1. External Examiners Induction
Susan Fitzgerald
Acting Academic Registrar
Ian Pearson
Head of Quality Assurance and Enhancement

2. External Examiners Induction
Our Academic Framework
Major changes made for 2014 academic year to UG framework
Some small differences between UG (Levels 4-6) and PG (Level 7) regulations
There are also some transitional arrangements in place for UG students, initially for two years from September 2014
A few PG and collaborative programmes have a February intake
Current structure, applicable for June and September Boards only; some programmes moving to new framework late (Architecture? Collaboratives?)

3. External Examiners Induction
Changes were made to the framework to enable:
More sense of the ‘programme’
A better institutional sense of progression
Students to have more time to assimilate their learning, and have more opportunities for formative assessment

4. Module Structure UG modules (levels 3,4,5 and 6)
Most are 30 credits over 1 year (15, 45 and 60 credits allowed)
There are some15 credit modules, which take place over half a year
Full time students should take 120 credits over an academic year
PG modules (level 7 & level 8)
30 credits over 1 term (60 credits allowed)
Full time students should take 60 credits per term, with a 60 credit dissertation/advanced research module taken over the summer
Each credit is equivalent to a (notional) 10 student study hours

5. Advanced Independent Research Module - Level 7
Sometimes called the PG dissertation module in library based disciplines
May be 2 x 30 credits
May be supervised over summer period
if agreed as such at programme approval
Marks considered at an October assessment board

6. Modules – Structure (2)
Each 30 credit module comprises up to 4 assessed components (pro rata double modules)
Components have weights (adding up to 100%)
(Component weights are recorded on DELTA)
Components have marks (0-100%)
(Component marks are recorded on DELTA)

7. Transition modules for UG students
Where students have uneven credit profiles, programme teams have developed a number of transitional modules to help students retrieve missing credit at particular levels
Schools have taken a number of different approaches to this – eg running out old modules, DL, rebadging new modules
There are some overarching transitional regulations, which will initially be in place for two years
You might be asked to look at some of these modules as part of your contract

8. Modules - Assessment Either or Sequence
Pass/Fail (e.g. placement modules) or
0% – 100%
Levels 3-6 Pass ≥ 40 (component threshold ≥ 30)
level 7 Pass ≥ 50 (component threshold ≥ 40)
Sequence
Both UG and PG students are summatively assessed during and towards the end of the module; resits are in the summer;

9. Compensation Non-discretionary and earliest opportunity Postgraduate
compensate one 30 credit module
any module, provided allowable by PSRB
90 credits already achieved
≥45% and component thresholds met
Undergraduate
compensate one 15 or 30 credit module per level
Any module, provided allowable by PSRB
At least 90 credits already achieved at the level or higher
≥35% and component thresholds met

10. Reassessment and Repeat - UG
Reassessment if not passed (or pass compensated) on assessment
all components <40 reassessed
all components ≥40 marks carried through
reassessment in summer
repeated component mark capped
achieved mark shown on Diploma Supplement as well
If not passed on reassessment, then relevant assessment board will make the decision based on the student profile. Most common decisions will be:
Student progresses but makes up the missing components (missing components are capped)
Student repeats the whole year again, including any passed components and modules – not capped
Student is not allowed to repeat

11. Reassessment and Repeat – PG
Reassessment if not passed (or pass compensated)on assessment
all components <40 reassessed
all components ≥40 marks carried through
reassessment in summer
repeated component mark capped
achieved mark shown on Diploma Supplement as well
If not passed on reassessment
repeat module (‘with attendance’)
capped at 40%
no prior marks carried through
do alternative module (option modules only)
rules for first time study apply
No further assessment or reassessment is allowed on a repeated module after reassessment

12. Reassessment – a note Coursework/exams Projects/dissertations
should be a new piece of work
should be of the same standard and address the same learning outcomes
should enable students to demonstrate ability across the range (not just pass/fail)
Projects/dissertations
reassessment – the same title improved
repeat – a new project dissertation

13. Classification Postgraduate Masters Undergraduate
Pass 50-50%, Merit 60%-69%, Distinction 70%+
Undergraduate
Arithmetic mean of the
best 90 credits at level 6 x
0.8 +
Arithmetic mean of the next
best 90 credits at level 5 and /or 6
x 0.2
70% - 100%
First Class Honours
60% - 69%
Second Class Honours, First Division
50% - 59%
Second Class Honours, Second Division
40% - 49%
Third Class Honours
0% - 39%
Not Passed
Introducing new formula

14. Boards – these may be combined
Subject Area Progression Board (one per Subject Area)
approves standards for all Subject Area modules
awards compensation (and credit)
confirms module marks and progression decisions for students
formally implements Extenuation decisions
note investigation of assessment options
awards credit
awards APL credit
Subject Area Award Boards
confers award and classification
notes exit awards for withdrawn students without a full credit profile

15. PG Boards – transition modules – next couple of years
Some external examiners may attend boards where there is a variety of business happening in addition to PG results, such as:
Decisions being made on UG transition modules (transition arrangements are in place for two years initially, with the scope to extend them for a further year)
Results from modules and programmes run with collaborative partners
These will typically be the Boards in January and early February

16. Role of the External Examiner
Consider the appropriateness of the assessment tasks (exams/coursework)
View and consider samples of student work in order to confirm (or otherwise) standards
Be a member of the Assessment Board
Focus on standards (not individual marks)
Focus on consistency of marking
Focus on fairness of the Board activity, looking at progression decisions
Do not be a third marker, arbitrator, or alter individual marks

17. Role of the Lead External Examiner
Has the Award Board followed fairly and consistently the agreed procedures and regulations of the University of East London?

18. Collaborative partners and assessment boards
UEL has a number of collaborative partners across the UK and overseas
For those with UG programmes, a roll-out plan has been agreed for them to move across onto the new framework over the next few academic years
Until such time as they move across, partners will be running on the old framework (with multiples of 20 and 40 credit modules)

19. Types of Collaborative Partnerships
Franchise
License for whole or part programmes
Same core modules (variation in options)
Modular regs apply
Should be coming across onto the new framework from September 2015
Validation (and joint awards)
Partner programme
UEL approve, externally examine and quality assure
Some negotiated variation with modular regs possible