External Examiner Overview report 2015/16

Contents

Summary

Introduction

Standards of student work

Assessment design

Assessment Marking and Feedback

Recommendations

Previous Action plan

New action plan

Summary

  • All reports confirm that validated courses at the Tavistock and Portman NHS Foundation Trust meet or exceed Academic Standards compared to relevant benchmarks.
  • Most reports specifically comment on the high standards of students’ work and the evidence of progression
  • A significant number of reports specifically mention and/or commend the very high standard of assessment feedback quality and detail in feedback to students
  • Some issues were identified with communication and access to the full range of student work

Introduction

As part of the Trust’s commitment to maintaining the academic standards and quality of its validated provision, it continues the practice of reviewing the External Examiner reports.

The purpose of this report is to capture common themes – that is, issues or commendations that span a number of reports, or have a wider applicability across the Trust.

Course-level scrutiny of the external examiner reports also takes place and course teams respond to the external examiners in a formal letter, and also include the reports within their Annual Review of Courses / Course Review and Enhancement Plan as part of their review of the previous academic year.

The following reports were included in this review:

Course Code / Course Title / External Examiner
D1 / MA Emotional Factors in Learning and Teaching in Education (Essex/UEL) / Alex Coren
M4 / DProf Child, Community and Educational Psychology (Essex) / Simon Gibbs
M5 / DProf Child and Educational Psychology (Essex) / Simon Gibbs
M7 / MA Psychoanalytic Observational Studies / Serena Heller
D10D / DProf Consultation and the Organisation (Essex/UEL) / Paula Hyde
M9 / MA Infant Mental Health (Essex/UEL) / Leslie Ironside
D10 / MA Consulting and Leading in Organisations: Psychodynamic and Systemic Approaches (Essex/UEL) / Karen Izod
M10/M6 / DProf Systemic Psychotherapy (UEL) / Laura Fruggeri
D4 / PgDip Systemic Approaches to Working with Individuals and Organisations (Essex) / Rosemary Cunliffe
M6 / MA Systemic Psychotherapy (Essex) / Valerie O'Brien
M6 / MA Systemic Psychotherapy (UEL) / Laura Fruggeri
D50 /D60 /D50M /D60M / MA/DProf Social Work and Emotional Wellbeing / MA/Dprof Social Care and Emotional Wellbeing (UEL) / Michelle Lefevre
M7 / MA Psychoanalytic Observational Studies (Essex) / Robert Basile
M7/M9 / MA Psychoanalytic Observational Studies (UEL) / Franca Tani
M34 / MA Psychological Therapies with Children, Young People and Families (Essex/UEL) / Jeremy Holmes
M16 / MA Psychoanalytic Studies (UEL) / Claire Pajaczkowska
M16 / MA Psychoanalytic Studies (Essex) / Joanne Brown
M33/EC1 / MA Psychodynamic Approaches to Working with Adolescents (Essex) / Anna Madill
M33 / MA Psychodynamic Approaches to Working with Adolescents / Sarah-Jane Fenton
D24 / D24A / M22 / PgCert Child, Adolescent and Family Mental Wellbeing (Essex/UEL)/ MA Child Protection and Complex Child Care (UEL) / Louise O’Connor
M55 / Safeguarding, Risk and Relational Practice in Social Work and Integrated Care / TBC

The following reports were outstanding at the time of writing this report:

M80 / Psychoanalytic Child and Adolescent Psychotherapy (Essex/UEL) / Pamela Howard
D4 / PgDip Systemic Approaches to Working with Individuals and Organisations (UEL) / Grace Heaphy
D58 / Foundations of Psychodynamic Psychotherapy (Essex) / Richard Mizen
D65 / Advanced Diploma Dynamics of Mental Health Practice / Sarah Campbell

Standards of student work

None of the external examiners express concern about the overall standards which the students are achieving. Many specifically comment on the high standard of work and evidence of student progression through the year. For example, “the students on this course perform to a very high standard” (D10D), “Learning, teaching and assessment strategies are interestingly wide allowing therefore to maximise the opportunity to learn theoretically as well as from experience.” (M7) and “There is excellent and creative use of literature and media sources as material providing opportunities for students to ground complex concepts” (M33).

One examiner noted a short tail of weaker students citing issues around literacy and engagement with the literature (XX M7). However it is acknowledged that there are fewer of these types of student than in previous years and that it would be difficult to identify them during recruitment and prior to making offers. Another examiner noted that the averages marks students attained were low, however this was not impacting on progression.

Assessment design

A number of examiners were complementary about the choice of assessments, their design and unique nature. Example comments included, “Assessment methods appear both transparent and fair and are closely and clearly linked to learning aims and outcomes.” (D1) and “They are invariably creative, thoughtful and/or practice-focused assignments which enable students to reflect on their own practice” (D50).

In some cases course teams were complemented on the diversity of assessment types giving the students the opportunity to demonstrate learning in different ways. For example the use of an end of year presentation is good practice (D4) which should be shared more widely.

Assessment Marking and Feedback

None of the reports raise any concerns about the appropriateness of marking indicating that assessment processes are fair across Trust provision. A number of examiners expressed satisfaction with the clarity around internal verification processes and their operation. However, a significant number said the opposite and requested more information about how these work and wanted to see evidence of how staff apply them.

Many examiners acknowledged the scale of change which has been taking place within the Trust including the move to Essex, internal reorganisation of course administration and the move to electronic marking. There was a split between examiners who had experienced no change in communications and access to student work and a smaller number who had experienced some delays and difficulties.

Many examiners were complimentary about the nature and quality of feedback and especially its depth and the time taken by staff to record the detail. In some cases comments were made that markers should ensure that they find some positives to convey about low scoring submissions and that highly performing students should still get comments signposting potential improvements.

Examiners were generally complementary about the use of marking feedback sheets to both guide markers and inform students. Some examiners identified issues where there was inconsistent use of feedback sheets within courses. Where all sections were not completed by every marker they felt that students could be left with ambiguous feedback.

Some examiners identified inconsistencies in marking around references and the potential for issues around plagiarism where poor referencing practice was in evidence. There were suggestions that course teams should be clear between themselves and with their students about referencing requirements and styles. Additionally there should be a clear agreement as to how poor referencing would be penalised within marking teams.

Recommendations

1)Ensure verification processes are clear within course teams and that the methods used are communicated to external examiners. Ensuring examiners are presented with evidence of the processes having been followed and showing effectiveness.

2)Ensure students are getting sufficient guidance around referencing and that markers are aware of what is expected. Also ensuring markers are aware of the penalties for poor or incorrect referencing and that these are being employed consistently.

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PreviousAction plan for 2015/16 based on the External Examiner reports for 2013/14

Areas for Enhancement and Development resulting from this Cycle and Previous Cycle of Reports –
Issue/Task / Source / Action / Responsibility & Timescale / Progress /Completed Yes/No
Facilitating opportunities for the publishing of outstanding student work / In external examiner’s reports 2011-12; 2012-13. / To work with the Trust Research & Development Committee and other appropriate channels to facilitate publication. / Associate Dean Academic Governance and Quality Assurance and Chair of Trust Research and Development Committee.
February 2016 / Yes
A “Writing for Publication” panel took place as part of Research Week at the Trust (June 2016). This is planned as an annual event.
Trust students are being encouraged to submit articles to the Essex University online journal “Estro”.
Using the full range of marks / External Examiner reports 2014/15 / The Learning and Teaching Committee to look into ways in which a marking criteria matrix could be created and embedded / Associate Dean Learning and Teaching.
To take to committee by June 2016 / Yes
A standardised feedback sheet has been produced for marking. This being promoted as part of CPD throughout the 2016/17 academic year around good practice in assessment.
Ongoing monitoring of assessment by internal verifiers and external examiners will indicate ongoing success

New action plan for 2016/17 based on the External Examiner report for 2015/16

Issue / Source / Action / Responsibility /timescale / Progress
Clarity around internal verification processes / External examiner reports 2015/16 / Revised Assessment and Marking policy including new verifiers report pro-forma.
CPD throughout the academic year through academic tutor forum, open invite workshops and AGQA unit members attending course meetings / Associate Dean Academic Governance and Quality
Activity throughout 2016/17 academic year
Promotion of good referencing practice to students / External examiner reports 2015/16 / Communication to course leads asking them to review:
-The advice being offered to students around referencing
-The advice being given to markers about penalties for poor or incorrect referencing.
The Learning and Teaching Committee to review the support offered to students around referencing / Associate Deans
By February 2017

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