1. External Examiner Briefing: Report Writing 22 January 2019 10
External Examiner Briefing: Report Writing 22 January Coffee and Subject briefings Briefing Lunch and Subject briefings Emma French, Deputy Academic Registrar

2. Introductions and Welcome

3. Briefing Notes Context Structure Collaborative Provision
School Assessment Panels
Marking Scale
Degree Classifications
Board of Examiners for Progress and Award
Essential Reading:

4. External Examiner Report Grading A suggested enhancements, or minor issues within a module or modules; B issues with the programme structure, sequencing, or across several modules; C major programme issues; D highly serious issues concerning academic standards or quality processes; E confidential report to the Vice Chancellor. (U) a (U) flag is now added to reports to show issues with the provision of central services or University-level issues.

5. External Examiner Report Outcomes There were many examples of in-depth critical evaluations of programmes by External Examiners. There were a significant number of reports that were either superficial or supportive of teaching teams without any evidence of constructive criticism that would help the teams to enhance their practice. This led to some unfairness in the grading; when External Examiners gave very detailed feedback, resulting in a B grade or minimal feedback resulting in an A grade.

6. External Examiners will provide informative comment and recommendations:
Ensure threshold standards for qualifications are consistent with the relevant national qualifications framework
Assessment processes measure achievement rigorously and fairly against intended outcomes of the programme
Conducted according to YSJU Regulations and policies
Academic standards are comparable with other institutions
Good practice & innovation: learning, teaching & assessment
Review core practices for standards regularly and uses the outcomes to drive improvement and enhancement

7. Reviewing Examples of External Examiner Comments Review & Discuss Examples What advice would you give to the authors of these comments Feedback

8. Writing Reports: Sources of Evidence
FHEQ; Subject Benchmarks (Professional Standards)
Programme and Module Specifications; assessment tasks
External Examiner’s experience of equivalent provision
Samples of work; Moodle site
Module mark data
Individual student award profiles
Degree Classifications
School Assessment Panel
Student feedback
Engagement in Programme Developments
Informal discussions with Programme Teams

9. Evaluating the Evidence Alignment: of Learning Outcomes and assessment tasks Appropriateness: of type, content and mark scheme of assessments Alignment: of feedback and marks awarded Consistency: of assessment outcomes (scripts; examination papers; project reports; attending performances; placements Analysis: of relevant data (fairness and internal comparability of module mean marks within and between levels) Rigour: of School Assessment Panels (SAPs)

10. Writing Reports: A Balancing Act Too kind – everything is lovely; the team are my best friends Too harsh – everything is terrible Too close – the University is treating this team abominably Too controlling – they haven’t done what I told them to Too brief – it will do, I’m exhausted and I’m ready for my holiday Critical friend – affirmation and enhancement

11. Questions?