PROCEDURE ON ASSESSMENT AND...
Transcript of PROCEDURE ON ASSESSMENT AND...
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 1 of 61
PROCEDURE ON ASSESSMENT AND LEARNING
Procedure Number: VCAS / AR /PR / 2018 / 014.v1
Title: Procedure on Assessment and Learning
Classification Category: Academic and Research
Approved Date: 14 November 2018
Type of Document: Public Internal
Review Date: 14 November 2020
Responsible for Implementation All Academic Units (Faculties, Schools, Centres, Institutes)
Approved by: Academic Senate
Stamp / Signature:
Contents
1. Purpose ............................................................................................................................... 4
2. Definition of Terms ............................................................................................................. 4
3. Scope .................................................................................................................................. 7
4. Procedure Description ........................................................................................................ 7
4.1 Curriculum Design ............................................................................................................... 7
4.2 Setting Assessments ........................................................................................................... 8
4.2.1 Setting coursework .................................................................................................... 9
4.2.2 Setting examination papers...................................................................................... 10
4.3 Pre-Moderation of Assessments ....................................................................................... 10
4.4 Information on Assessments ............................................................................................. 12
4.5 Assessment Submission and Administration of Examinations .......................................... 13
4.5.1 Coursework Submission ........................................................................................... 13
Submission One – Hard copy ................................................................................... 13
Submission Two – Online ......................................................................................... 14
Acceptable file types ................................................................................................ 15
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Submission window and deadline ............................................................................ 15
Amending the submission deadline ......................................................................... 15
Late submission ....................................................................................................... 15
Quality of submitted work ....................................................................................... 16
Receipts for submission ........................................................................................... 16
Dissertation/thesis submission ................................................................................ 17
Assessment Offences ............................................................................................... 17
Submission under Reasonable Adjustment ............................................................. 18
4.5.2 Administration of Examinations ............................................................................... 20
Scheduling of Examinations ..................................................................................... 20
Exam Registrations ................................................................................................... 20
Registrations for Clash Examinations ....................................................................... 21
Clash examination time ........................................................................................... 21
Exam arrangements ................................................................................................. 21
4.5.3 Opportunities for Students Failing Assessments ...................................................... 22
Re-sit ........................................................................................................................ 22
Retake ...................................................................................................................... 24
4.5.5 Personal Circumstances ........................................................................................... 24
4.5.6 Cancellation or Disruption of Assessments .............................................................. 24
4.6 Marking and grading student performance ...................................................................... 25
Assessment of group work ................................................................................................ 26
Academic grievances and disputes about assessment processes and grades .................. 27
4.7 Post-Moderation of Assessments ..................................................................................... 27
Scaling of marks ................................................................................................................ 30
4.8 Feedback ........................................................................................................................... 31
4.9 Endorsement of Results .................................................................................................... 32
5. Compliance, Monitoring and Review ................................................................................ 34
6. Administrative matters, responsibilities and accountability ............................................. 35
6.1 Resources and Support for Academic Staff ............................................................... 35
6.2 Provision of information and student responsibility ................................................. 35
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6.3 Responsibility of the programme coordinator .......................................................... 36
7. Funding and Financial Aspects .......................................................................................... 36
8. Orientation and Implementation of policies and related documents ............................... 36
9. Related Policies and Version Control ................................................................................ 37
Annexes ............................................................................................................................................ 38
Annex 1- Assessment Process Timelines ...................................................................................... 39
Annex 2 - Form1: Pre-assessment Moderation: Coursework ....................................................... 44
Annex 3 - Form 2: Pre-assessment Moderation: Examinations .................................................... 46
Annex 4 - Form 3: Post-marking Moderation ............................................................................... 49
Annex 5- Guidelines for Reasonable Adjustment ....................................................................... 50
Annex 6 - Assignment Coverpage ................................................................................................ 53
Annex 7 - Villa College Grading Scale and Grade Level Descriptors .............................................. 54
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1. Purpose
The purpose of this procedure is to provide guidance on assessment practices for programmes in a
manner that is consistent, transparent and standardized to ensure quality control in all aspects
related to assessments.
This procedure intends to:
• Outline the key stages of assessment;
• Articulate assessments as an integral part of learning process and as the means by which
academic staff form judgements about the extent to which students have met the learning
outcomes;
• Facilitate the good practices and establish a standard across the College in administration of
Assessments;
• Align with the requirements of Maldives Qualifications Authority.
2. Definition of Terms
Appeal: A request to the College Assessment Committee for a review of a decision regarding
assessment.
Assessment: process of determining a students’ achievement of expected learning outcomes. This
may include a range of written and oral methods and practice or demonstration.
Assessment Criteria: a pre-defined standard of performance, target or benchmark against which
student performance are measured. These are the standards by which learning is judged.
Assessment component: all assessment in a particular category relating to a module. Assessment
elements are grouped together to form ‘components’.
Assessment element: Each piece of assessment for a module, an essay for example, is known as an
‘element’ of assessment.
Assessment item: these are individual questions or activities within assessment elements.
Award: a degree, diploma or certificate approved by the Academic Senate which may be conferred
or granted by Council.
Constructive alignment: the term used to describe the alignment of module aims, learning outcomes,
assessment tasks and assessment criteria.
Controlled Assessment: a form of supervised assessment that enables teaching staff to confirm that
students have carried out the work themselves.
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Coursework: a piece of work that students would normally complete outside of the classroom. This
includes, but is not limited to the following: dissertations; essays; posters; group work; laboratory
reports; oral presentations; research reports; blogs; final projects; artworks; portfolios.
Criterion Referenced Assessment: the process of evaluating and grading the learning of students
against a set of pre-specified qualities or criteria, without reference to the achievement of others.
The pre-specified qualities or criteria are what students have to do during assessment in order to
demonstrate that they have achieved the learning outcomes.
Examination: any assessment task, written or observed practice, or other written paper which is
timetabled and which is taken into account in assessing the final results in a module.
Feedback: (in the context of assessment) information returned to students on their progress towards
a module’s learning outcomes. The information can also be quantified in the form of marks for
assessment. All assessment should incorporate both formative and summative feedback for
students.
Assessment for Learning (formative assessment): the process of seeking and interpreting evidence
for use by learners and teaching staff to decide where the learners are in their learning, where they
need to go and how best to get there. Formative assessment process is designed to help students
learn more effectively by giving them feedback on their performance and on how it can be improved.
Grade: a symbol that indicates the level of student performance in a module against specified
standards. Grades are awarded for the purposes of summative assessment, to enable the College to
provide a final statement for the student of the achievement of the learning outcomes in that
module;
Hurdle Assessment: a compulsory assessment task that must be passed, in addition to achieving an
overall passing result, in order to receive a passing grade in a module;
Learning outcome: the expression of the set of knowledge, skills and the application of the
knowledge and skills a person has acquired and is able to demonstrate as a result of learning;
Marks: the points awarded for an individual item of assessment;
Moderation: a quality assurance process by which an appropriately qualified independent individual
or group confirms that assessment is continuously conducted with accuracy, consistency and
fairness. Moderation includes the entire assessment event, including the design and post-event
analysis of the fitness of the assessment of student learning.
Module: a subject or unit that a person may undertake with a higher education provider as part of a
course of study leading to a higher education award.
Non-award: a course of study that does not lead to an award.
Norm Referenced Assessment: the process of measuring a student’s performance in comparison to
the performance of other students.
Personal Circumstance: A situation, which is an exception to the general rule, is beyond the student’s
control, is not reasonably foreseeable and which prevents the student from engaging in a College
activity such as: withdrawing from a module prior to census/cut-off date, completing the
requirements for a module of study or attending a scheduled examination. Examples may include
sudden illness or disability; loss of employment; death of a close family member (parent, sibling,
spouse or child); natural catastrophe; or a political or civil uprising.
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Pre-qualifying Criteria (PQC): document submitted to the Maldives Qualifications Authority which
includes the details of curricula, programme regulations and resources.
Programme: It comprises a set of modules upon completion of which can lead to an award or a non-
award.
Reasonable adjustment: the modification of assessment elements or processes which may be made
for students with a verified disability, medical or other condition.
Reliability: the degree to which an assessment produces stable and consistent results.
Re-sit: The opportunity to be assessed in a module component, having failed to reach the required
pass at the first sit.
Result: a generic term used to describe a mark or assigned grade.
Re-take: A retake is another opportunity to study the whole module and complete all the assessment
components, having failed to reach the required pass at the first sit and re-sit.
Rubric: a type of matrix that provides scaled levels of achievement or understanding for a set of
criteria or dimensions of quality for a given type of performance, for example, a paper, an oral
presentation, or use of teamwork skills.
Scaling: the adjustment of marks for an entire cohort carried out at on an assessment item so that
the marks better reflect the achievement of the students against the learning outcomes of the
modules and Grade Level Descriptors.
Summative Assessment: assessment that takes place after the learning has been completed and
provides information and feedback that sums up the teaching and learning process.
Validity: the extent to which an assessment item actually measures what it purports to measure.
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3. Scope
This procedure applies to all the academic programmes developed and administered by Villa College.
For the programmes which are being conducted in affiliation with partner institutes, the prevailing
assessment related policies and procedures shall be that of the respective partner institutes.
4. Procedure Description
This procedure provides guidance for all aspects related to the Assessment Cycle. Assessment at the
College is guided by the core principles outlined in the Assessment Policy. It is expected that staff
use these principles when planning, implementing and reviewing assessment tasks and processes.
Figure 1: Assessment Cycle
4.1 Curriculum Design
The learning outcomes of modules are the criteria against which academic staff makes judgments
about student learning. Learning outcomes describe the knowledge, skills and attitudes
expected to be demonstrated by students for the completion of the module. Learning outcomes
Curriculum Design
Setting Assessments
Pre-Moderation of Assessments
Information on Assessments
Submission and Exams
Marking
Post-moderation
of Assessments
Feedback
Endorsement of marks
Monitoring and Review
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may also take form of ethical values and professional conduct. The curriculum design process
must ensure that learning outcomes of individual modules are designed effectively to reflect this.
Further, during the curriculum design stage of each programme, the following considerations
will need to be made:
a) Take a programme level holistic view of the assessment experience of students ;
b) Take account of the diversity of the student body;
c) Design of the programme and its assessment formats should clearly allow
demonstration of the learning outcomes;
d) ‘Design out’ plagiarism (take measures to reduce the likelihood that students can or
would plagiarise);
e) Consider the proportion of controlled/uncontrolled assessments ;
f) The approach of “Assessment for Learning” should be used which links with the
Teaching and Learning Strategy of the College (including a range of assessment types
and opportunities for formative feedback);
g) Make meaningful translation of assessment outcomes to map against Grading Scale and
Grade Level Descriptors;
h) Consider all MQA Requirements.
Upon completion of all modules required for the programme, all generic and specific knowledge,
skills and attitudes, pertaining to the programme objectives, will be delivered in alignment with
Villa College Graduate Attributes.
4.2 Setting Assessments
Following principles must be taken into consideration in designing assessment components and
elements of a module:
1. Constructive alignment must be used in designing all assessments. There should be explicit
alignment between stated intended learning outcomes, the learning experiences provided for
students, and the assessment tasks. Assessment tasks should be designed to guide students’
meaningful learning and give them the opportunity to demonstrate their ability to meet the
intended learning outcomes of the module.
2. Learning should be assessed using criterion referenced assessments. Each student will be
assessed separately against the learning outcomes regardless of the performance of the other
students. Criterion referenced assessment (CRA) is the process of evaluating and grading
the learning of students against a set of pre-specified qualities or criteria, without reference
to the achievement of others. The pre-specified qualities or criteria are what students have
to do during assessment in order to demonstrate that they have achieved the learning
outcomes. How well they do this is described at different levels - these are standards and
are mapped against the Grade Level Descriptors.
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3. Ensuring validity, reliability, fairness and authenticity of assessments is the key to
guaranteeing the quality of the College’s awards. A significant proportion of the total
assessment marks of the module must be allocated to assessments conducted under
controlled conditions. Where a significant proportion of the assessment of a module involve
take home assignments, measures must be taken to ensure authenticity of the work.
4. Assessment is an integral part of the learning and teaching cycle and it should support student
learning through a progression of assessment tasks that are developmental, timely, provide
indication of achievement and take into account student workload. Formative assessment
should be used to provide feedback to students on their learning that is both detailed and
constructive, returned in a timely manner, and allows students to benefit in the preparation
of future assessment tasks. It should also be used to enable staff to make judgments about
students’ progress against the criteria and standards, and to evaluate the effectiveness of
the teaching.
5. Student understanding of the assessment process must be facilitated by clear explanations
of: the assessment components; how the assessment elements relate to the learning
outcomes; and the criteria and standards against which students will be assessed.
4.2.1 Setting coursework
It is the responsibility of Module Leader to set the coursework for the respective module by
taking into account the above principles in section 4.2. For modules with a single lecturer,
the lecturer is deemed as the Module Leader. For modules delivered by multiple lecturers,
the Head of the Academic Unit shall appoint the Module Leader for that module at the start
of the semester. The Module Leader must set the coursework through a consultative
process with other lecturers teaching the module.
All documents pertaining to coursework including the assessment brief, marking criteria,
assessment cover sheet and filled pre-moderation form (Annex 2 - Form 1: Pre-assessment
Moderation: Coursework) must be submitted to the programme coordinator as per the
dates set in Annex 1 – Assessment Process Timeline.
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4.2.2 Setting examination papers
It is the responsibility of Module Leader to set the examinations paper for the respective
module. Where more than one lecturer delivers the module, the examinations and marking
schemes must be set through a consultative process with contribution from other lecturers.
All documents pertaining to examinations including the marking scheme and filled pre-
moderation form (Annex 3 - Form 1: Pre-assessment Moderation: Examinations) must be
submitted to the programme coordinator as per the dates set in Annex 1 – Assessment
Process Timeline.
When setting an examination paper the following considerations must be made in additions
to the considerations provided in section 4.2:
a) The questions must be set to evaluate and test the learning outcomes of
the module;
b) All the questions must be written in a clear straightforward language which
enables the student to understand what is being asked for;
c) An estimate of time allocated for completing the answer for each question
must be made and the total examination time should be appropriate;
d) There should be clear instructions related to the examination stated on the
examination paper (such as number of questions to be answered, duration
of examination, options for answering, etc);
e) Examination questions must not be repeated from examination papers
administered in the last 1 year. Recycle of examination question may be
done with reasonable changes brought to the original question taken from
examination papers administered 1 year prior to the semester in which the
examination is being set for;
4.3 Pre-Moderation of Assessments
Moderation is fundamental to good assessment practice. The purpose of moderation is
to:
a) maintain agreed standards in the assessment of student work through a
valid, consistent and transparent process; and
b) ensure that assessment reflects expected student performance.
Moderation applies broadly to a range of processes whereby assessment tasks and
assessment marks are scrutinized to ensure that the assessment criteria are consistently
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applied to reflect the achievement of the students against the learning outcomes of the
modules and Grade Level Descriptors. Pre-moderation refers to the process of scrutiny of
the assessment components to check against the learning outcomes of the respective
module. Pre-Moderation of the assessment must take place for all assessments which
contribute to the module marks.
Following procedures are required to be placed for the moderation of assessment tasks:
Description Applicable
situation(s)
Applicable
forms / tools
Responsible
person(s)
Pre-
assessment
moderation
Moderator verification
followed by FAC approval:
Moderator to verify that the
assessment components
are valid, reflect the
standards and provides fair
opportunities for students
to demonstrate their
achievement of module
outcomes
Applicable to all
assessment
components: all
coursework and
examinations
Annex 2 - Form
1: Pre-
assessment
Moderation:
Coursework
Annex 3 - Form
2: Pre-
assessment
Moderation:
Examinations
Module
leader,
moderator,
coordinator
and FAC
Details of how pre-moderation of assessments are to be carried out are as follows:
Step 1: For all assessments, module leaders complete the relevant parts of the pre-
moderation forms (Annex 2 - Form 1: Pre-assessment Moderation: Coursework or Annex 3 -
Form 1: Pre-assessment Moderation: Examinations)
Step 2: Individual moderators verify the assessments with all related paper works and provide
comments on the pre-moderation forms (Annex 2 - Form 1: Pre-assessment Moderation:
Coursework or Annex 3 - Form 1: Pre-assessment Moderation: Examinations)
During the verification process, the moderator scrutinizes the assessments to ensure that the
assessment components are valid, reflect the standards and provides fair opportunities for
students to demonstrate their achievement of the module outcomes.
The following must be considered when moderating the assessments:
a) Assessment criteria against the learning outcomes
b) Marking criteria / rubric
c) Contribution to module mark
d) Submission details including word count and referencing
e) Feedback
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The forms are sent back to the module leader.
Step 3: Module leader reviews the comments provided by the moderator, carries out any
adjustments required and fills the response section on the forms.
The forms are then sent to the programme leader to be submitted to the FAC.
Step 4: FAC reviews all the pre-moderation forms and approves the assessment components.
Any pending pre-moderation forms are either taken up by the FAC, or the programme
coordinator is notified.
The paper trails of moderation are an integral part of evidence required for internal and external
reviews to monitor the quality of the assessment administration. It is the responsibility of the
FAC to ensure all relevant paper works are processed and filed accordingly.
4.4 Information on Assessments
Details of assessment components will be specified and made available to students in the Module
Handbook. Requirements to pass the module will be explicitly stated in the Module Handbook.
All additional information relevant to the completion of the assessment components will be
provided to students in advance. The additional information related to the assessment
components should be presented in the form of an Assessment Brief which should cover the
following information:
a) Assessment Type
b) Weighting of assessments
c) Detailed Instructions
d) Assessment criteria/Marking criteria / Rubric
e) Contribution to module mark
f) Submission dates and times and other related details including late penalty
g) Feedback - Students will be informed as to when and how they will receive feedback
on each assessment task.
h) Word count
i) Required referencing type
j) Suggested reading materials
The Assessment Brief should be explained to the students in class, hard copy given to the students
and soft copy uploaded to Online Platform. The required referencing should be consistent with
the Procedure on Academic Integrity and Guidelines on Referencing.
Assessments may only be changed after the publication of the Module Handbook only under
exceptional circumstances and will require the approval of the Head of the Academic Unit. Any
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changes will be communicated to students by the Head of Academic Unit. Such a change must be
entered into the Learning Management System (LMS).
Where minimum levels of attendance or completion of practical or other specified work are
required before a final examination can be sat, or a module grade awarded, these requirements
should be detailed in the Module Handbook and additional information included in the
Assessment Brief. There should be a clear rationale for such requirements and the expectations
should be communicated clearly to all students to whom they apply. (Refer to VC Attendance
Policy)
Students are responsible for reading and following the published compliance documents and
assessment information provided in module handbooks/assessment briefs.
4.5 Assessment Submission and Administration of Examinations
4.5.1 Coursework Submission
In general, all written assessments must be submitted on or before the deadline specified
in the module handbook or assessment brief. Students are required to make TWO
submissions:
Submission One – hard copy: students are required to submit the hard copy into
the assigned box at Students Desk at QI Campus or to the Campus Reception
respectively.
Submission Two – Online Soft Copy: Students are required to upload a soft copy to
the specified Online Platform.
Students are to be advised to follow below Rules when submitting assignments. Students
will be penalised if they fail to follow the Rules.
Submission One – Hard copy
Submit the HARD COPY of the assignment into the box of the respective faculty
(FACULTY NAME WILL BE WRITTEN ON THE BOX) at Student Desk at QI Campus. If at any
other Campus, submit to the Reception. If at a Learning Centre, upload via Turnitin Link
in Moodle.
Submit the hard copy BEFORE 18:00hrs of the due date. NOTE that assignments will be
collected and the box will be emptied at exactly 18:00hrs. Any assignment submitted
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after 18:00hrs will be regarded as a LATE SUBMISSION and student will be penalized
according to rules followed for late submission.
On the cover of the assignment, clearly write the name, student ID, lecturers name and
any additional details specified in the Assessment Brief.
Assessment submission processes will include a cover sheet with a student declaration
of originality.
Submission Two – Online
‘Online submission’ for VC students is defined as work that is submitted electronically
to the specified Online Platform for assessment by the College.
Online submission will only be considered as ‘submitted’ on successful completion of
the defined submission process. Failed submission attempts, or partial completion of
the electronic process by the submission deadline (including any permitted extension
for late work and/or reasonable adjustments) will not be considered as ‘submitted’.
The module leader/lecturer must ensure that the Submission Link (Eg: Turnitin Link) for
submitting the assignment is created in the Learning Management System (LMS)
module page latest by end of the second week of the semester.
Students may be given a window period until 23.59 hours to upload the soft copy of the
assessment to Online Platform.
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Acceptable file types
It is the responsibility of each respective Programme Coordinator/Module Leader to define
the type of file that they consider acceptable in the submission instructions presented to
students in the Assignment Brief. It is the responsibility of the student to submit in the
format specified in the submission instructions. This will ensure that the submission can be
read and assessed.
Submission window and deadline
The deadline for all submissions will be published on the Online Platform (Eg: Moodle) by
the Programme Coordinator/Module Leader of the Academic Unit. College administration
is responsible for maintenance of this information.
The deadline date for all submissions of assessed work will be provided by the Module
Leader in the Module Handbook. This date will be treated as the actual date of submission,
there is no expectation that this will be changed unless there are exceptional circumstances
for doing so.
Assessed work must be submitted and received before 23:59 on the published date given
on Online platform to be recorded as ‘on time.’
The date and time of submission is taken from the Online Platform when the submission is
complete.
Amending the submission deadline
Once provided by the Programme Coordinator/Module Leader, submission deadline is not
expected to change prior to submission. Circumstances that will be considered for changing
a submission deadline are:
a) Administrative error in entering an incorrect date
b) Unavoidable circumstances that will compromise the assessment submission on
the original date.
Late submission
Students have a 24 hour window for late submissions. The mark for elements of assessment
submitted up to 24 hours after the published deadline will be penalised. After this 24 hour
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‘window’ has elapsed, the work will not be accepted and will be recorded as a non-
submission.
The penalty for late submission is as follows:
A mark of more than 50% for the element will be reduced to 50%
A mark lower than 50% will stand and will be used in the calculation of the overall
module outcome.
Student unable to submit within the specific timeline due to personal circumstances must
submit Personal Circumstances form in accordance with the Procedure on Personal
Circumstances. And such applications will be processed in accordance with the Procedure
on Personal Circumstances, which shall be communicated to the student.
Quality of submitted work
Students are responsible for the quality of work submitted. Online assessment extends this
responsibility to the student checking the quality of the submission after it has been
submitted. It is the student’s responsibility to check and resolve any corruption in transit.
Where any work submitted has been corrupted in transit, including any resubmissions, to
the extent that the final submission cannot be assessed, the work will be given a mark of
zero.
In instances of a student submitting an electronic file for assessment that fails to comply
with the published instructions, and the work cannot be assessed as a result (e.g. the file
type cannot be opened and read) then this work will be given a mark of zero. This recognises
that a submission has been made by the deadline, but cannot be assessed.
Receipts for submission
Students will receive an electronic receipt for all submissions. Students should review these
receipts immediately following submission to check all files have uploaded and open
successfully. They should not be considered as confirmation that the submission meets the
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submission criteria, or that the submission can be accessed by the Module Leader for
marking.
Copies of electronic receipts will be accepted as evidence to support a student’s complaint
or academic appeal. Any receipt submitted as evidence that is proved to be forged or
altered in any way will be treated by the College in the same way as all other instances of
falsified evidence.
Dissertation/thesis submission
Dissertation/thesis must be submitted in accordance with the dissertation submission
guidelines. Three hard copies of the dissertation must be submitted by 18.00hours of the
due date and soft copy uploaded to Submission Link (Turnitin Link) on Online Platform
(Moodle). The Link must be created by Institute for Research and Innovation by second
week of each semester.
A dissertation submission cover page should accompany each hard copy submission.
Assessment Offences
All assessment submitted online shall be subject to Guidelines on Academic Integrity.
To prevent holding up the release of all marks for a given module run being delayed, the
procedure for managing assessment offences relating to work submitted online and release
of marks is as follows:
• Unless the investigation is completed within 4 weeks of submission and a mark
reflecting the outcome can be given, the mark released to the student will be NR (Refer to
Annex 7- Grading Scale and Grade Descriptors)
• Unless the investigation can be completed within 4 weeks of submission, the
feedback to the student will reflect that the grade NR has been allocated due to an ongoing
assessment offence investigation
• The Module Leaders should ensure that once the investigation is completed the
actual mark and feedback should be provided to the student
• The grade of NR will be released to SMS and will remain until such time as the
outcome of the investigation is concluded. At this point the actual mark will be entered into
SMS by the respective Academic Unit and approved by the assessment Committee.
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Submission under Reasonable Adjustment
The following rules apply to students with a verified disability, long term medical condition,
requesting for reasonable adjustments to assessment processes.
Reasonable Adjustment (RA) is a modification to the delivery of an assessment element or
to the processes related to administering an assessment component, which may be made
only for students with a verified disability and long term medical condition.
The following principles will be applied in considering Reasonable Adjustment:
a. A student will not be unreasonably prevented from successfully completing a
programme of study that he/she has registered for.
b. Reasonable Adjustments will not undermine the quality expected of the academic
standards of a programme or a module as demonstrated in the learning outcomes.
c. All requests for Reasonable Adjustments will be processed in line with this procedure.
d. RAs must not affect the validity or reliability of assessment outcomes.
Reasonable Adjustments may fall into the following categories:
1. Disability
2. Long Term Medical condition
The College will also consider the facts of each individual case and make individual
adjustments if appropriate. There are three main factors to address when considering
Reasonable Adjustments:
a) Whether the student is disadvantaged by the processes outlined for the
assessment;
b) Whether the suggested adjustments would help overcome the disadvantage;
c) Whether the adjustments are reasonable.
Reasonable Adjustments can include:
a) Alternative Exam Arrangement such as changes to a classroom environment
or arrangement;
b) adapting assessment materials such as changing font size;
c) providing assistance during assessment such as a scribe and
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d) Using assistive technology such as a laptop.
Additional details that will guide in making such adjustments are detailed out in Annex 5 –
Guidelines for Reasonable Adjustments.
RAs for scheduled examinations will, be completed 3-4 weeks prior to the commencement
of the Examination Period. It is the responsibility of the student to ensure that an application
for an RA is made prior to the deadline.
Students with examination clashes should refer to the Examination Rules. If a student sits an
Alternative Exam Arrangement that is not aligned with the scheduled examination
timetable, the student will sign a Statutory Declaration to ensure confidentiality of the
examination paper. Examinations Office will send the amended final examination timetable
to the relevant student.
Students with a verified disability or long term medical conditions may be provided
reasonable adjustments. Students will submit a Reasonable Adjustment Form to the Student
Desk to seek approval and determination of appropriate reasonable adjustments. Students
are required to provide relevant documentation to substantiate their condition by the 2nd
week of the semester. A student experiencing a personal circumstance may also be provided
reasonable adjustments for examinations. In such an instance, the student will submit a
Personal Circumstances Form AND a Reasonable Adjustment Form to the Student Desk to
seek approval and determination of appropriate reasonable adjustments in relation to the
Personal Circumstance.
When a request for a RA is submitted, it will be routed to the related Academic unit. The
Programme Coordinator will submit a request to the Faculty Assessment Committee where
a decision will be made. For each student requesting for RA, an Access Plan for the duration
requested, detailing alternative examination arrangements, will be made. The student will
be notified in writing within 5 working days of making the decision.
All Access Plans for students with a verified disability or a long term medical condition that
are approved by the Faculty Assessment Committee, must be informed in writing to the
Chief of Examinations and the Registration Department at least 2 weeks prior to the exam
period of each semester.
Annex 5 Reasonable Adjustment Guidelines provides guidance for making such adjustments.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 20 of 61
Decisions regarding a RA for a student will be notified to the student, relevant programme
coordinator Chief of Examinations and Registration Department by the Secretariat of the
Faculty Assessment Committee.
All related records for a student requesting RA must be filed in the students personal file.
Where it has been agreed that a student can submit on a different date under the
Reasonable Adjustment Rules, the student should submit a copy of the assignment to an
agreed submission point.
4.5.2 Administration of Examinations
Scheduling of Examinations
All examinations must be set during the examination period allocated in the Academic
Calendar. This includes main examinations and re-sits examinations. It is the
responsibility of the Examinations Office to set the examinations times, venue and
dates for each of the modules being run in the particular semester.
An Exam time table with the information on examination must be published at least
4 weeks before the commencement of the exam period.
Exam Registrations
All students enrolled in the respective modules should register for the exams. Exam
registration can be done only if the student:
a) Have met the attendance criteria (achieved 75% attendance)
b) Have cleared all the outstanding payments
Registration Department must inform all students to register for the exams at least a
week before commencement of the exam period through SMS notification, notice on
Online Platform/campus. Eligible Students shall be registered for exams and Exam
Authorised Slip generated from the Student Management System. Prior to this
faculties should ensure that the attendance percentage is updated in the system.
Students will be required to present an Identification (NID, or Student ID) along with
Exam Authorisation Slip to enter to the examination venue.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 21 of 61
Registrations for Clash Examinations
Students who have to sit two or more examinations on the same day and same time
must fill Examination Clash Reporting Form and submit it to the Students’ Desk at least
(3) working days prior to the commencement of the examination period. Students will
then:
be required to sit clash examinations on the same day;
be supervised throughout the period;
need to bring their own food as they will not be allowed to go out of the
premises;
get an SMS from the Examination’s Office at least a day before clash
examination to be held.
Clash examination time
In normal circumstances all clash examinations will be scheduled in accordance with
the time set by the Examination Office.
Examinations scheduled for morning, clash examination will be held after the first
examination is over. Students are cautioned that students will NOT BE PERMITTED
to leave the examination venue after their first examination. It is a responsibility
of student to inform the invigilator in charge of the examination venue and seek
advice from them about their clashed examination. If the student leaves the
examination venue, they may NOT be allowed to do their clashed examination.
Exam arrangements
It is the responsibility of the Examinations Office to make all the arrangements for
administering the examinations including allocation of invigilators, printing exam
papers and coordinating with the respective departments and faculties in receiving
the exam papers and sending the exam scripts for marking.
Invigilators must be allocated for supervision of exam sessions and must follow the
Examination Rules and Regulations. All records related to examinations must be kept
in accordance with the Examination Rules and Regulations. Top priority must be given
to ensure that un-administered examination papers are held in highly confidential
manner with access to only authorised persons. Breach of any confidentiality of exam
papers or academic misconduct shall be documented in the form of an incident report
as specified in the Examination Rules and Regulations.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 22 of 61
Exam scripts must be issued to the respective faculties no later than 2 days after
administering the exam for QI Campus. For exams administered in the atolls, answer
scripts must be sent to the Examinations Office within 7 days after administering the
exam. If the deadline for sending the answer scripts from atolls cannot be met, the
faculty coordinator will need to liaise with Centre for Atoll Campus Administration
and the Examinations Office to make the necessary arrangements for obtaining the
answer scripts in adequate time to allow for marking and endorsement of results.
Students with a verified disability or medical condition may be provided reasonable
adjustments in accordance with the Rules for Reasonable Adjustments. All such
requests by students with verified disability or medical condition must be informed
to the Chief of Examinations and the programme coordinator by the Student
Services/Registration Department at least 4 weeks prior to the exam period of each
semester. Considerations must be given for allowing reasonable accommodations for
the students depending on the condition as recommended in the Rules for
Reasonable Adjustments.
4.5.3 Opportunities for Students Failing Assessments
All students will be given four opportunities to attempt the modules as follows:
a) First module attempt
b) Resit for failed components / elements of the modules
c) Retake the whole module in another semester
d) Resit for the module student is retaking
The following sections provide the details of retake and resit of assessments.
Re-sit
If a module is not passed at the first sit, students are entitled to one re-sit during the
period allocated for the re-sit in Academic Calendar. In the re-sit, they are assessed in
the component/elements which they failed at the first sit.
All resit components where a student scores a passmark (50% or more) will be capped
at 50%. Where a student scores a fail mark, (49% or below) the score will remain. All
approved Personal Circumstances will result in uncapped marks.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 23 of 61
Example 1:
Student Scores :
1. Assignment 1: 10/30
2. Assignment 2: 12/20
Total Assignment marks 22 /50 (for Assignment 1 and 2)
3. Examination: 29/50
Outcome:
Resit required for: Assignment 1: Student has to resit (resubmit)
Assignment 1
Calculation of marks:
Resit (resubmitted assignment) score = 17/30 : This will be capped at 50%
(ie: 15/30, although the student scored higher than 15 actually in the
resit, hence maximum mark he/she can get is 15/30 for this component
Final marks: Assignment 1 = 15 , Assignment 2 = 12, Examination = 29
(Total : 15+12+29 = 56 for the module overall mark)
Example 2:
Student Scores:
1. Assignment 1: 25/50
Total Assignment marks 25 /50 (for Assignment 1)
2. Examination: 20/50
Outcome:
Resit required for: Examination: Student has to resit examination.
Calculation of marks:
Resit examination score = 20/50: There is no need to cap since the marks
student scored is 20 (below the pass percentage). Hence this failed marks
will remain.
Final marks: Assignment 1 = 25 , Examination = 20
(Total : 25+20= 45 for the module overall mark)
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 24 of 61
Retake
A retake is another opportunity to study the whole module for students who have failed
their first module attempt and the resit attempt. A retake includes a sit and a re-sit.
4.5.5 Personal Circumstances
Students may apply for extensions, resits, retakes based on personal circumstances. All
applications for Personal Circumstances will be attended to in accordance with the
Procedure on Personal Circumstances.
4.5.6 Cancellation or Disruption of Assessments
When an examination, test or assignment has been cancelled or disrupted for reasons
beyond the control of the students (for example weather, fire, power failure, etc.),
responsibility for determining subsequent actions fall to the VC Assessment Committee. In
cases where the College has declared a disruption as a serious incident, the College
Assessment Committee will advise affected Heads of Academic Units of appropriate
processes to determine the outcome of the module.
When advising Academic Units, the following options for compensating for a cancelled or
disrupted examination, test or assignment will be suggested. This list is not exhaustive:
holding the examination or test at an alternative time;
setting an alternative assessment task;
discarding that particular test or examination from computation of the overall grade;
attributing full possible marks for the disrupted examination or test and adding these to
assessment for work already completed to compute a final grade;
if the examination is disrupted after more than half of the examination time has elapsed,
completed work might be marked and the weighting of the exam or test decreased
accordingly.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 25 of 61
The option chosen will depend on a number of factors, for example the level of the module;
the weighting of the examination or test; whether or not the examination is required for
professional purposes, whether the module is a prerequisite for other modules; the number
of sites at which the examination was to be administered; and whether or not all sites, or all
students were affected.
Any student, who feels they have been disadvantaged by the process used to achieve their final
grade, may apply to the Appeal Committee for a review.
4.6 Marking and grading student performance
Standard approach for marking should be adopted for allocating marks for all the assessment
components. This will include the following:
o Final module grades should indicate demonstrated achievement at the end of the
module, through an accumulation of appropriate evidence from module work and/or
final examination.
o Grades for individual pieces of assessment should be awarded only on the basis of
demonstrated achievement in the task being assessed.
o The conversion of marks to letter grades must follow the College Grading Scale and
Grade Level Descriptors (Annex 7 - Grading Scale and Grade Level Descriptors)
o Adjustment of marks and grades may occur through moderation and scaling processes.
Marks allocated for assessment tasks should reflect the standard achieved and should be
consistent across different cohorts of students. Borderline cases should be considered with
focus on evaluating if learning objectives have been met prior to finalization of the marks.
To ensure consistency in marking, marking should be done based on pre-determined rubric,
which are shared with the students. The rubric may be specific or a holistic one, depending on
the module. All examination papers must have a marking guide/answer script which forms the
basis of marking and should be prepared along with examination papers.
Student will be shown their grade and mark for all assessment tasks except for the final
examinations. For modules with only coursework assessments, the marks of final assessment
task will not be revealed to the student. Final examination’s result (mark and grade) would not
be revealed to the students. At the end of the semester only after endorsement of marks, the
student’s aggregate grade will be displayed. Students name should not be visible when
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 26 of 61
displaying cohort results on a public forum such as Moodle or Notice Board. Student results
should be provided individually via Online portal or through official Notification of Results.
Assessment of group work
o Performance in group tasks is an acceptable component of student module grades. The
percentage contribution from group tasks should be related to the learning outcomes of the
module.
o Before individual grades are finalised, the lecturer(s) should seek and take account of
additional information about the contributions of individuals to team efforts, particularly if
group tasks contribute significantly towards the final module grade. Contribution by each
group member can be evaluated based on the peer evaluation report submitted by each
group member.
o When using group work for assessment, lecturers should ensure that appropriate
mechanisms (such as procedures to help facilitate collaboration between group members,
or to ensure that group members contribute equally) are in place to support students
working in groups.
It is the responsibility of the module leader to ensure that marking of the all assessment
tasks including exam answer scripts are done in a timely manner which allows for
endorsement of the results and dissemination of the results by the Results Release date.
Marking of coursework components such as assignments should be completed by the
module lecturer within 20 working days of coursework submission date. Faculties must keep
record of the following information in the form of Coursework Handover Register:
a) Module Name
b) Marker Name (Module Lecturer / Lecturer teaching the cohort/ alternative
marker)
c) Marker Contact Number
d) Marker Contact Email
e) Handed Date
f) Deadline for Marking
g) Returned Date
The programme coordinator shall follow up with any pending unmarked assessment
components one week after the assessment is given for marking. If the marking progress is
unsatisfactory, alternative marker for completing the marking should be considered. Failure
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 27 of 61
to submit the marked assessment component by the deadline will mean that programme
coordinator has to make arrangements to retrieve and re-allocate the marking to an
alternative marker.
The Faculty Dean or Head of the Faculty should ensure all reasonable measures are taken
to complete the marking process and to ensure results are released by the specified date.
Academic grievances and disputes about assessment processes and grades
Students with concerns about assessment processes or grades should be advised to speak
first with the relevant lecturer. If the matter cannot be resolved, then the student should
meet and discuss the matter with the Head of the Academic Unit and thereafter follow the
procedures outlined in Appeals and Grievances Procedures .
4.7 Post-Moderation of Assessments
Moderation applies broadly to a range of processes whereby assessment tasks and
assessment marks are scrutinized to ensure that the assessment criteria are consistently
applied to reflect the achievement of the students against the learning outcomes of the
modules and Grade Level Descriptors.
Post-moderation is fundamental to good assessment practice. The purpose of post-
moderation is to: maintain agreed standards in the assessment of student work through a
valid, consistent and transparent process; and ensure that assessment reflects student
performance.
Following procedures are required to be in place for post-moderation of assessment tasks:
Description Applicable
situation(s)
Applicable
forms /
tools
Responsible
person(s)
Pre-
standardisation
Team pre-marking exercise using
samples of assessments to set
standards. The purpose is to check that
profiles of marks from team members
appear to be consistent (or that
discrepancies can be explained and
rationalised and this is evidenced).
At least THREE scripts are marked
across the range; marking discussed
and agreed.
In case of more
than one marker;
or
Where a new
lecturer is taking
over the marking of
an established
module
NA Module
leader
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 28 of 61
Post-marking
moderation
Moderator verifications of marks
followed by FAC approval: Post-
marking moderation form (Annex - 3)
to be completed by the moderator and
approve by FAC in order to confirm the
fairness and validity of marking
processes and standards. [Any pending
post-moderation forms are either
taken up by the FAC, or the programme
coordinator is notified.]
Applicable to all
assessment
components: all
coursework and
examinations
Annex 4 -
Form 3:
Post-
marking
Moderatio
n
FAC and
Programm
e
coordinato
r
Sample second marking: At least THREE
scripts from across the grade range to
be marked by a different marker.
Differences in marking (especially
grade boundaries) and discrepancies
discussed and amendments are
brought to marking.
Sample marking might identify a
problem across the whole range of
marks or just in particular areas of
range, adjustments should reflect this.
If marking is consistently lenient or
harsh, FAC may decide to do scaling (as
describe in the next section).
If sample second marking identifies
that marking standards/marking
criteria are NOT consistently applied,
the whole cohort needs to be marked
again.
Applicable to cases
referred by
programme
coordinator or FAC.
NA Programm
e
coordinato
r and FAC
Double blind marking of
dissertations/research projects/thesis:
Marking to be done by two different
markers separately, followed by
reconciliation to agree marks –include
a third marker if unable to reach an
agreement.
As a rule of thumb, if the difference
between the markers is greater than
10%, a third marker is used, and the
agreed marking should be reflective of
two closest marks.
Applicable to all
dissertations/resear
ch projects/thesis
with 60 or more
credits.
NA FAC and
Programm
e
coordinato
r
Scaling is the adjustment of marks for
an entire cohort carried out on an
assessment element so that the marks
better reflect the achievement of the
students against the learning
Applicable to
exceptional
circumstances
where sample
second marking
Procedure
outlined as
outlined
below in
FAC
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 29 of 61
outcomes of the modules and Grade
Level Descriptors. This is done if the
marking provided are consistently
harsh or lenient. [Details are provided
below]
does not resolve the
issues. The decision
to scale will be
undertaken by the
FAC.
next
section
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 30 of 61
Scaling of marks
Scaling is the adjustment of marks for an entire cohort carried out at on an assessment item
so that the marks better reflect the achievement of the students against the learning
outcomes of the modules and Grade Level Descriptors.
Scaling should only be undertaken in exceptional circumstances. The decision to scale will
be undertaken by the FAC.
Scaling is a criterion-referenced process, rather than a norm-referenced process. By this, we
mean that scaling should not be undertaken merely to obtain a desired mean mark for the
marks of all students for an assessment component or for a module overall. Rather, scaling
must be undertaken with clear sight of the learning outcomes of the piece of assessment in
mind. Scaling will be undertaken at the level of individual assessment components.
In the case of very small cohorts (less than 10) statistical comparisons and pre-set ranges
are likely to be invalid. In such cases, if marks appear to be irregular, all student work should
be moderated/remarked.
Mechanisms for Scaling
Any mechanism for scaling developed by a Faculty must satisfy the following criteria:
any scaling mechanism used should be criterion referenced and not norm
referenced;
the rank order of students after scaling must be the same as the rank order
of students before scaling;
any scaling mechanism must encompass the full range of raw marks from 0
to 100.
Detailed procedure for scaling
The following are the detailed steps for scaling:
Step 1: Markers discuss the standards, grading and Grade Level Descriptors of the
module to become familiarized with the criterion referenced marking.
Step 2: Three marking scripts are selected at different levels and are marked by two
different markers (one additional marker if scripts have already been sample
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 31 of 61
remarked) independently. If the new markers marks (for any one script) differ by 20%
of the maximum possible marks, a third marker marks the same scripts.
Step 3: The average increase or decrease in the marks (in all three scripts) are
calculated (in case of a third marker, the average of the closest two).
Step 4: All candidates’ marks are increased/decreased by the same average
calculated.
Step 5: Marks for borderline candidates with “Fail” are decided by the Faculty
Assessment Committee based on the evidence.
4.8 Feedback
If students are to gain maximum benefit, they need feedback on each assessment. This should
be timely, sufficiently detailed and constructive and it should generate suggestions for
improving future work.
All in-module assessed work should be discussed with students in a timely way, and
opportunity to view facilitated, normally within four weeks of the assessment’s due
date.
Assessed work must be discussed with students before the next assessed task takes
place, or the final examination, or final assessment is submitted, in order that
students can benefit from feedback before further assessment events. This is
particularly important when the assessment builds on a previous assessment.
In addition to a mark or grade, students should receive, where appropriate, an
indication of the strengths and weaknesses of their work and guidance about how to
improve the quality of future work. This could take the form of: oral or written
feedback and student specific comments; exemplars of student work at various grade
levels; and/or a general commentary on common errors demonstrated by the class.
Teaching staff are urged to provide criteria and rubrics for students that clearly
demonstrate different levels of achievement.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 32 of 61
4.9 Endorsement of Results
The “College Assessment Committee” of the Academic Senate of Villa College is responsible for
endorsement of marks for all the modules. The endorsement process shall be a three tier
process as summarised below:
Figure 2: Result Endorsement Levels
The following steps must be followed for endorsement of results.
Level 1: Faculty Assessment Committee
As per the Terms of Reference, the Faculty Assessment Committees shall provide a
mechanism for monitoring, reviewing and resolving problems in relation to assessment,
including the timing of assessment and student workload and make regular reports to the
College Assessment Committee.
a) The FAC will meet to moderate the marking, and recommend changes where required
and keep records of the moderation process. In this process, FAC will ensure:
Faculty Assessment Committee approval
Endorsement of Results by College Assessment Committee
Consideration of Awards and completion of levels by the Admission and Awards
Committee
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 33 of 61
a)
− Consistency in marking standards even when more than one marker is involved ;
− Consideration of borderline marks and review in a fair manner considering the
learning outcomes ;
− Consistency in the academic level and challenge of questions ;
− Comparability with assessment of similar learning outcomes at the same level in
other institutions across the sector ;
− Principles of criterion referenced assessment are adhered to ;
− Transparency and accuracy of marks including administrative checks in totalling the
marks;
− Finalised marks are appropriate and to the expected standard
− Completion of the Form 3: Post-marking Moderation (Annex 6). This form must be
kept for record and audit purposes and should be presented to the Assessment
Committee if requested.
b) Once the Faculty Assessment Committee review and endorse the Post-marking
Moderation, the respective staff from the academic unit, shall prepare the marksheets
and upload to the Student Management System.
Level 2: College Assessment Committee
The College Assessment Committee will meet every semester as per scheduled dates to
endorse marks and review performance of the students. Marks endorsement shall be carried
out by the Assessment Committee or designated Sub-Committee(s) chosen by the Assessment
Committee.
a) A report from the Student Management System showing the overall progress of the
students must be made available for review by the College Assessment Committee.
b) The College Assessment Committee shall review the marks and consider the progress of
the students prior to endorsement of the results.
c) At the module level, The College Assessment Committee shall consider the performance
of the students, adverse circumstances in teaching or conduct of assessment, and any
issues or positive aspects related to teaching of the module.
d) The results shall be endorsed by the College Assessment Committee.
e) The system shall be updated with the information related to the endorsement of the
module results. Any outstanding issues must be resolved by Chair’s action or as per the
recommendation of the Chair.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 34 of 61
f) The Registration Department will be the custodian of student records and final academic
student records including the marks for the modules should be recorded and
maintained at Registration Department.
Level 3: Admission and Awards Committee
Admission and Awards Committee has the mandate to approve the Awards. Admission and
Awards Committee must meet as scheduled, to endorse students who have completed a
programme or completed a level of study.
a) The Admission and Awards Committee must be presented with the information related
to the completion of the level for each individual student. The following must be
considered:
CGPA or average of the student
Completion of all the requirements for the level
b) Diploma or other level based qualifications must be approved by the Admission and
Awards Committee prior to sending to the Academic Senate for endorsement and
College Council for Conferment.
5. Compliance, Monitoring and Review
All the assessment related aspects including the type of assessments, weightage, performance
of students, practical aspects related to administration of assessments must be considered
when reviewing the assessments every three years. Such review shall be taken by the College
Assessment Committee and supported by the Institute of Academic Development. Any
recommendations made shall be reflected in the updated PQC document and where required
informed to MQA. Monitoring and review of assessments should be documented in the
Academic Senate Report prepared by the College Assessment Committee. Regular
monitoring of the compliance with the procedures may be undertaken by Institute of
Academic Development as part of internal audit or as required.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 35 of 61
6. Administrative matters, responsibilities and accountability
6.1 Resources and Support for Academic Staff
It is the responsibility of the Dean/Head of School to supply all new academic staff upon
appointment with a copy of this document before beginning teaching and assessment duties.
Faculty/schools should ensure that all lecturers and casual lecturers receive appropriate
guidance and training related to the marking of student work before marking is undertaken.
Annually, the Institute for Academic Development should provide opportunities for new and
established academic staff to discuss and enhance assessment practices.
Where assignments require computer or library resources, the library and CICT should be
notified of core material required. In the case of non-electronic library resources,
programme coordinators must endeavour to place material needed for assessment tasks on
restricted loan as soon as is practicable and also in response to student need.
6.2 Provision of information and student responsibility
Students should be notified of College assessment policies and faculty/school practices and
procedures. To this end, faculty/schools will provide the following information in a timely
manner to students and staff through notification on the programme and programme in student
handbooks, module outlines, Learning Management System, library web pages or any other
appropriate means:
Faculty/school guidelines and procedures should be clearly articulated and widely promulgated
regarding;
o Grading practices, grading criteria, and moderation practices;
o Granting of extensions of time for submitting assessed work and penalties imposed for
the late submission of work;
o Procedures relating to the missing of tests and other assessment deadlines due to
sporting, cultural or religious festivals/events;
o Appeal provisions and procedures;
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 36 of 61
o Provisions for students with disabilities, particularly in relation to the sitting of tests and
exams; and
o Expectations regarding academic integrity, especially in relation to plagiarism.
6.3 Responsibility of the programme coordinator
The Programme Coordinator is responsible for ensuring that marking is consistent and fair and
that appropriate and timely feedback is given to students which will enable them to improve
their performance in future comparable assessment tasks. To achieve these outcomes,
Programme Coordinators should ensure that:
o marking is undertaken by those academic staff who have taught the module and set the
examination/assessment task – any departure from this practice must be justified to,
and approved by, the relevant Head of Faculty/School;
o a process is convened prior to the examiners’ meeting which scrutinises and verifies that
standards of marking, award of grades and provision of feedback to students has been
consistent and comparable across all markers; and
o module teaching teams should ensure that appropriate moderation arrangements are
put in place where an assessed task has multiple examiners and/or replicates previous
episodes of that assessment.
7. Funding and Financial Aspects
All financial aspects that are covered under this procedure will be done in accordance and
in compliance with Villa College Student Finance Policy.
8. Orientation and Implementation of policies and related documents
Orientation of this procedure shall be undertaken by Institute of Academic Development
This procedure shall be implemented from January 2019 onwards
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 37 of 61
9. Related Policies and Version Control
Related Policies / Procedure
Version Policy / Procedure Name Number Approval Date Approved by Status
Policy on Student Assessment
and Learning Academic Senate
Student Finance Policy College Council
Appeals and Grievances
Procedures
Academic Senate
Examination Rules
Academic Senate
VC Attendance Policy Academic Senate
Version History Version Procedure Name Procedure
Number
Approval Date Approved by Summary of
Changes
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 38 of 61
Annexes
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 39 of 61
Annex 1- Assessment Process Timelines
Process 1: Administration of Assessment Components (excluding examinations)
Responsible Person Task Timeline
Programme Coordinator Assigning the Assessment
Preparation
1 Week before semester
commencement
Module Leader/Lecturer Preparing the Assessment
+ Assessment Brief
Week 1
Module Leader/Lecturer Complete Form 1: Pre
Assessment Moderation
Form
Week 2
Module Leader/Lecturer Create TurnitIn Link for
Assessment submission
Week 2
Programme Coordinator Collects all Pre Assessment
Moderation Forms and
submit to FAC
Week 2
Head of Academic Unit Conducts FAC Review Week 3
FAC Approved the set
Assessment
Week 3
Module Leader/Lecturer Disseminate the
Assessment brief/ Upload
to Moodle
Week 3
Student Submit the Assessment As per deadline
Administrative Staff Collects the Assessment
and allocate to marker
As per due date given to
marker
Module Leader/Lecturer Marks the Assessment in
accordance with the rubric
3 weeks after assessment
submission deadline
Programme Coordinator Follow up on marking
status (If necessary make
alternative arrangements)
1 week after assigning to
marker
Programme Coordinator Obtain marked
Assessment and feedback
sheets
3 Weeks after assigning for
marking
Programme Coordinator Allocate 3 samples for
peer review
3 days after obtaining
marked assessments
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 40 of 61
Programme Coordinator Ensure Peer Reviewers
complete Post
Moderation Forms
1 week after obtaining
marked assessments
Programme Coordinator Collects all Post
Assessment Moderation
Forms and submit to FAC
2 Weeks after obtaining
marked assessments
Dean / Head of School Conducts FAC Review 2-3 Weeks after obtaining
marked assessments
FAC Approved the marked
assessments
2-3 Weeks after obtaining
marked assessments
Administrative staff/
Lecturer
Enter the marks to system/
marksheet
2-3 Weeks after obtaining
marked assessments
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 41 of 61
Process 2: Administration of Examinations
Responsible Person Task Timeline
Module Leader/Lecturer Preparing the Examination Paper
+ Answer Scheme
Week 4
Module Leader/Lecturer Complete Form 1: Pre
Moderation Form (Examination)
Week 4
Programme Coordinator Collects all Pre Moderation Forms
(Examination) and submit to FAC
Week 5 - 6
Faculty Assessment
Committee
Moderate and approve the
Examination Papers
Week 7-8
Programme Coordinator Handover hardcopy or email
(password protected)
Examination Papers to Chief of
Examinations
Week 9
Programme Coordinator Password Protect / Secure Answer
Scheme
Week 9
Chief of Examinations Collects all Examination Papers
and follow up with pending
Examination Papers
Week 10-11
Chief of Examinations Release Examination Timetable Week 11-12
Examination Office Administers Examination As per announced
Exam Timetable
Examination Office Handover answer scripts to
respective Academic Units
Within 1 week after
exam is
administered
Module Leader/Lecturer Marks the examination answer
scripts in accordance with the
answer scheme
2 Weeks after exam
answer scripts are
received
Programme Coordinator Follow up on marking status (If
necessary make alternative
arrangements)
1 Week after
assigning to marker
Programme Coordinator Obtain marked exam papers and
feedback sheets
2 Weeks after
assigning to marker
Programme Coordinator Allocate 3 samples for exam paper
for peer review
1 Week after
receiving marked
exam papers
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 42 of 61
Programme Coordinator Ensure Peer Reviewers complete
Post Moderation Forms (for
examinations)
1 -2 Weeks after
receiving marked
exam papers
Programme Coordinator Collects all Post Assessment
Moderation Forms and submit to
FAC
1- 2 Weeks after
receiving marked
exam papers
Dean / Head of School Conducts FAC Review 14th – 15th Week
FAC Approved the results 15th Week
Administrative staff/
Lecturer
Enter the marks to system/
marksheet
15th Week
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 43 of 61
Process 3: Marks Approval and Endorsement
Responsible Person Task Timeline
Programme Coordinator Informs Registration and
requests for marks
endorsement
15th Week
Programme Coordinator Sends Post Moderation
Form and FAC Report to
Assessment Committee
Records (both Assessment
+ Exam)
15th Week
Head of Registration Cross check for all non-
active/deferred
students/MC Submissions
15th Week
Head of Registration/
Enrollment Officer
Informs the FAC /
Programme Coordinator of
any errors in enrollment
status which affect the
results
15th Week
Head of Registration Organize Assessment
Committee meeting for
marks endorsement
15th Week
Chair of Assessment
Committee
Conducts Assessment
Committee to Approve the
marks
15th – 16th Week
Chair of Assessment
Committee
Allocate virtual board
/committee for
outstanding issue
clearance
15th – 16th Week
Secretary of the
Assessment Committee
Records the matters,
outstanding issues and
follow-up matters
15th – 16th Week
Head of Registration Approve on Student
Management System
(SMS) for individual mark
release
15th – 16th Week
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 44 of 61
Annex 2 - Form1: Pre-assessment Moderation: Coursework
Checklist of materials to supply along with this form;
Assessment brief ☐
Assessment rubric/marking criteria ☐
Assessment cover sheet ☐
Module Code
Module Name
Module Leader
Trimester/Year
Faculty
Course Coordinator
Alignment of learning outcomes and assessment components
(to be filled by the module leader)
(En
ter
the
asse
ssm
ent
com
po
ne
nt)
(En
ter
the
asse
ssm
ent
com
po
ne
nt)
(En
ter
the
asse
ssm
ent
com
po
ne
nt)
Expected Learning Outcome 1
Expected Learning Outcome 2
Expected Learning Outcome 3
Expected Learning Outcome 4
Expected Learning Outcome 5
Form 1: Pre-assessment Moderation: Coursework (Use one form for each assessment component)
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 45 of 61
Addressing validity, reliability, fairness and authenticity aspects
(to be filled by the module leader)
Aspects to be met Y/N
Assessment brief reflects the skills and knowledge described in the learning outcomes of the
module; and the evidence to be submitted relates directly to the requirements.
The assessment task mainly constitutes original work previously not provided to the
students
Marking scheme or rubric provides clear criteria for marking (rubric or marking criteria provides
sufficient evidence for competency to be determined, and assessment decisions can be justified)
and are in alignment with the Grade Level Descriptors of Villa College.
Assessment brief provides clear instructions to students (requirements, how to submit?, deadline,
word limit, coversheet, etc)
The assessment elements provide all students (including differently abled students) the chance to
demonstrate performance, skills and knowledge.
Mechanisms are in place to provide objective assessment feedback
Systems are in place that ensure the evidence submitted by the student is their own work
Internal Moderation
(to be filled by the moderator and the module leader)
Internal moderator comments Module Leader's response
Internal moderation completed:
Signed: Date:
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 46 of 61
Annex 3 - Form 2: Pre-assessment Moderation: Examinations
Checklist of materials to supply along with this form;
Examinations paper ☐
Answer scheme ☐
Module Code
Module Name
Module Leader
Trimester/Year
Faculty
Course Coordinator
Administrative Aspects and Content Coverage
(to be filled by the module leader)
Aspects to be met Y/N
The question paper is complete with all accompanying documents such as formula sheets.
The cover page has all relevant details: faculty name; semester details; date; module name; module
code; duration of exam; and instructions for candidates; additional materials required and
permitted.
The instructions to candidates are clearly specified and unambiguous.
Mark allocations are clearly indicated.
The paper adequately covers the learning outcomes of the module.
The weighting and spread of content are appropriate.
Questions are free from bias, for example, gender.
Marking scheme or rubric provides clear criteria for marking and are in alignment with the Grade
Level Descriptors of Villa College.
Form 2: Pre-assessment Moderation: Examinations (Use one form for each exam)
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 47 of 61
Mapping to Cognitive Levels
(to be filled by the module leader)
Cognitive Levels
LOW MEDIUM HIGH
Item/
Question Topic Remember Understand Apply Analyse Evaluate Create
Q1
Q2
Q3
Q4
Q5
Etc
Total
marks
Internal Moderation
(to be filled by the moderator and the module leader)
Internal moderator comments Module Leader's response
Internal moderation completed:
Signed: Date:
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 48 of 61
Notes guiding the cognitive levels mapping:
BLOOM’S REVISED TAXONOMY
Taxonomy is a method of classifying questions based on the various cognitive levels. Because of its
six levels of thinking, Bloom’s revised taxonomy can provide a framework that incorporates low to
high-level thinking activities.
CREATING, EVALUATING, ANALYSING AND APPLYING would be considered as the higher levels of
cognition, whereas UNDERSTANDING AND REMEMBERING would be considered as the lower levels
of cognition. See detail explanation below.
CREATE
(Putting together ideas or elements to develop
an original idea or engage in creative thinking)
assemble, construct, create, design, develop, formulate,
write, generate, plan, produce
EVALUATE
(Judging the value of ideas, materials and
methods by developing and applying standards
and criteria)
appraise, argue, defend, judge, select, support, value,
evaluate critique, judge, justify, recommend
ANALYSE
(Breaking information down into its component
elements)
appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question,
test, differentiate, organise, attribute
APPLY
(Using strategies, concepts, principles and
theories in new situations)
Choose, demonstrate, dramatize, employ, illustrate,
interpret, operate, schedule, sketch, solve, use, write,
execute, implement
UNDERSTAND
(Understanding of given information)
Classify, describe, discuss, explain, identify, locate, recognize,
report, select, translate, paraphrase, interpret, exemplify,
classify, summarise, infer, compare, explain
REMEMBER
(Recall or recognition of specific information)
define, duplicate, list, memorize, recall, repeat, reproduce,
state, recognise, recall
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 49 of 61
Annex 4 - Form 3: Post-marking Moderation
Checklist of materials to supply along with this form;
Assessment samples ☐
Completed marks list ☐
Evidence of student feedback ☐
Module Code
Module Name
Module Leader
Trimester/Year
Faculty
Course Coordinator
Administrative Aspects and Content Coverage
(to be filled by the module leader)
Aspects to be met Y/N
The marking corresponds to the detailed marking criteria and marking scheme [If marking provided
are consistently harsh or lenient and if this has not been addressed through sample re-marking,
scaling may be required.]
Where the same assessment component is marked by different markers, there is consistency
between the markers and marks are agreed. [If NOT agreed, reconciliation exercise should be carried
out.]
The total marks are accurate and appropriate
The feedback is helpful and sufficient
Internal Moderation
(to be filled by the moderator and the module leader)
Internal moderator comments Module Leader's response
Internal moderation completed:
Signed: Date:
Form 3: Post-marking Moderation (Use one form for each assessment component)
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 50 of 61
Annex 5- Guidelines for Reasonable Adjustment
These guidelines can be used by the Faculty Assessment Committee in determining Reasonable
Adjustments
Altered Assessing Conditions
Type of Adjustment Examples of Why Adjustment is Necessary
Alternative Examination Venue
Use of a private, distraction-reduced room or
a distraction-reduced room with a few other
students.
Student for whom isolation is required
due to a medical condition.
Student uses accommodations that
would distract others (e.g., speech-
recognition software, use of a scribe).
Auxiliary Aids
Use of laptops, scribes, readers, real-time
captioning or sign language interpreter.
Student with severe visual impairments,
spinal cord injury or limited mobility of
hand/arm and may need a scribe to
write exam answers.
Student with hearing impairment may
need a sign language interpreter or
real-time captioner to access oral
instructions or oral exam materials.
Extended Time
Amount of time authorized is determined on
an individual basis considering the nature and
severity of the impairment as verified in the
student’s documentation and the
accommodations used in the examination
process.
Student who needs to use a variety of
devices, methods, or scribes for reading
or recording responses to exams
require additional time to transfer
answers or process material.
Student with visual impairment who
reads or records the exam in enlarged
print may need extra time.
Student with chronic illness or mental
health disorder where symptoms of
disability or side effects of medications
result in lowered stamina or cognitive
slowing may need added time.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 51 of 61
Type of Adjustment Examples of Why Adjustment is Necessary
Student with a learning disability whose
reading lacks automaticity in rate and
fluency may require additional time.
Breaks Student who is taking prescription
medications to alleviate pain, or has
diabetes may need breaks during an
exam for ingestion of food or water.
Student with traumatic brain injury may
require short breaks to refocus.
Student with a physical disorder may
require movement to relieve muscle
strain and tension.
Assistive Technology
Hardware & Software Student with visual impairment may use
text recognition program that converts
printed text to voice in order to listen to
examination questions.
Student who has restricted use of hands or
student with a learning disability may use a
computer with speech-recognition software
to write (dictate) exams.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 52 of 61
The table below provides the responsibilities in providing RA for students
Exam Adjustments Responsibilities
Alternative Examination
Arrangment:
Private or semi-private
distraction-reduced room
Requested by student to Examination Office once approval
letter is received by the student.
Examination Office to arrange the examination venue and exam
start/end time and inform the student and programme
coordinator.
Exam Laptops ("scrubbed"
laptop)
Requested by student once approval letter is received by the
student.
Arranged by the Examinations Office based on the FAC approval
and informed to student.
Auxiliary Aids
Scribes, readers, ASL
interpreters, real-time
captioning
Requested by student once approval letter is received.
Arranged by the Examinations Office and informed to student.
Extended Times and Breaks Adjustment Letter of approval will specify additional time for
exams or breaks. Student is expected to take exam within
specified conditions.
Assistive Technology
Hardware & Software
Requested by student once approval letter is received.
Arranged by the Examinations Office.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 53 of 61
Annex 6 - Assignment Coverpage
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 54 of 61
Annex 7 - Villa College Grading Scale and Grade Level Descriptors
The Villa College Grade Level Descriptors are general statements that describe student
performance at each of the College’s grade levels. They aim to:
a) Communicate to students and staff what our grades represent in terms of standards of
performance.
o Students can refer to these descriptors prospectively when working on assessments
to understand what is expected of them, and retrospectively after having received
a mark for an assessment or in a subject to understand how their performance has
been assessed and graded.
o Staff can refer to these descriptors prospectively when designing assessment tasks
and marking criteria and when marking assessments, including using them as a basis
for crafting marking rubrics, and retrospectively when undertaking benchmarking
and review of marking and grading.
b) Provide a frame of reference for moderation of assessment activities, especially within
teaching teams, to ensure that assessment practice across the University is appropriate,
consistent and fair.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 55 of 61
Grading Scale
Grade Notation Marks (%) Grade Point
High Distinction HD 85-100
4.00
Distinction DN 75-84
3.00
Credit CR 65-74
2.00
Pass PP 50-64
1.00
Fail FF 0-49 0.00
Fail Hurdle FH NA 0.00
Satisfactory (Pass where no grade is
given)
SA NA NA
Unsatisfactory (Fail where no grade is
given)
US NA NA
In Progress IP NA
Credit Transfer1 CT NA
Authorised Withdrawal WD NA
Withdrawn Fail WF 0.00
Continuing Class CC NA
Audit AU NA
Results not yet available NR NA
1Grade point averages (GPA's) from other institutions do not transfer to Villa College.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 56 of 61
Grade Level Descriptors for Undergraduate Programmes
Grade Mark (%) Descriptors for Undergraduate Programmes
High
Distinction
(HD)
85-100 A high distinction grade (HD) is awarded for performance that provides evidence of an outstanding level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a distinction grade plus (as applicable):
• consistent evidence of deep and critical understanding
• substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem-solving approaches
• critical evaluation of problems, their solutions and their
implications
• use of quantitative analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work
• creativity in application as appropriate to the discipline
• eloquent and sophisticated communication of information
and ideas in terms of the conventions of the discipline
• consistent application of appropriate skills, techniques and methods with outstanding levels of precision and accuracy
• all or almost all answers correct, very few or none
incorrect
Distinction (D) 75-84 A distinction grade (D) is awarded for performance that provides evidence of a
superior level of attainment of the relevant subject learning outcomes,
demonstrating the attributes of a credit grade plus (as applicable):
• evidence of integration and evaluation of critical ideas,
principles, concepts and/or theories
• distinctive insight and ability in applying relevant skills,
techniques, methods and/or concepts
• demonstration of frequent originality in defining and
analysing issues or problems and providing solutions
• fluent and thorough communication of information and
ideas in terms of the conventions of the discipline
• frequent application of appropriate skills, techniques and
methods with superior levels of precision and accuracy
• most answers correct, few incorrect
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 57 of 61
Credit (C) 65-74 A credit grade (C) is awarded for performance that provides evidence of a high level of attainment of the relevant subject learning outcomes, demonstrating the attributes of a pass grade plus (as applicable):
• evidence of learning that goes beyond replication of content knowledge or skills
• demonstration of solid understanding of fundamental
concepts in the field of study
• demonstration of the ability to apply these concepts in a
variety of contexts
• use of convincing arguments with appropriate coherent
and logical reasoning
• clear communication of information and ideas in terms of
the conventions of the discipline
• regular application of appropriate skills, techniques and
methods with high levels of precision and accuracy
• many answers correct, some incorrect
Pass (P) 50-64 A pass grade (P) is awarded for performance that provides evidence of a satisfactory level attainment of the relevant subject learning outcomes, demonstrating (as applicable):
• knowledge, understanding and application of fundamental
concepts of the field of study
• use of routine arguments with acceptable reasoning
• adequate communication of information and ideas in
terms of the conventions of the discipline
• ability to apply appropriate skills, techniques and methods
with satisfactory levels of precision and accuracy
• a combination of correct and incorrect answers
Fail (F) <50 A fail grade (F) is given for performance that does not provide sufficient
evidence of attainment of the relevant subject learning outcomes.
Fail Hurdle (FH) A technical fail (TF) grade is given when minimum performance level
requirements for at least one hurdle assessment item in the subject as a
whole has not been met despite the student achieving at least 50 marks.
Satisfactory (S) A satisfactory grade (S) is awarded for performance that demonstrates a
satisfactory level of attainment of the relevant subject learning outcomes
where no grade is given.
Unsatisfactory (U) An unsatisfactory grade (U) is awarded for performance that demonstrates an
unsatisfactory level of attainment of the relevant subject learning outcomes
where no grade is given.
In Progress (IP) In Progress. This grade is granted when a student has not completed all assessments
for a module and the deferred assessments are approved. When the student receive
a final grade, it replaces the “IP” grade. An “IP” grade can usually only be carried for
one semester.
Credit Transfer (CT) Credit transfer/Cross credit/Advanced standing - credit from another programme of study accepted.
Authorized
Withdrawal (WD)
Withdrawal on, or prior to, the census date. This has no effect on GPA as the grade is
NOT counted as a fail.
Withdrawn Fail
(WF)
Withdrawal after the census date. In calculating GPA, this is counted as a fail.
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 58 of 61
Continuing Class
(CC)
Classes scheduled over consecutive semesters.
Audit (AU) The grade of AU is awarded for courses taken for audit.
Results not yet
available (NR)
Results not yet available.
Nb: Grade level descriptors for undergraduate programmes are adopted from Macquarie University’s scheme of Grade Level Descriptors
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 59 of 61
Grade Level Descriptors for Postgraduate Programmes
Grade Mark (%) Descriptors for Undergraduate Programmes
High Distinction (HD)
85-100 Conceptual Domain
The exploration, interpretation and critical analysis of the issues under study are
expressed fluently and have been synthesised to form a cohesive argument which
engages critically and convincingly with relevant theoretical perspectives. There is
sustained and coherent transformation of alternative viewpoints in developing
argument.
Literature Domain
An extensive range of relevant literature, including appropriate primary sources, has
been synthesised in the critical analysis and discussion of ideas including evidence of
critical engagement with the literature, including with relevant theory.
Contextual Domain
There is an extensive and creative synthesis of a full range of relevant contextual
factors which is supported by a critical discussion of the contextual significance of
each one.
Research Domain
The student can plan for and execute a small scale enquiry in a systematic and
reflexive manner. Methodological and epistemological issues have been thoroughly
explored and decisions convincingly justified. There is outstanding evidence of critical
analysis and evaluation of research outcomes.
Ethical Domain
There is a reflective understanding of a comprehensive range of ethical issues
associated with the area of study. There is a sensitive and critical engagement with an
appropriate ethical framework for the interpretation of ideas and/or practice. There is
evidence of a creative exploration of relevant problematics arising in relation to
ethical dilemmas or decisions.
Distinction (D) 75-84 Conceptual Domain
The exploration, interpretation and critical analysis of the issues under study are
expressed fluently and coherently and have been synthesised to form a cohesive
argument. The student engages critically with relevant and contrasting theoretical
perspectives.
Literature Domain
An extensive range of relevant and appropriate literature has been skilfully utilised in
the critical analysis and discussion of ideas, including evidence of excellent critical
engagement with the literature.
Contextual Domain
There is an extensive awareness and understanding of a wide range of significant
contextual factors which is supported by a critical discussion of the contextual
significance of each one.
Research Domain
The student can plan for and execute a small scale enquiry in a systematic and
reflexive manner. Methodological and epistemological issues have been explored and
decisions fully justified. There is extensive evidence of critical analysis and evaluation
of research outcomes.
Ethical Domain
There is a reflective understanding of a broad range of ethical issues associated with
the area of study. There is a sensitive and critical engagement with an appropriate
ethical framework for the interpretation of ideas and/or practice. There is evidence of
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 60 of 61
a full exploration of relevant problematics arising in relation to ethical dilemmas or
decisions.
Credit (C) 65-74 Conceptual Domain
The exploration, interpretation and critical analysis of the issues under study are
expressed confidently and coherently and form the basis of the development of a
cohesive argument. The student engages with relevant theoretical perspectives.
Literature Domain
A wide range of relevant and appropriate literature has been utilised in analysis and
discussion of ideas. A number of examples of good critical engagement with that
literature are apparent.
Contextual Domain
There is good awareness and understanding of the relevant contextual factors
supported by a critical discussion of how these are significant to the area of study.
Research Domain
The student can plan for and execute a small scale enquiry in a systematic and
reflexive manner. The main methodological and epistemological issues have been
identified and discussed. There is good critical analysis and evaluation of research
outcomes.
Ethical Domain
There is an awareness of a range of ethical issues associated with the area of study
and sensitive engagement with an appropriate ethical framework for the
interpretation of ideas and/or practice. There is a clear exploration of some of the
problematics arising in relation to ethical dilemmas or decisions.
Pass (P) 50-64 Conceptual Domain
The exploration and interpretation of relevant ideas and perspectives are presented
in an organised way.
Critical analysis has been attempted successfully. There is some development of
argument.
Literature Domain
A range of relevant literature has been used to give some analysis and discussion of
ideas. Some examples of critical engagement are apparent.
Contextual Domain
There is some awareness and understanding of relevant contextual factors apparent
and some discussion around the significance of these upon the area of study.
Research Domain
The student can plan for and execute a small scale enquiry, in places demonstrating a
systematic and reflexive approach. There is some identification and explanation of
methodological and epistemological issues around the research process. There is
some analysis and evaluation of research outcomes.
Ethical Domain
There is an awareness of some of the ethical issues associated with the area of study.
There is reference to an appropriate ethical framework for the interpretation of ideas
and/or practice. There is some evidence of identification of some of the problematics
arising in relation to ethical dilemmas or decisions.
Fail (F) <50 Conceptual Domain
Presentation of content lacks coherence and there is a degree of irrelevance and/or
inaccuracy.
Little or no evidence of critical analysis and/or evaluation is present.
Attempts to synthesise ideas into an argument is unsuccessful or inadequate.
Literature Domain
(Procedure No: VCEC / GM /PO / 2018 / 001.v1) Page 61 of 61
Reference to irrelevant literature and/or use of a narrow range of sources.
Inappropriate sources used, for example non-academic or out of date. Little or no
engagement with theory from literature
Contextual Domain
There is limited awareness and understanding of the range of contextual factors that
are relevant to the area of study and/or little awareness of the contextual
significance.
Research Domain
The student has not demonstrated that they are able to plan for and execute a small
scale enquiry in a systematic manner. There is little identification of methodological
and epistemological issues around the research process. There is inadequate analysis
of the research outcomes.
Ethical Domain
There is little or no awareness of some of the ethical issues associated with the area
of study. There is no reference to an appropriate ethical framework for the
interpretation of ideas and/or practice. There is little or no identification of the
problematics arising in relation to ethical dilemmas or decisions.
Fail Hurdle (FH) A technical fail (TF) grade is given when minimum performance level
requirements for at least one hurdle assessment item in the subject as a
whole has not been met despite the student achieving at least 50 marks.
Satisfactory (S) A satisfactory grade (S) is awarded for performance that demonstrates a
satisfactory level of attainment of the relevant subject learning outcomes
where no grade is given.
Unsatisfactory (U) An unsatisfactory grade (U) is awarded for performance that demonstrates an
unsatisfactory level of attainment of the relevant subject learning outcomes
where no grade is given.
In Progress (IP) In Progress. This grade is granted when a student has not completed all assessments
for a module and the deferred assessments are approved. When the student receive
a final grade, it replaces the “IP” grade. An “IP” grade can usually only be carried for
one semester.
Credit Transfer
(CT) Credit transfer/Cross credit/Advanced standing - credit from another programme of
study accepted.
Authorized
Withdrawal (WD) Withdrawal on, or prior to, the census date. This has no effect on GPA as the grade is
NOT counted as a fail.
Withdrawn Fail
(WF) Withdrawal after the census date. In calculating GPA, this is counted as a fail.
Continuing Class
(CC) Classes scheduled over consecutive semesters.
Audit (AU) The grade of AU is awarded for courses taken for audit.
Results not yet
available (NR) Results not yet available.
Nb: Grade level descriptors for postgraduate programmes are adopted from UWE Bristol.