1. External Examiners day
UWE Bristol
External Examiners day
Presentation by
Jenny Dye, Director of Quality, Learning and Teaching, Health & Applied Sciences
Judith Ritchie, Director of Quality and Enhancement, Environment & Technology
11th January 2017

2. External Examiners
Chief EE appointed to a cognate group of programmes.
Non-modular EE: Single tier exam boards.
Field EE appointed with responsibility for a module or specified group of modules within a named field.

3. Roles and responsibilities of the Chief EE
Award Board Attendance
Progression and achievement
Conduct of award board
Overall assessment process and parity of approach to assessment.
Annual Reporting

4. Roles and Responsibilities of non modular external examiners
Appointed to an award, attend award board; responsibilities as for Field EE
Where also appointed as chief;
Oversight of other EE’s appointed to the award
As for chief EE role

5. Roles and Responsibilities of the Field External Examiner
Ensure assessments are properly conducted
Ensure standards/levels are appropriate
Participate in Field Board decision-making e.g. consideration of any adverse cohort circumstances
Report on the effectiveness of assessments and the conduct of the examining board
Report any matters of serious concern arising from the assessments which put at risk the module standard

6. Activities may include:
Reviewing assessment tasks /tools
Sampling the marking of student work
Expected documentation
Placement visits for professional practice modules
Hearing the student voice
Attending Examination Boards
Acting as a critical friend to the module / programme team
Writing an Annual Report for the University

7. The Assessment Cycle Policy
All quality processes related to assessment setting and marking will be found in the ‘Assessment Cycle’
Full cycle
Internal marking options
Moderation requirements
Guidance on sample selected
Aggregate mark guidance
Links to annual monitoring

8. Assessment Cycle Policy External moderation summary;
EE sample moderation; 10% of cohort scripts; min 6 max 12.
Where EE has oversight of collaborative provision they should also receive a sample as above, clearly identified as collaborative provision.
EE provided with related documentation e.g. module handbook, evidence of moderation, assessment, marking criteria, module report – prospective, retrospective.

9. Field EEs are not permitted to;
Attend Award Boards (unless a PSRB requirement/appointed as non-modular EE also)
Be involved in Award Board decisions regarding student progression and achievement (unless a PSRB requirement/appointed as non-modular EE also)
Change marks for individual students
Name individuals in their annual reports

10. Regulations Late Work Extensions reasonable adjustments.
Three types of modules;
Standard/project/professional practice
Late Work
Extensions reasonable adjustments.
Extenuating Circumstances
Adverse Group Circumstances
Assessment Offences
Other policies.

11. Later sessions/workshops
Specific details, processes e.g. when and how EEs have access to student work provided in later sessions/ workshops.
If unclear then ask when you meet with staff after lunch.
Any questions?

12. Case 1
MCQ paper – 50% weighting of a module assessment; post exam it appears that one seminar group (one sixth of the cohort) were shown a previous MCQ paper in their pre exam revision session. When this paper was compared to the paper actually sat, ¾ of the questions were identical.
What advice might you give the module team?

13. Case 2 What are your questions/considerations?
You are EE for a module that is delivered at UWE and at 2 FE colleges (collaborative provision).
During external moderation you note the following statistics;
What are your questions/considerations?

14. Breaking it down - analysis
What is the evidence?
Does the evidence support the concern?
Does the board agree?
What is the impact?
If a potential impact is agreed – should any action be taken?
If yes, what actions are available?

15. Possibilities
Analysis of student performance – current and comparable cohorts
mark uplift - %age versus actual
Impact of changing marks – fail ↔ pass
Rigour; have LO’s, professional standards been met
Other solutions;
No action, resit uncapped etc