard required to Pass……However…….the work has sufficient strengths to allow the failure to be compensated if the student passed the subject overall. Descriptor: for clear other Fails recognise that The work is below the standard required to Pass and so the failure cannot be compensated…..

2. Progression and Completion Rules (e) Implications for Externals: You need to be satisfied with the standards used to assess each assessment. If Level I History Core is assessed by a Nazi Germany essay, a Slave Trade essay, a Roman Britain presentation and a Nazi Germany exam, you need to see samples for all 4 components. Scrutinise work graded at F+ for “qualifying components”. If students can only progress if they pass the Nazi Germany essay, you need to pay particular attention to this assessment. Ask for the sample to include all work for a block by selected students. This will enable you to judge whether, overall, the students have met block-wide learning outcomes.

3. Degree Classification Rules EXCEPT BA QTS (a) Overview We will calculate classifications in either 3 or 4 stages, as follows. STAGE A: Applying 2 Methods to Calculate the Overall Aggregate Mark Slide 13 shows the procedure, and an example. STAGE B: Deciding which Method gives the Higher Overall Aggregate Mark Slide 14 shows the procedure, and examples. STAGE C: Looking at a student’s General Profile of Marks Slide 15 shows the procedure, and slides 16-20 show examples. If Stage C doesn’t give a clear outcome, we will go to Stage D. STAGE D: Looking at a student’s Detailed Profile of Marks Slides 21-22 explain how this will be done.

3. Degree Classification Rules EXCEPT BA QTS (b) STAGE A: Applying 2 Methods to Calculate the Overall Aggregate Mark Procedure We will calculate the overall aggregate mark in TWO ways: METHOD 1 (Level C mark x 10% ) + (Level I mark x 30%) + (Level H mark x 60%). METHOD 2 (Level I mark x 25%) + (Level H mark x 75%). Example A student’s marks are: Level C 55; Level I 62; Level H 75. (55x10%) + (62x30%) + (75x60%) = 5.5 + 18.6 + 45 = 69.1. (62x25%) + (75x75%) = 15.5 + 56.3 = 71.8.

3. Degree Classification Rules EXCEPT BA QTS (c) STAGE B: Deciding which Method gives the Higher Overall Aggregate Mark Procedure We will select the higher of the two aggregates obtained in stage A. Examples STUDENT 1 Overall aggregate mark [Method 1] = 69.1. Overall aggregate mark [Method 2] = 71.8. We will select 71.8 [the result from Method 2]. STUDENT 2 Overall aggregate mark [Method 1] = 66.6. Overall aggregate mark [Method 2] = 64.8. We will select 66.6 [the result from Method 1].

3. Degree Classification Rules EXCEPT BA QTS (d) STAGE C: Looking at a Student’s Overall Profile. Procedure We will take the following 3 marks. The Higher Overall Aggregate Mark. The Aggregate Mark from Level H. The Level H Research Mark [this will be either the mark for the Dissertation OR the average mark for two Research Projects]. If the 3 marks are in the same class: the student will be awarded that classification. Stage D will not be used. If the 3 marks are not all in the same class: we will go to Stage D. Examples see next 5 slides.

3. Degree Classification Rules EXCEPT BA QTS (e) STAGE C: Example 1 Student takes BA History [single honours]. A. Overall aggregate mark from Method 1 was 67. Overall aggregate mark from Method 2 was 71. So: the Higher Overall Aggregate Mark = 71. The Aggregate Mark from Level H = 78. The student did a Dissertation, which was awarded 85. So: the Level H Research Mark = 85. The three marks are all 70+, so: the student will get 1st class honours.

3. Degree Classification Rules EXCEPT BA QTS (f) STAGE C: Example 2 Student takes BA English Literature [single honours]. A. Overall aggregate mark from Method 1 was 69. Overall aggregate mark from Method 2 was 68. So: the Higher Overall Aggregate Mark = 69. The Aggregate Mark from Level H = 68. The student did a Dissertation, which was awarded 68. So: the Level H Research Mark = 68. The three marks are all 60-69, so: the student will get upper second class honours.

3. Degree Classification Rules EXCEPT BA QTS (g) STAGE C: Example 3 Student takes BSc Biology [single honours]. A. Overall aggregate mark from Method 1 was 70. Overall aggregate mark from Method 2 was 69. So: the Higher Overall Aggregate Mark = 70. The Aggregate Mark from Level H = 68. The student did a Dissertation, which was awarded 68. So: the Level H Research Mark = 68. One mark is 70, but two are 60-69, so: the student’s profile will be considered in more detail in Stage D.

3. Degree Classification Rules EXCEPT BA QTS (i) STAGE C: Example 5 Student takes BA History and Politics [double major]. A. Overall aggregate mark from Method 1 was 70 [75 History & 65 Politics]. Overall aggregate mark from Method 2 was 69 [74 History & 64 Politics]. So: the Higher Overall Aggregate Mark = 70. B. At Level H, the student gained an average of 72 for History & 66 for Politics. The average of 72 & 66 is 69. So: the Aggregate Mark from Level H = 69. The student did an Integrated Dissertation in History and Politics, which was awarded 74. So: the Level H Research Mark = 74. Two marks are 70, but one is 60-69, so: the student’s profile will be considered in more detail in Stage D.

3. Degree Classification Rules EXCEPT BA QTS (j) STAGE D: Looking at a Student’s Detailed Profile of Marks The Board can exercise discretion in reaching a decision, but will follow guidelines agreed by the University. Each transcript will show a recommended classification, and the rationale for it, and Boards normally accept the recommendation. The gist of 5 guidelines is summarised below and on the next slide. The Board will focus ONLY on the quality of the work, as indicated by the grades and marks on the transcript. The Board will NOT take into account any mitigating circumstances. The Board will take into account whether marks were in the “high” or “low” part of a classification band. 84-100 is a high 1st class, 70-83 is low 1st class; 65-69 is high 2i, 60-64 is low 2i; 55-59 is high 2ii, 50-54 is low 2ii; 45-49 is high 3rd, 40-44 is low 3rd.

3. Degree Classification Rules EXCEPT BA QTS (k) STAGE D guidelines [continued] The Board will focus on whether the “high” or “low” part of a band was reached: for the Higher Overall Aggregate Mark, for at least 50% of Level H, and for the Level H Research Mark. The Board will consider marks obtained at the first attempt. The Board will NOT raise a classification on the basis of reaching the higher classification in a Dissertation if the student had initially failed the Dissertation and got the good mark on the resubmission. For “Double Major” [Combined Honours] students, the Board will focus on the average performance across the subjects. There is no expectation that a student must perform equally well in both majors. If a student does two Research Projects, there is no expectation that the student must perform equally well in both projects.

3. Degree Classification Rules BA QTS Students who enter Level C[4] from 2016: normal rules apply [see previous slides]. Students who entered Level C[4] before 2016: basically follow similar rules to others, except for the following. The three marks in the Overall Profile are: the overall aggregate from Levels C[5%], I [25%] & H [70%]. the aggregate from Level H across Years 3 & 4. the aggregate mark from Level H in Year 4. Neither Level M[7] nor quality of Professional Placement Learning count towards the classification, but: students are not eligible for BA QTS until they pass PPL and get at least a Level H pass on the Level M[7] block; Level M[7] credits can be used towards an MA in Education; high quality PPL can enable the award to be conferred with either Merit or Distinction in Teaching Practice.

3. Degree Classification Rules implications for externals Pay particular attention to Dissertations and Research Projects. Make sure you are confident that work is suitably placed into the “high” or “low” part of each band. Remember that the highest category starts at 84! If you think markers use a notional maximum of 76, say so! Level C[4] might count, so you will need to see a sample of work. This can be smaller than the samples for other Levels.

4. Redeeming Fails (a) Failure of Individual Assessments Normally, fails of grade F+ only need to be redeemed if the student has failed the relevant block overall. Failure of a Qualifying Component cannot be condoned, irrespective of the overall aggregate. Fails of <F+ cannot be condoned, irrespective of the overall aggregate. [Students with provisional coursework marks that are in the Fail category {or 0 due to late submission}, are normally allowed to “re-present” their work before the Internal Examiners Committee, to try to increase their mark to a bare pass. This is in addition to reassessment opportunities offered by the Board, and marks presented to the Board will reflect any adjustments following “re-presentations”.]

4. Redeeming Fails (b) Failure of Blocks [i] Students normally have up to three redemption opportunities: reassessment of failed components at the next assessment period [typically late August], then a single opportunity to retake the entire block, with attendance then reassessment of failed components. The right to reassessment is normally forfeited if…….. EITHER the aggregate mark for the block is 24 or lower; OR the failed assessment[s] were based on practical work which the student had not undertaken [unless it would be practicable for the work to be undertaken in the reassessment period].

4. Redeeming Fails (c) Failure of Blocks [ii] The right to retake with attendance is only automatic if a student has submitted all assessments at the first attempt if a student fails due to non-submission they must apply to retake. The right to retake with attendance is normally forfeited if…….. EITHER the student had not undertaken a reassessment opportunity without either providing evidence of a good reason or indicating that they wished to do a retake instead, OR {at Level I[5] onwards} the outcome of an academic misconduct investigation was that the student’s studies were to be terminated, OR it would not be possible for the student to retake without violating the maximum duration for the Programme. If a student fails professional practice….. the Examiners are entitled to forfeit a reassessment [or retake] opportunity irrespective of the aggregate academic mark.

4. Redeeming Fails (d) Capping Rules Following reassessment: marks for individual assessments are uncapped; the aggregate block mark is either capped at 40 or [if it was already >40] frozen at its initial level initial aggregate 35: reassessment aggregate capped at 40; initial aggregate 45: reassessment aggregate frozen at 45. Following a retake with attendance [or alternative]: marks for individual assessments uncapped; aggregate marks normally uncapped [but capped at 40 if initial fail due to academic misconduct or non-submission].

4. Redeeming Fails (e) Implications for Externals Make sure you are confident about overall Block Aggregates around the 24/25 boundary. This probably means you need to get an overview of some students’ work. Make sure you are confident about assessment marks around the F+ boundary.

5. Mitigating Circumstances: fit to sit policy Outline If students submit work, they are deemed to be declaring that they are “fit to be assessed”. Requests by students for the policy to be waived are handled by the Mitigating Circumstances Panel or Academic Appeals Committee; these bodies would not adjust marks, but could declare an assessment null and void. Implications for Externals Work sent to you should have been marked strictly on its merits. Aggregate marks presented to Boards should have been calculated strictly in accordance with approved weightings. Award classifications will be agreed solely on the basis of the profile of marks. You will not be expected to form judgements about how much better students might have performed if circumstances had been different.

5. Mitigating Circumstances: students who think they are not fit to sit Outline They should apply for a concession: extension [mark available at the Board]; deferral of assessment [no mark until the next Board – M grade shown]; deferred take with attendance [no mark until a later Board – MT grade]; interruption of study; special assessment arrangements / alternative assessments. Once a concession has been granted, the work is assessed as normal. Detailed policies on the University’s website cover valid grounds, type of evidence required, procedures, and responsibility for granting requests. Cases should have been dealt with before the Board. Implications for Externals You are not directly involved, but make sure that the Board seeks an assurance that any M or MT grade has been arrived at via due process.

6. Academic Misconduct Outline Implications for Externals Detailed policies on the University’s website cover penalties and procedures. Cases should have been dealt with before the Board. Cases identified on Board transcripts by “PL” or “PR” grades. “PR” means “offer a resubmission despite the normal penalty”. Mark is 0, unless misconduct was in one part of a multi-part Portfolio. 48PL means “student passes the Portfolio despite 0 for one part, but further misconduct would be treated as a repeated offence,”. Boards accept recommendations as long as due process has been followed. Implications for Externals Make sure that the Board seeks an assurance that any PL or PR grade has been arrived at via due process. If you suspect misconduct, notify the Assessment Co-ordinator asap, and ask for the matter to be investigated by due process.

7. What will Board Transcripts look like? General information about student 7. What will Board Transcripts look like? Issued electronically no later than the day before the Board; best displayed via laptop or iPad. You may get a paper copy on the day. All marks and grades for current level The University uses standard marks for qualitative work Progression and award recommendation, with rationale

8. And finally… We hope you have found this presentation useful. If you have any queries please email Dr Cathy Walsh [University Registrar] at walshc@hope.ac.uk