External Examiners InductionSusan Fitzgerald

Acting Academic Registrar

Ian Pearson

Head of Quality Assurance and Enhancement

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

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

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

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

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)

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

Modules - Assessment

• Either– 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;

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

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

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

Reassessment – a note

• Coursework/exams• 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

Classification

• Postgraduate Masters– Pass 50-50%, Merit 60%-69%, Distinction 70%+

• Undergraduate

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

Arithmetic mean of the best 90 credits at level 6

x0.8

+ Arithmetic mean of the next best 90 credits at level 5 and /or 6

x 0.2

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• awards compensation (and credit)• confers award and classification• formally implements Extenuation decisions• notes exit awards for withdrawn students without a full credit profile

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

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

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?

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)

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