University of Exeter Graduate School of Education

EXTERNAL EXAMINATION

OF

PGCE PROGRAMMES

GRADUATE SCHOOL OF EDUCATION

EXTERNAL EXAMINATION

OF PGCE PROGRAMMES

Contentspage

The Role of External Examiners 2

Practices and Procedures for School Visits5

Forms:

External Examiner’s Visit Checklist7

Code of Good Practice8

If you require further information about external examination procedures please contact:
Jocelyn Sumner
Partnership Director
Tel: 01392 724717
E-mail:
Fax: 01392 724788 / Laura Hutchings
Partnership Office Administrator
Tel: 01392 724950
E-mail:
Fax: 01392 724788 / Lisa Fripp
ITE Programme Manager (Partnership)
Tel: 01392 724868
Email:
Fax: 01392 724788
Partnership Office, University of Exeter, Graduate School of Education, Heavitree Road, Exeter EX1 2LU

This handbook is also available on the web at:

 Copyright University of Exeter Graduate School of Education

Revised May 2013

THE ROLE OF EXTERNAL EXAMINERS

1Constitution

External Examiners of PGCE programmes are appointed by the University to fulfil the roles outlined below. Each examiner reports to a Graduate School of Education Examination Board that comprises the Chief External Examiner, all Subject External Examiners, relevant University tutors and the Programme Director, who acts as Chair. There are two categories of External Examiner for PGCE programmes: the Chief External Examiner and the Subject External Examiner. Both are required to submit an annual written report, which is seen by the relevant programme management committee, ITE Committee and the Teacher Partnership Committee. The University’s Code of Good Practice Relating to External Examiners (Taught Programmes of Study) applies to the roles of both the Chief External Examiner and Subject External Examiners and can be found on the University website at:

External Examiners are informed of the partnership pass/fail criteria to meet the Standards for the award of Qualified Teacher Status (Teachers’ Standards (2012) and the University of Exeter award of a PGCE. They are also informed of the processes by which the partnership training is undertaken. They have access to partnership documentation relating to the trainees’ programmes.

2 The Purpose of External Examination on ITE Programmes

The purpose of external examination on ITE programmes is to:

evaluate the accuracy of partnership assessment of trainees’ competence by observing trainees teaching, by holding discussions on trainees’ competence with University tutors and school based tutors, and by scrutinising Formative Reflection on Achievement and Progress and summative reports and the accompanying evidence.

evaluate the nature and quality of the school/University partnership provision through discussion with trainees, University tutors and school-based tutors, by reading programme and subject/age phase handbooks, and through scrutiny of trainees’ Individual Development Portfolio and teaching files

evaluate the quality of professional and academic engagement with assignments through consideration of a sample of assignments, representing the full range available. External Examiners are asked to evaluate whether the assignments are relevant and appropriate to the award of a PGCE at M level; to evaluate the nature and quality of trainees’ engagement with the assignments; and to consider the appropriateness of the marker’s feedback and summative assessment.

3 The Role of the Chief External Examiner

The Chief External Examiner of ITE programmes considers the whole programme with a particular remit to look at programme coherence and consistency, and the quality of provision when compared with other similar provision nationally. In particular, the Chief External Examiner will:

review the Professional Studies activities and provision in both school and University

meet with groups of trainees and with school-based tutors

look at a range of assignments across the subjects/age phases

act as Chair and Spokesperson for the subject/age phase examiners

chair the pre-Examination Board meeting

summarise the findings of the Subject External Examiners and report this at the Examination Board

prepare a written summary of these conclusions and report to the Quality Review Team.

4The Role of Subject External Examiners

The primary role of a Subject External Examiner is to support the moderation, monitoring and evaluation of the programme by:

ensuring that the assessment procedures employed by the programme and the judgments made are rigorous, fair and valid

ensuring that assessment judgments made are comparable with similar programmes in other UK higher education institutions

ensuring that the academic and professional standards expected of trainees are commensurate with the relevant national qualifications framework and the requirements of OFSTED in the inspection of Initial Teacher Education

preparing a written report and submitting this to theQuality Review Team

Subject External Examiners are asked to consider the nature, quality and appropriateness of provision by each school/University partnership visited, by observing trainees in classroom-focused work, by considering the supporting documentation, and by holding appropriate discussions with them, their school-based tutors, and their University visiting tutors; and to evaluate the evidence for such provision. They are asked in particular to assess provision across a range of contexts (school type, style of implementation). The examination is of the whole programme, both school and University elements, not simply trainees’ classroom competence. It is not a requirement that Subject External Examiners observe classroom teaching on each visit, but it is an expectation that at least one trainee in each Subject External Examiner’s visit schedule will be observed teaching.

As far as possible, Subject External Examiners should encounter:

trainees representing a range of competence and capability

assignments representing a range of ability and achievement

contrasting contexts for the implementation of partnership policies.

In addition, where there is a trainee on the Pass/Fail borderline, or where there is any issue surrounding the pass/fail decision, the role undertaken by the Subject External Examiner is to discuss and determine the final decision to be recorded at the Examination Board.

In these cases, Subject External Examiners undertake examination of the programme by:

forming a judgement about whether a particular trainee has achieved a sufficiently high standard to meet the Teachers’ Standards for the award of QTS

forming a judgement about whether a particular trainee has achieved a sufficiently high standard to be awarded PGCE at M level

meeting all partners in the assessment process to resolve, where possible, any issues surrounding the pass/fail decision.

5Failing trainees

All trainees who are considered by the partnership to be failing to meet the pass criteria will have an examination visit, either by an External Examiner or by an Internal Examiner.

In all cases, the External or Internal is acting in the role of examiner and may be involved in the decision-making process regarding pass or fail. She/he will refer to the evidence, both through the documentation presented by the trainee, school-based tutors and University tutors, observation of the trainee working with pupils and through interviews with the trainee and school-based tutors. The External Examiner or Internal Examiner will complete an Examiner’sVisit Report (Fail) for each trainee who has received a FAIL recommendation from the school/University partnership.

The recommendation is presented to the Examination Board for the relevant programme. In the case of a fail decision the recommendation of the Examination Board is then conveyed to the Consequences Board. Normally trainees who fail have the opportunity to repeat their final school placement, on not more than one subsequent occasion and within two years of their first attempt; or to complete/resubmit written work. In certain circumstances it may be appropriate to terminate or suspend training (see the Graduate School of Education Consequences Board procedures document).

6Reports

Each Subject External Examiner is required to confirmformally at the Examination Board, which trainees they have observed and in the case of any failing trainee they have observed, to confirm a pass/fail decision. They are also required to provide a written report, to the University, via the Quality Review Teamdetailing the nature and quality of provision across the subject examined.

Subject External Examiners should

report on trainees seen in schools on examination visits, referring to

their teaching competence

evidence presented in their Individual Development Portfolio (IDP) and teaching file/s

the support offered by partnership schools and the University.

make overall comments on

the quality of trainees’ teaching

the quality of partnership training by schools and the University, including both the University taught course and school-based training

the quality and relevance of assignments

any other comments which will help to improve the programme being examined.

Where the External Examiner has been asked to examine a trainee who has received a Fail report, the Examiner must complete an Examiner’s Visit Report (Fail).. Please note that the Examiner’s Visit Report (Fail) can be given to, or may be requested by the trainee concerned after the Examination process has been completed in order to help them prepare for any re-sit opportunity offered to them.

The Chief External Examiner is required to report orally at the Examination Board and to provide a written report, to the University, via the Quality Review Team detailing the nature and quality of provision across the programme examined.

PleaseNote: The University of Exeter has now moved to an on-line reporting process for external examiner reports. Later on this term, the University’s Quality Review team will send each examiner further details, including a link to the on-line form. Examiner reports should be submitted within four weeks of the Examination Board. Once submitted, the Quality Review team will forward each examiner’s report to the Graduate School of Education for dissemination to the appropriate subject leader and ITE programme staff.

The Examiner’s Visit Report (Fail) template for any examiner who has seen a failing trainee can still be found at copy of this report should be forwarded to Lisa Fripp, ITE Programme Manager (Partnership), at as soon as possible after the exam board as it will be needed for the Consequences Board.

No reports should include the names of trainees, schools or members of University staff (if you want to refer to a particular member of staff you should use their job role only). We value greatly the professional dialogue which the examination period permits and we take seriously the comments and evaluations of our External Examiners. The work of External Examiners is central to the Quality Assurance process within the Graduate School of Education. External Examiners’ reports are public documents.

PRACTICES AND PROCEDURES FOR SCHOOL VISITS BY SUBJECT EXTERNAL EXAMINERS

This summary provides brief practical advice for Subject External Examiners in their task of examining the standard of the relevant ITE programme. Appropriate course documentation and a sample of assignments is provided to each Subject External Examiner before the Examination visits. During the examination period, Subject External Examiners may be given further documentation for scrutiny.

1Before the visit

The Subject External Examiner should:

become familiar with programme requirements, including the pass/fail criteria, through reading the Programme Handbook, the subject handbook and associated documentation

become familiar with the role of the Subject External Examiner as given in this booklet

have time to read and scrutinise a range of assignments

be provided with a Examination Visit Schedule for each school visit, giving details of school personnel and arrangements

be advised of and attend any briefing meetings arranged by the University.

2During the visit (see External Examiner Visit Checklist)

The Subject External Examiner should:

read the trainee’s Final Summative Report, IDP and Teaching File

meet with school staff involved in the training process

interview the trainee, discussing both the training experience and their professional development

where possible, observe the trainee teaching and read the lesson plan, scheme of work and other relevant materials related to the lesson to be observed.

3After the visit

The Subject External Examiner should:

attend and contribute to the pre-Examination Board meeting chaired by the Chief External Examiner (or provide a report to the Chief External Examiner in advance of this meeting if unable to attend)

present an oral report, if requested, at the Examination Board on partner provision for school-based work and on individual trainees (if appropriate)

within four weeks of the Examination Board, submit a written report, using the on-line format to the University, via the Quality Review Team.

4In the case of borderline or problematic pass/fail decisions

The Subject External Examiner should:

meet with partnership members to discuss any issues surrounding the pass/fail decision for a particular trainee

submit a separate Examiner’s Visit Report (Fail) on each trainee examined who has received a recommended fail report from the partnership.

5 Where a meeting with a group of trainees has been arranged(secondary only)

The Subject External Examiner should:

meet with a group of trainees to discuss topics specified by the Programme Director

look at any example documentation supplied by the trainee and relevant to the topics being considered

use this information within the external examination report but not relate it specifically to any trainee(s) in the group, nor make judgements about the trainees based on this discussion.

PRACTICES AND PROCEDURES FOR SCHOOL VISITS BY THE

CHIEF EXTERNAL EXAMINER

This summary provides brief practical advice for Chief External Examiners in their task of examining the standard of the relevant ITE programme. Appropriate programme and course documentation is provided to each Chief External Examiner before the Examination visits. During the examination period, the Chief External Examiner is given a sample of assignments for scrutiny from across the range of subjects in the programme (for the Primary programme, a sample of assignments will be provided before the Examination visits).

1Before the visit

The Chief External Examiner should:

become familiar with programme requirements, including the pass/fail criteria, through reading the Programme Handbook and associated documentation

become familiar with the role of the Chief External Examiner as given in this booklet

be provided with a Examination Visit Schedule for each school visit, giving details of school personnel and arrangements

have time to read and scrutinise a range of assignments (Primary only)

be advised of and attend any briefing meetings arranged by the University.

2During the visit (see External Examiner Visit Checklist)

The Chief External Examiner should:

meet with school staff involved in the training process

meet with a group of trainees, either in school, or at the University

have time to read and scrutinise a range of assignments (Secondary only)

have an opportunity to discuss the programme with the Programme Director and Subject External Examiners.

3After the visit

The Chief External Examiner should:

chair the pre-Examination Board meeting with Subject External Examiners

present an oral report at the Examination Board on programme quality and provision

sign the reports of Examination Board decisions as an accurate record

within four weeks of the Examination Board, submit a written report using the on-line format to the University, via the Quality Review Team..

/ GRADUATE SCHOOL OF EDUCATION
Initial Teacher Education
SUBJECT EXTERNAL EXAMINATION VISIT CHECKLIST
On the school visit the Subject External Examiner will normally see:
the trainee’s Final Summative Report, IDP and Teaching File
the lesson plan, scheme of work and other relevant materials related to the lesson to be observed
the trainee teaching
the Tutor, Mentor and ITE Coordinator with their records of the training programme.
PLEASE USE THE FOLLOWING HEADINGS AS A STRUCTURE FOR YOUR VISIT
NB An individual EXAMINATION VISIT REPORT (FAIL) must be completed for each trainee
who has received a FAIL recommendation from the school/University partnership.

1 DOCUMENTATION

Have you read the trainee’s documentation?

Final Summative Report, IDP and Teaching File

Is there evidence that the trainee has met requirements of the Teachers’ Standards in:

  • Professional Values and Behaviour (the preamble)
  • The Standards for Teaching (S1-8)
  • Standards for Professional and Personal Conduct (part 2)

2LESSON OBSERVATION

Please consider:

context of the lesson:

within scheme of work

year group of class observed

pupils (number, ability group etc)

lesson plan, scheme of work and other relevant materials related to the lesson to be observed

structure of the lesson, timing, pace and level of challenge

the impact of the trainee’s teaching on the quality of learningand how it is this being monitored and assessed.

3INTERVIEWS

Please consider how evidence about the trainee's progress and the quality of University and school-based training can be verified through the interviews:

with the trainee

with the Tutor/Mentor/ITE Coordinator (you may not be able to meet all three).

4ASSESSMENT

In the case of trainees deemed to have failed, please consider whether the evidence provided through the documentation, lesson observed and interviews supports the school/University partnership's assessment recommendation.

CODE OF GOOD PRACTICE: EXTERNAL EXAMINERS

(TAUGHT PROGRAMMES OF STUDY)

1Introduction

1.1 External Examiners must be appointed for all taught programmes delivered by Colleges. The procedures outlined in this document are applicable only to taught programmes of study. External Examiners are formally responsible to the Senate of the University.

1.2The responsibilities of External Examiners and Boards of Examiners are set out in the Ordinances of the University. The Ordinances are made by Council to amplify the meaning of the Statutes which sit above them.