1. Spring/Summer 2016 Academic Services – Quality and Standards Joanna MacDonnell – Director of Education Paul Cecil – Quality & Standards Manager Examination Boards and assessment regulations

2. Introduction Reference points and basics Assessment regulations Modules Late rules / mitigation / misconduct Courses and CEB Progression Referrals / Fails / Repeats / Repeat w/out attendance Compensation Awards and borderlines Academic Misconduct Appeals Exam Board specifics External examiners Moderation

3. Reference points GEAR Applies to all taught courses leading to a University of Brighton award Available to all staff, students and external examiners Decisions Guides Area Examination Boards Progressing students at Course Examination Boards Final year students at Course Examination Boards GEAR https://staff.brighton.ac.uk/reg/acs/docs/GEAR2015-2016.pdfhttps://staff.brighton.ac.uk/reg/acs/docs/GEAR2015-2016.pdf Background / contextual information Centrally produced decision guides will be made available for all Boards in 2016.

4. Typical structure Module 1 20 credits Module 2 20 credits Module 3 20 credits Module 4 20 credits Module 5 20 credits Module 6 20 credits Stage 1 Year 1 Total for stage: 120 credits Semester 1Semester 2 Progression point Award point Progression point Module 1 20 credits Module 2 20 credits Module 3 20 credits Module 4 20 credits Module 5 20 credits Module 6 20 credits Stage 2 Year 2 Total for stage: 120 credits (Cumulative total: 240 credits) Semester 1Semester 2 Module 1 20 credits Module 2 20 credits Module 3 20 credits Module 4 20 credits Module 5 20 credits Module 6 20 credits Stage 3 Year 3 Total for stage: 120 credits (Cumulative total: 360 credits) Semester 1Semester 2

5. Examination boards Area Examination Boards: –Make decisions about students registered on individual modules (without reference to their performance on other modules) –Considers statistical data on module Module Stage of study Course Examination Boards: –Consider overall profile of each student enrolled on course –Consider mitigating circumstances claims –Applies misconduct penalties –Consider eligibility to progress from one stage of study to the next –Consider eligibility for final and interim awards Some courses have Joint Area and Course Boards Award

6. Assessment regulations General Examination and Assessment Regulations for taught courses (GEAR) Modules  multiples of 10 credits  mandatory, compulsory, optional  0-100% marking scale  pass mark  40% ug module – threshold mark 30%  50% pg module – threshold mark 40%

7. Assessment regulations Late submission within 2 weeks of deadline  capped mark for work (or fail mark) Non-submission – 0% Extension to deadline - with appropriate evidence Mitigating circumstances – deferral, mark for module not capped Maximum number of attempts to pass module = 3 repeat module once Late regs apply to the piece of work – not the whole module

8. Module / Area Examination Board regulations Threshold marks apply to modules with multiple assessments. The threshold mark does not apply to decisions made about referrals or compensation Module marks Most modules are marked on a percentage basis Pass mark: Undergraduate (levels 4 - 6) = 40% Postgraduate (M level / level 7) = 50% Threshold mark: Undergraduate (levels 4 - 6) = 30% Postgraduate (M level / level 7) = 40% NB - only applicable when there are multiple assessment tasks in the module. Assessment feedback and the recommended mark can be returned to students upon completion of marking and moderation Marks are ratified by AEB

9. Module / Area Examination Board regulations Threshold marks apply to modules with multiple assessments. The threshold mark does not apply to decisions made about referrals or compensation Risks of repeat without attendance Risks of trailing Retrieval of failure Referral  no minimum mark  where only one assessment task in module, student must have attempted this  maximum of half total credit studied in the stage can be referred  referred module capped at pass mark Repeat  not progress (p/t) or trailing (20 credits)  Repeat without attendance  repeat module capped at pass mark

10. Module / Area Examination Board regulations Some boards offer ‘repeat by assessment only’ to avoid slowing students down – these remove the opportunity for further tuition so must be used with care Retrieval of refer or fail Maximum three attempts at module 1 First attempt 2 Referral attempt 3 Repeat attempt Refer 1 First attempt 2 Repeat attempt 3 Referral attempt Fail OR Fail NB - A referral attempt cannot follow a referral attempt Refer NB - A repeat attempt cannot follow a repeat attempt Fail Module failed, no more attempts Fail Module failed, no more attempts

11. Mark of 40% (L4-6) or 50% (M/7) or more OutcomeNormal AEB decision Pass! Academic misconduct suspected Extension to deadline Late submission of work (within two weeks of agreed deadline) Non-submission by published deadline or non- attendance at formal examination Work submitted, mark of 39% (L4-6) or 49% (M/7) or less Held Capped Mark (40% or 50%) for the individual piece of work. Fail (normally repeat module in full) Normally Refer (occasionally Fail) Held Mitigating circumstances flaggedTwo decisions (see later…) If referral / repeat attempt and a pass markPass – but mark capped at 40% (L4-6) or 50% (M/7) Outcomes of module assessment

12. Threshold Mark – Multiple assessment tasks Levels 4 - 6 To pass modules comprised of more than one task: All tasks need to have at least met the threshold mark (30%), and the module overall should have a mark of at least 40% Mark = 52Mark = 25 41Q Refer (39) Task 1 (Weighted 60%) Task 2 (Weighted 40%) Overall mark Mark = 32 Mark = 65 45 Pass Mark = 75Mark = 0 (non-submission) 45Q Refer (39) Mark = 44Mark = 3139 Refer or moderate to 40 (Pass) Mark = 60 Mark = 45 54 Pass + + + + +

13. Multiple assessment tasks M level / level 7 To pass modules comprised of more than one task: All tasks need to have at least met the threshold mark (40%), and the module overall should have a mark of at least 50% Mark = 62Mark = 35 51Q Refer (49) Task 1 (Weighted 60%) Task 2 (Weighted 40%) Overall mark Mark = 42 Mark = 65 51 Pass Mark = 90Mark = 0 (non-submission) 54Q Refer (49) Mark = 54Mark = 4149 Refer or moderate to 50 (Pass) Mark = 60 Mark = 45 54 Pass + + + + +

14. Late and non-submission Levels 4 - 6 University Regulation: all work submitted within 2 weeks of the hand-in date is accepted and marked. The mark is capped at 40% (unless mitigated). Where there are multiple components to a ‘task’ all components must be on time. Where there are two tasks, each task is treated separately for late submission purposes. Work cannot be accepted after the two week period (it becomes a ‘fail’) Late work does not ‘use up’ an additional attempt as previously. There is no late period for referrals. They must be in on time. Single assessment task, submitted 3 days late Face value mark = 65 Pass at 40% (1 st attempt) Single assessment task, submitted 3 days late Face value mark = 31 Normally Refer. Complete referral task (NB – there are no specific consequences of the late submission in these circumstances) Single assessment task, 6 weeks late Submission not accepted – i.e. non-submission Fail. Normally repeat in full (exceptionally, repeat by assessment only) Two assessment tasks: task A submitted on time (FVM = 60), task B submitted 4 days late (FVM = 55) Accept both pieces. Assessment A marked and receives 60%. Task B is marked and capped at 40%. Module mark is derived from (60+40)/2=50 (if equally weighted) Module outcomeNormal AEB decision

15. Late and non-submission M level / level 7 University Regulation: all work submitted within 2 weeks of the hand-in date is accepted and marked. The mark is capped at 50% (unless mitigated). Where there are multiple components to a ‘task’ all components must be on time. Where there are two tasks, each task is treated separately for late submission purposes. Work cannot be accepted after the two week period. Late work does not ‘use up’ an additional attempt as previously. There is no late period for referrals. They must be in on time. Single assessment task, submitted 3 days late Face value mark = 65 Pass, capped at 50% Single assessment task, submitted 3 days late Face value mark = 42 Refer. Complete referral task (NB – there are no specific consequences of the late submission in these circumstances) Single assessment task, 6 weeks late Submission not accepted – i.e. non-submission Fail. Repeat in full or repeat by assessment only Two assessment tasks: one task submitted on time (FVM = 60), second task submitted 4 days late (FVM = 55) Task 2 capped at 50%, and result calculated from 60+50=55% (if equally weighted) Module outcomeNormal AEB decision

16. Module / Area Examination Board regulations New Mit Circs panels operate this year All mit circs cases must be minuted in CEB and include rationale for decision taken Mit circs cannot lead to marks being changed Mit circs can lead to pass modules being deferred (CEB) Mit circs can lead to module being excluded from algorithm (CEB) Mitigating circumstances Mitigating circumstances may be claimed for: o Poor (unrepresentative) performance o Late submission o Non-submission (including absence from an examination) To submit a claim for mitigating circumstances, a student should submit form ARGEAR3, accompanied by documentary evidence The newly constituted Mitigating Circumstances Panels operate at school level for all boards within the school. Note: mit circs must be considered by a panel and cannot be decided by Chair’s action. Where mitigating circumstances are flagged, an AEB should make two decisions (one for if the mit circs are accepted and one for if the mit circs are rejected)

17. Mitigating circumstances ReasonModule outcomeNormal decision of CEB Poor performancePass: 40%+ (L4-6) or 50%+ (M/7) No specific action, but consider if student in borderline at final stage Poor performanceRefer / fail: <39% (L4-6) or <49%+ (M/7) Defer: allow student to resubmit (or repeat) as if for the first time Late submissionPass: student receives face value markFVM: 40%+ (L4-6) or 50%+ (M/7) Late submissionNormally Refer: student allowed to resubmit (or repeat) as if for the second time FVM: <39% (L4-6) or <49%+ (M/7) Non-submissionFail: 0%Defer: allow student to submit as if for the first time Late submission + poor performance Defer: allow student to resubmit (or repeat) as if for the first time FVM: <39% (L4-6) or <49%+ (M/7)

18. Award / Stage / Course Examination Board regulations Part 2: Course examination board regulations

19. Progression: Pass / Fail Students progress from one stage of study to the next when they have completed and passed the modules comprising that stage Students can be referred in up to half the credits comprising the stage of study Students cannot be referred in more than half the credits comprising the stage of study Students can be failed in up to half the credits comprising the stage of study. ‘Fail/repeat’ used where no attempt has been made or where likelihood of success at referral is small ‘Fail’ often used to indicate ‘fail-repeat’ rather than ‘refer’. Both technically fail marks, but with different solutions. Pass marks are defined in GEAR (40% ug or 50% pg). Exemptions must be approved centrally and registered against GEAR. Restricted to PSRB requirements.

20. Conditional Progression Students may progress trailing up to 20 credits. Use with care. Essential that students understand risk, especially if third attempt Failure of 3 rd attempt by trailing may lead to exclusion even where next stage is successful Trailing (and conditional progression) useful to prevent students ‘slowing down’ to repeat a single module Can be useful for international students (visa issues) Cannot apply if failed module is pre-requisite for next level, but can apply to mandatory modules Works better with stronger students who have an aberrant result If third attempt essential student understands that a third failure may lead to exclusion irrespective of performance on their substantive stage/year Conditional progression can be useful but carries risks Essential that risks are conveyed fully to students especially on third attempt

21. Compensation Compensation  discretion of board maximum 20 credits for every 120 credits studied no minimum mark or stage average – student should have attempted all assessments credit awarded for stage but mark not changed Not available for mandatory modules Board must ensure course outcomes can be secured Must not be applied successively to same domain/topic Compensation may not be awarded for the purposes of progression where the student has failed the module on their third assessment attempt Compensation - individual consideration Must secure learning outcomes in course Cannot be duplicated across years in same area/topic Can be very useful Consider for: Marginal fails Referral boards After 2 nd attempt for progress After 1 st attempt for finalists

22. Compensation: exceptions Compensation may only be awarded for progress if a student has failed on the first or second attempt. Compensation may however be awarded where a student has failed the module on their third attempt for a final or intermediate award (eg finalist  BA (Hons), second year to DipHE etc). For 1 st /2 nd years this is effectively exclusion CEBs should therefore consider carefully whether compensation for progress should be made after a second assessment attempt. Note: CEB reports are not always clear in indicating which attempt a student is on (some reports presume outcomes, whereby ‘2’ means next attempt is 2 nd attempt; some indicate 2 where 2 attempts already taken). Always check! Compensation may not be awarded for the purposes of progression where the student has failed the module on their third assessment attempt This rule can create very difficult outcomes Boards must look closely at opportunity to compensate on 2 nd attempts Check carefully which attempt a student is on

23. Progression: ‘Non-standard’ courses (GEAR) The academic performance of students registered for an award will be considered at least once each academic year by a CEB, which will decide whether the students may (i)Receive an award; (ii)Progress to the next stage; (iii)Continue studying at the same stage; (iv)Be excluded from the course due to failure. Single stage courses (e.g. Masters degrees) or stages of study which span more than one academic year The CEB may consider the number of recommended referrals or fails accumulated by the student prior to the end of a stage of study. For example, if a student has accumulated 40 credits of failed modules partway through a Master’s degree... It may decide to slow the student’s progress through the course by requiring them to repeat the modules prior to completing the remaining modules which comprise the stage of study. Care needed for part-time students. Can they succeed? Risk that board may allow more referrals than for standard progress (eg 40 credits in year one and 40 in year 2 of split stage).

24. Awards and borderlines – CEB AwardMarks and ClassificationBorderline BA (Hons) BSc(Hons) Level 5 and Level 6 marks (ratio 25:75 unless otherwise specified in the Programme Specification) Classification:1/2i/2ii/3 yes One year top-ups Level 6 marks Classification:1/2i/2ii/3 yes FdA/FdScLevel 5 marks Classification: pass/merit/distinction Merit – weighted mean mark 60.00-69.99 Distinction – weighted mean mark 70.00+ yes MA/MScMarks for the award credit Classification: pass/merit/distinction Merit – weighted mean mark of at least 60.00 and at least 60 in final element Distinction – weighted mean mark of at least 70.00 and at least 70 in final element (final element is normally 60 credits level 7) no * Integrated Masters Subject-specific: Level 6 and 7 marks (50:50) - 1/2i/2ii/3 Level 7 marks - pass/merit/distinction yes no *

25. Borderlines (current rules) Student considered by board for higher classification if average mark for award is within 2% of boundary BA(Hons)/BSc(Hons)  at least half of the credit in levels 5 and 6 in higher class  at least half of the credit for level 6 in higher class  performance in project/dissertation module FdA/FdSc  at least half of the credit in level 5 in higher class Board may also consider other evidence – proximity to classification, progressive improvement, mitigating circs Borderline rules likely to change for 2016/17

26. Academic misconduct (new) New procedures in place for 2015/16 (GEAR F) Key change is that the Academic Misconduct panel determines the penalty (previously it ‘recommended a penalty) Student able to appeal penalty within 10 working days of hearing Role of Examination Board is to apply penalty (not change it) If penalty leads to aberrant outcome consult with Academic Services (identify pre-Board) New process for 2015/16

27. Appeals (new) New process for 2015/16 (GEAR H) All appeals handled centrally with central email addresses: Stage 1  academic-appeals-stage1@brighton.ac.ukacademic-appeals-stage1@brighton.ac.uk Considered by adjudicator: That the appeal is upheld and the matter referred back to the Examination Board for consideration afresh; ii. That there is insufficient evidence and the Stage 1 Appeal is not upheld. Stage 2  academic-appeals-stage2@brighton.ac.ukacademic-appeals-stage2@brighton.ac.uk Student requests review of appeal outcome Stage 3  Academic Appeals Committee (full hearing) Note: upheld outcomes usually require referral back to Examination Board which will be reconvened to reconsider the student. New process for 2015/16 No longer routed through School

28. Exam Boards: Attendance and membership All constitutions and members must be approved by Sub-Committee for Assessment (SCA) Substitutions must be approved by Chair of SCA (refer to Academic Services) Non-listed staff cannot attend/participate. Observers allowed with permission of Chair (but cannot participate) No quorum – all members expected to attend Absences to be notified to Chair of Academic Board Chair of Examination Board determines whether Board can proceed

29. Chair’s action / delegated / sub-boards Boards can delegate actions to the Chair (e.g where a mark is late or some other uncertainty applies) Delegation must be explicit and set out parameters for Chair’s action (eg if pass, then progress; if fail then refer) and may include requirement to consult (eg with external examiner) Chair’s cannot act independently to make progress/award/pass/fail decisions outside formal delegated actions If Board is required to convene a sub-group, formal SCA approval must be obtained for membership/constitution (refer Academic Services)

30. External examiners External examiners should attend main session examination boards, including Area Examination Boards and Course Examination Boards that make decisions about students’ performance on modules and recommendations for awards. If non-attendance unavoidable, arrangements must be made to ensure communication on the day and a report should be available. Chair must confirm the formal engagement of the external in the consideration of student work. External examiners cannot change individual marks External examiners are not ‘third markers’ where marks are disputed See GEAR section I and the External Examiner Handbook

31. Moderation Double Marking and sampling Moderation policy on-line Sampling formula (10% or square root) for most modules/assessments If sampling, cannot change marks without reviewing all scripts (mainly judging consistency/pitch) Dissertation/Project – blind double marked (mark to be agreed) All moderation processes must be recorded and made available to external examiner (they do comment on this) Sample should cover full mark range and be selected by someone other than first marker Similar process for external’s sample (see guidance) University policy Implemented locally at School level Must be recorded Refer to chair of exam board in case of marker disputes External is not a ‘third marker’

32. Further information Further information is available at: https://staff.brighton.ac.uk/reg/acs/Pages/Assessment- and-regulations.aspx https://staff.brighton.ac.uk/reg/acs/Pages/Assessment- and-regulations.aspx Or click ‘GEAR’ from the Staff Central home page (lower left ‘tag cloud’) Or contact the Academic Standards & Assessment team: Paul Cecil, Frank Melmoe, Anna McCall and Polly Bramhall