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Access to HE Diploma Grading and Assessment University of the Arts London.

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Presentation on theme: "Access to HE Diploma Grading and Assessment University of the Arts London."— Presentation transcript:

1 Access to HE Diploma Grading and Assessment University of the Arts London

2 The Access to HE grading model unit grading all level 3 units (level 2 not graded) no aggregate or single final grade Pass/Merit/Distinction model, where Pass = achievement of the learning outcomes, as assessed by assessment criteria of the unit Merit and Distinction = higher level of performance

3 The Access to HE grading model application of generic grading descriptors no numerical grades grades subject to moderation and standardisation grade profiles awarded with Diplomas

4 Credit and grades: essential differences Award of credits depends on reference to Assessment criteria: absolute requirements Tutor considers: whether the assessed work display evidence of achievement specified in assessment criteria Award of grades depends on reference to: Grade descriptors: broad band descriptions of standard of performance within a certain level Tutor considers: which set of grade descriptors best describes the standard of the assessed work

5 Generic grade descriptors Seven key areas Understanding of the subject Application of knowledge Application of skills Communication and presentation Using Information Autonomy/ independence Quality

6 Grade descriptors: range Common set of seven descriptors: six relate to key aspects of performance (identified as most significant by Access tutors and HE admissions staff) descriptor 7(Quality) relates to overall quality and allows for an holistic judgment to be made applied across assessed work, as appropriate (not one-to-one with learning outcomes or assessment criteria)

7 Grade descriptors: commonality and flexibility Generic – for use with any subject Provide for choice, within a consistent framework Choice of grade descriptors: –which descriptors to use for a unit? (AVA) –what content from each descriptor? (centre)

8 Grade descriptors: using with units All GDs assigned to the unit must be used GDs can be used in more than one assignment All GDs do not have to be used in every assignment GD7 must be used to assess performance in every assignment

9 Grade descriptors: using with units An ‘Assessment Plan’ should be used to determine GDs and grading components to be used in each assignment and to consider How many assignments/tasks you will use to assess the unit and to inform the Writing of the assignment brief for the assessment of the unit

10 Grade descriptors: using with units Not all components should be used. The wide range reflects the generic nature of the grade descriptors and the fact that they are applied across a wide range of subjects. Tutors should consider all the components, but then select and use only the ones that are most appropriate for their subject and the nature of the work being assessed.

11 Arriving at the final grade for a unit Grading occurs only when whole unit has been achieved at Level 3 Tutors decide for each assignment which grade achieved: P, M or D These are ‘grade indicators’, not formal grades Each GD will generate at least one grade indicator (more if the GD has been used more than once) List of all ‘grade indicators’ will then form the grade profile e.g. PPMMDD

12 Arriving at the final grade for a unit Grade profile is then used to determine final grade for unit Mid-point of list of grade indicators determines the grade, e.g. PPMMDD = M Grade based on holistic review of all assessed work for the unit Tutor judgement may be used GD7 Quality may be deciding factor ( where there are only two GDs ) No weighting of assignments; all grade indicators have equal value Borderline grades cannot be awarded (M/D)

13 Arriving at the final grade for the unit (single assignment) Grade descriptors for this unit = 2, 4, 5 and 7

14 Arriving at the final grade for the unit (several assignments).

15 Feedback to learners Feedback on performance should relate to GDs and specific grade components Care needed with language of feedback, especially ‘very good’ and ‘excellent’ Providing learners with developmental feedback on how to improve on future assignments is also important. Grade indicators may be given to learners when returning individual assignments or Tutors may decide to wait until all assignments for unit assessed, before giving final grade for unit. Tutors need to be make it clear that grade indicators are not the final unit grade

16 Recording grading information Grading decisions must be recorded in tutor record and student feedback Grading decisions must be moderated Opportunities for standardisation Tutor record for each student Grades recorded for student group Pre -RACs will record grades for L3 units (up to 60 credits)

17 Assessment regulations- Drafts Submission of drafts: Drafts can be submitted for discussion before formal submission if drafting has been identified as part of the learning process Written feedback after consideration of drafts must not include grade indicators or grading information Once a formal submission has been made, the learner or tutor cannot later declare it to be a draft

18 Assessment regulations- unsuccessful submissions If one or more learning outcomes not achieved: Tutor gives feedback on (1)what is not achieved, and (2)the requirements for resubmission No grade indicators or grading feedback is provided at this stage The tutor records the decisions made, as part of the evidence available for moderation

19 Assessment regulations- successful submissions If and when all learning outcomes achieved: The work is graded according to guidance, grade indicators are given, and unit profiles are created Assessed work cannot be resubmitted once grades have been given. The purpose of resubmission is to allow learners to become eligible for grading, not to allow grades to be improved

20 Assessment regulations- Resubmission Only one resubmission is allowed Grading does apply as with a successful first submission Original submission must be kept for external moderation. Resubmissions should be proportionate to the non achievement.

21 Assessment regulations- Late Submissions Late submissions (i.e. where an extension has not been agreed and there are no extenuating circumstances) are capped at PASS. If a late submission or a resubmission is unsuccessful, the only possibility of gaining credit is by referral to the Awards Board.

22 Assessment regulations- Referral A referral to the AVA Awards Board can be considered by the External Moderator when: 1. a resubmission has been unsuccessful 2. a late submission that has not met the assessment criteria at level 3. Referrals for a learner will not normally be considered for more than one unit. (In exceptional circumstances up to a total of 15 credits) Where a learner is missing a unit through non submission a special case for ‘Extenuating Circumstances’ needs to be presented to the External Moderator, who will then consider whether or not this can be presented to the AVA Awards Board.

23 Internal moderation v standardisation Internal moderation MUST be a process which formally allows for assessment practice to be monitored and assessment decisions to be changed/questioned and MUST come under one or more individuals responsibility Standardisation is a process through which teams check that there is a consistent approach to the award of credit and grades and amend centre practice in line with findings Best practice model: –All assignment briefs to be moderated during 2010/11 –One, or a small number of named Lead IM/IVs who sample assessed work. Sample to be decided early in the year by using tracking sheets and making sure each assessor is IM/IVd to an appropriate and predetermined amount

24 Useful Links OCNLR website. For Access news documentation, updates and handbooks QAA Website. For all QAA information on grading and the Access to HE Recognition scheme.

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