External Examiner Induction 2011/12

OVERVIEW

• The University• Recent Developments and Tiered Assessment Boards • What Module & Award Externals are asked to do• What Module Externals are asked to do• What Award Externals are asked to do• What Module & Award Externals are asked NOT to do • The Modular Structure• Undergraduate Regulations• Classification Algorithm• Postgraduate Regulations

University – 8 Schools

• School of Applied Sciences • School of Art & Design • School of Education Futures• School of Technology • School of Health and Wellbeing • School of Law Social Sciences and Communicati

ons

• School of Sport, Performing Arts and Leisure • University of Wolverhampton Business School

Research (Institutes and Centres)

• Institute for Learning Enhancement • Brain Tumour UK Neuro-oncology Research Centre• Central Institute for the Study of Public Protection• Centre for Transnational & Transcultural Research• Management Research Centre • Centre for Developmental and Applied Research in Education• Centre for Discourse and Cultural Studies• Centre for Historical Research • Centre for Research in Law• Research Centre in Applied Sciences • Research Centre for Sport, Exercise and Performance • Centre for Health and Social Care Improvement • Centre for Art, Design, Research and Experimentation • Research Institute in Healthcare Science • Research Institute in Information and Language Processing

Student numbers for 2009-10*

* Draft 2010 HESA Return

 

 

Gender No. %

Female 13,898 58.2

Male 9,998 41.8

Total 23,896 100

Mode of study No. %

Full-time / Sandwich (includes UG, PGT & PGR)

14,186 59.4

Part-time (includes UG, PGT & PGR)  9,710  40.6

Total 23,896 100

Student Profile - Age

Age on entry Total %

Not Known 2 0.0

18 and under 4,508 18.9

19 to 20 4,818 20.2

21 to 25 5,540 23.2

26 to 30 2,733 11.4

31 to 35 1,756 7.3

36 to 40 1,611 6.7

Over 40 2,928 23.3

Total 23,896 100

Ethnicity / DisabilityEthnicity group Total  %

Black, Asian and Others 8,447 35.3

Not Known 1,979 8.3

White 13,470 56.4

Total 23,896 100

Disability allowance Total %

Information not known/sought 461 1.9

Disability but not registered 380 1.6

No known disability 22,483 94.1

Registered Disability 572 2.4

Total 23,896 100

Domicile %

Channel Islands & Isle of Man 0

Eastern 0.5

Greater London 1.1

East Midlands 2.4

North East 0.3

North West 1.2

Northern Ireland 0.1

EU 5.1

Overseas 10.3

Scotland 0.2

Yorkshire & Humberside 0.6

South East 1.1

South West 0.9

Wales 0.3

West Midlands 74.9

Not Known 0.2

Total 100

Assessment Boards

• Reviewed in 2007

• Changes introduced 2008/9 to:– Achieve greater consistency across University – Address concerns about tight marking deadlines – Make better use of everyone's time– Define statistics required by Boards– Earlier engagement with External Examiners

throughout the year

Outcomes of Review

• MRB External Examiners encouraged to spend more time in University on meaningful discussion

• Award/Progression External Examiners confirm due process and academic standards based on consistent application and appropriateness of regulations

Curriculum Changes

• University undertook a curriculum development project called ‘Learning Works’ in 2009/10 and a Postgraduate Taught Review in 2010/11

• Introduced a 20 credit framework for undergraduate and postgraduate courses

• Transitional arrangements currently in place for most UG/PG courses

Undergraduate Framework

Postgraduate Framework

Tiered Boards

Two Types:

• Module Results Boards– Consider the statistics for individual modules in

congruent subject areas plus module performance and comparison

• Award/Progression Boards– Consider the profiles of individual students and

determines if they meet the requirements for progression and/or award.

Module Results Board

• Stage One – Internal checking, External Examiners not required to attend

• Stage Two - Meetings with External Examiners and module staff.

• Stage Three – Confirmation. External Examiners and School staff required to attend

Stage One

• Consider all module results belonging to Board

• Compare module performance

• Agree accuracy of records

• Agree issues to be raised with external

• Chair’s report to be presented to External Board

Stage Two

• Samples presented for external moderation

• All results for modules available

• Module summaries available

• Statistics

• Stage One Board Chair’s report

• Schedule of meetings with academic team

• Meeting with students

Stage Three

• Short and focused• Reduced membership • Report and record stage one activity• Formally ratify recommendations• Receive a verbal overview from the External

Examiner• Formal Report submitted 4 weeks after the

final board

Extenuating Circumstances

• Extenuating Circumstances Policy• Unexpected circumstances• Student can apply on or before submission

date online• Supporting evidence required• Retrospective claims not usually considered• Fairness and consistency in decision making

Award/Progression Boards

• Stage One – internal, External Examiners not required to attend

• Stage Two - Meeting with External Examiners and Programme Teams

• Stage Three – Board meetings to ratify result. External present.

Comments from external examiners:-

“The new format and process of the board was professional and demonstrated a much appreciated improvement of time management in the length of the process from the External Examiners perspective. While the board was shorter in duration than previously I still had sufficient opportunity to contribute to the process, as did my fellow External Examiners.”

“This year saw the introduction of a new selective sampling process which worked remarkably well given the time frame and the novelty of the system. Where required, External Examiners had full input and the whole process was open, transparent and effective.”

“The assessment board was organised very differently and was much more effective because of this. The external examining role was previously under-used in the process of reading names to record progress and achievement. The new format allowed for a much fuller discussion and there was a sense of contributing to QA in action. I should like to commend both the process and the way in which the discussion was chaired.”

What Module & Award/Progression Externals Are Asked To Do

• Attend Stage 2 & 3 MRB and Award / Progression Boards

• Submit an Annual Report within four weeks of the last scheduled Assessment Board

• Make a statement about the standards demonstrated by the students with reference to attainment elsewhere and to external “benchmarks”

What MRB & Award/Progression Externals Are Asked To Do

• Confirm that there is fair and consistent treatment of all students

• Be associated with attainment at Levels 4 and 3 (where applicable)

• Be consulted about minor modifications, and about changes to assessment regulations and programmes under review and re-validation

What MRB & Award/Progression Externals Are Asked To Do

If possible meet with students to:• Fulfil the requirements of a Professional, Regulatory or

Statutory Body• To permit the external examiner to confirm that standards

are appropriate in subjects that require a performance or similar activity

• Confirm the standards on programmes delivered in overseas and UK partner organisations

• Become familiar with the students’ experience of the programme

What MRB Externals Are Asked To Do

• To determine the accuracy and consistency of internal marking of assessment tasks at level 5 and above by moderating a sample of students’ work.

• For HNDs and Foundation Degrees carry out the above in respect of Level 4

• To confirm that assessment is carried out in accordance with the module regulations

• To confirm the continuing currency of the range of modules

• To approve assessment tasks for the following year

What Award/Progression Externals Are Asked To Do

• To confirm final awards (degree classifications of honours students and merits/distinctions where appropriate)

• To confirm progression decisions

What MRB & Award/Progression Externals Are Asked Not To Do

Subject • Second mark assignments

or exam scripts• Arbitrate on internal

markers’ grading disagreements

• Change grades of individual students

• Viva students to obtain additional academic information

Award • Change grades of

individuals or groups

• Viva students to obtain additional information to determine a grade or classification, except where required by professional body

Types And Grading Of Modules

TYPES

• Core• Options/Core

options

GRADINGUndergraduate

• Grade Point Scale

• For Levels 3 & 4

– A - F

• For Levels 5 & 6

A16-FO

Postgraduate

• 6 Grades

A-D, E, F

REGULATIONS

Undergraduate• Compensation at Levels 4, 5 and 6 (PSRB

requirements may not allow this)• Must have passed 100 credits• 20 credits can be compensated at each level but

no more than 40 credits in a programme of 360 credits can be compensated.

• Progression from one level to the next – must have passed 100 credits or more

UNDERGRADUATE REGULATIONS

CLASSIFICATION ALGORITHMNormally the requirements for Honours Degree are:

• Must have gained 360 credits – normally 120 at each of levels 4,5 and 6.

Requirements for Classification• Classification based on best 180 level 5 and 6

credits• Must include an independent study / project

module• Scaled for Direct Entrants

Profile method of calculating classifications• The classification of Honours Degrees will be calculated

using a grade point average method, shown in the table in Section H.8.2.

• In addition to the grade point average method, in order to identify borderline zone students, a second profile method will be used. A student with more than 50% of grades achieved in the credits used for classification which are in a higher class than that indicated by the grade point

average will be considered to be a border candidate.

UNDERGRADUATE REGULATIONS

CLASSIFICATION ALGORITHM

1st Grade Point Average =/> A14

2nd Grade Point Average =/> B11

2ii Grade Point Average =/> C8

3rd Grade Point Average =/> D5

CLASSIFICATION ALGORITHM - BORDER ZONES

Postgraduate Classification Algorithm

Classification Criterion for the award Masters with Distinction Students taking 180 credits will be required to gain at least 120 credits at grade

A, which must include the research project or dissertation module.

Masters with Distinction Students taking between 160 and 140 credits will be required to gain at least 100 credits at grade A, which must include the research project or dissertation module.

Masters with Distinction Students taking between 120 and 100 credits will be required to gain at least 80 credits at grade A, which must include the research project or dissertation module.

Masters with Merit Students taking 180 credits will be required to gain at least 120 credits at grade B or above, which must include the research project or dissertation module.

Masters with Merit Students taking between 160 and 140 credits will be required to gain at least 100 credits at grade B, which must include the research project or dissertation module.

Masters with Merit Students taking between 120 and 100 credits will be required to gain at least 80 credits at grade B, which must include the research project or dissertation module.

POSTGRADUATE REGULATIONS

• No compensation between modules at PG level

• Re-sits permitted

• AwardsPG Cert 60 Credits at Level 7

PG Dip 120 Credits at Level 7

Masters 180 Credits at Level 7

Useful Contacts• Web www.wlv.ac.uk/qmd

• Catherine Shaw– Head of Academic Standards and Quality c.b.shaw@wlv.ac.uk Tel: 01902 323182

• Belinda Cross Senior Quality Officer (for contractual queries, including final reports)– b.cross@wlv.ac.uk Tel: 01902 323141

• Claire Dunn Student Office Manager (for SHaW and SAD board arrangement queries) – c.dunn2@wlv.ac.uk Tel: 01902 321188

• Jayne Hines Student Office Manager (for LSSC and SAS board arrangement queries) – j.hines@wlv.ac.uk Tel: 01902 322629

• Phil Whittingham Student Office Manager (for UWBS and STech board arrangement queries) – p.whittingham@wlv.ac.uk Tel: 01902 321631

• Scott Dean Student Office Manager (for SEF and SSPAL board arrangement queries) – s.dean@wlv.ac.uk Tel: 01922 323259