University of East London, External Examiners Manual September 2014

University of East London, External Examiners’ Manual – September 2014

University of East London

External Examiners’ Manual –September2014

Contents

Part 1 - Introduction3

Part 2 -Assessment Board Structures4

2.1 Undergraduate Assessment Board Structure4

2.2 Postgraduate Assessment Board Structure5

2.3 The 2014/15 Academic Year - Transitional Arrangements5

2.4 Collaborative Partners6

2.5 The External Examiner's Role6

Part 3 - AcademicRegulations8

3.1 Undergraduate8

3.2 Postgraduate10

Part 4 - Induction11

Part 5 - Your Rights and Responsibilities 12

5.1 Ensuring Comparability of Standards12

5.2 Approving Assessment Tasks Before Students Take Them13

5.3 Evaluating Assessed Work14

5.4 Moderating Marks15

5.5 Attending Assessment Boards16

5.6 Ensuring Assessment Regulations are Observed16

5.7 Writing a Report17

5.8 Programme/Module Development17

5.9 Contributing to any Review of an Assessment Board Decision18

5.10 Remaining Impartial18

Part 6 - Policy on Second and Anonymous Marking20

6.1 Second Marking20

6.2 Anonymous Marking21

Part 7 - Chair's Action22

Part 8 - Extenuating Circumstances 23

Part 9 - Module Monitoring 25

Part 10 - Your report26

10.1 Guidelines on Content26

10.2 What Happens to Your Report?28

Part 11 - Fees and expenses30

11.1 Fees30

11.2 Expenses30

Part 12 - Who to contact33

Appendices

Appendix 1 Assessment & Feedback Policy34

Appendix 2 Extracts from our University’s Manual of General Regulations:

Part 1 Description of our University's Awards65

Part 3 Academic Regulations82

Part 3a Academic Regulations: Transitional Provisions 107

Part 3bAcademic Framework: Modular Regulations for Distance Learning Programmes109

Part 3c Regulations for D Level or level 8 modules in Programmes and for Professional

Doctorates (and associated awards) 133

Part 5Assessment of Students144

Part 6Extenuating Circumstances for Undergraduate Programmes149

Part 6a Extenuating Circumstances for Postgraduate Programmes154

Part 7 Appeals against Assessment Board decisions160

Part 8 Academic Misconduct168

Appendix 3 Policy on the Accreditation of Prior Certificated and ExperientialLearning 194

Appendix 4 The terms of reference for External Examiners199

Appendix 5 External examiner report form pro-forma202

Appendix 6 Fees and Expenses claim form211

Appendix 7 Academic Integrity Policy213

Appendix 8 Turnitin Policy215

Appendix 9 e-Submission of Coursework - Guidance for External Examiners216

Part 1 - Introduction

If you are reading this manual because you have been appointed as an external examiner for the University of East of London, the first thing we would like to do is to say thank you. The changing nature of higher education means that there are growing demands on everybody, not least the external examiner - we do not underestimate the commitment you have shown by agreeing to take on this role and we will do everything we can to support you.

We would like you to know that our University considers that external examiners play a vital role in the maintenance of academic standards and in ensuring that justice is done to students. We will take all comments that you make extremely seriously and make sure that you receive a response to any issues that you raise.

The Purpose of this Manual

The purpose of this manual is to provide you with all the information on University level policies and regulations that you need in one user friendly document. This should reduce the amount of material that we have to send to you and, hopefully, make it easier for you to find relevant information as and when you need it. You will of course also receive material directly from the School relating to the requirements of the modules or programmes for which you have been appointed.

The manual also defines the role that we at the University of East London expect of our external examiners. We feel that it is important to define this clearly as we are aware that the roles that external examiners are expected to fulfil in different institutions are not necessarily always the same.

Part 2 – Assessment Board Structures

From2014 the University of East London approved revisedAssessmentRegulations. You will find the regulations contained in Appendix 2(Part 3 – Academic Regulations) of this manual, and a summary in Section 3 of this manual. The framework provides a clear and consistent set of regulations applicable to the majority of programmes at UEL. Under the framework, it is possible that students studying the same module may be enrolled on different programmes.

2.1UndergraduateAssessment Board Structure

There are two types of undergraduate assessment boards – Subject Area Progression Boards, and Subject Area Award Boards. These will normally take place during the third study period, with additional boards normally being held in late August for reassessment. Exceptionally, additional assessment boards may be held outside of these times where local factors necessitate. Subject Area Progression Boards and Subject Area Award Boards may be held on the same day where this is deemed practical.

Subject Area Progression Boards

Subject Area Progression Boards are responsible for reviewing the progress of all students on their programme of study. The result will be a decision on students’ academic standing. The Subject Area Progression Board will be chaired by a senior academic member of staff from another subject area.

Subject AreaProgression Boards are responsible for:

• Assuring the appropriate standards on modules.
• Considering the performance of students on modules and programmes.
• Confirming the marks awarded to each student in respect of all modules which comprise the Subject Area and its programmes.
• Awarding credit for the achievement of students on modules.
• Agreeing compensation.
• Applying the decisions made by the University extenuating circumstances panel.
• Making progression decisions for students.
• Awarding credit for certificated and experiential learning.
• Noting breaches of the academic misconduct regulations.

Subject Area Award Boards

Following the Subject Area Progression Boards, each subject area will hold a Subject Area Award Board, these can be held on the same day where practical. The Subject Area Award Board will be chaired by a senior academic member of staff; a Lead External Examiner must be in attendance.

Subject Area Award Boards are responsible for:

• Ensuring eligibility for awards on the basis of accumulated credit.
• Awarding qualifications to students for successful completion of programmes of study.
• Reviewing withdrawn students and awarding the highest qualification to which they are entitled.
• Agreeing the award classification, where relevant.
• Ensuring any award-specific requirements have been met.

2.2PostgraduateAssessment Board Structure

There are two types of postgraduate assessment boards – Subject Area Boards and Award Boards. Postgraduate boards will be held at the end of Term A, at the end of Term B, and at the end of the summer reassessment period. Where practical, Subject Area Boards may be held on the same day as the Award Board and/or on the same day as the Undergraduate Assessment Boards.

Subject Area Boards

The Subject Area Board considers all and only modules within the Subject Area.The Subject Area Board will be chaired by a senior academic member of staff from another subject area.

Subject Area Boards are responsible for:

• Assuring the appropriate standards for modules.
• Considering the performance of students on modules.
• Confirming the marks achieved by students on modules.
• Awarding credit for the achievement of students on modules.
• Awarding credit for certificated and experiential learning.
• Noting Breaches of Regulations.

Award Boards

Following the Subject Area Boards, each subject area will hold an Award Board. The Award Board will be chaired by a senior academic member of staff; a Lead External Examiner must be in attendance.

Award Boards are responsible for:

• Awarding credit to students on modules passed by compensation.
• Confirming eligibility for awards on the basis of accumulated credit.
• Ensuring any award-specific requirements have been met.
• Conferring awards.

2.3The 2014/15 Academic Year – Transitional Arrangements

In order to manage the transition to our new academic framework, there will be instances where undergraduate students under transitional arrangements or studying at collaborative partners will need to have their assessment and awards confirmed at the end of the first term. For instance, to enable them to receive their degree confirmations rather than wait for the summer assessment periods. Under our transitional arrangements we will consider these modules/students at the postgraduate assessment boards, ensuring that our transitional regulations are applied.

For a full description of our transitional regulations please see Appendix 2 of this manual (extracted from the Manual of General Regulations Part 3a)

2.4Collaborative Partners

A number of our programmes are offered in collaboration with partners. UEL’s approach is to ensure, wherever possible and within the constraints of the external examiner workload, that external examiners are appointed to review modules/programmes at all locations of delivery in order to properly ensure comparability of standards. In some cases, your appointment will cover modules offered both on-campus at UEL and at one or more of our partner sites; in others you will be appointed to modules/programmes delivered by more than one partner.

In such cases, the School will advise you of the arrangements for the moderation of assessment tasks and work, and for the operation of assessments boards.

2.5The External Examiner’s Role

You will be appointed to modules at all levels, in most cases across a programme. Your role will encompass responsibilities at all of the relevant assessment boards to the level you are examining (PG/UG or both).

Full details of the roleand responsibilities of the external examineratassessment boardsare set out in part 5 of this document. However, the following is a summary of your main roles and responsibilities.

Subject Area Progression Board (UG) / Subject Area Board (PG)

As an examiner, your role will encompass:

• Attending relevant Board meetings.
• Assuring that the appropriate standard is set for modules.
• Considering and comparing the performance of students on modules to that of peers on comparable module/programmes in higher education elsewhere.
• Approving the form and content of proposed assessment tasks to confirm appropriate level and credit tariff for modules.
• Confirming that students are assessed fairly in relation to the module specification and regulations and able to reach the required standard.
• Confirming the marks awarded to students in respect of all modules which comprise the Subject Area and its programmes.
• Confirming the award of credit for the achievement of students on modules and progression decisions for students.
• Confirming the award of credit for certificated and experiential learning.
• Ensuring that the decisions of the Extenuation Panel are formally implemented;having the right to see samples of the work of students for each category in the module marking scheme (including failure) to ensure that each student is fairly placed in relation to the rest of the cohort, with the right to access all assessed work if required.
• Having the right to moderate the marks awarded by internal examiners.
• Noting and reporting any breach of assessment regulations.
• Contribute to decisions on progression and ensure that those decisions have been reached by means according with UEL's requirements and standard practice in higher education (Subject Area Progression Board only).
• Participating as required in any reviews of decisions about individual students taken during the period of office.
• Making an annual report on the effectiveness and conduct of the assessments and any lessons to be drawn from them.

Subject Area Award Board (UG) / Award Board (PG)

As an examiner, your role will encompass:

• Attending the relevant Board meetings.
• Confirming student eligibility for awards on the basis of accumulated credit.
• Confirming the award of credit to students on modules passed by compensation.
• Confirming qualifications for students for successful completion of programmes of study.
• Participating in the review of withdrawn students and awarding the highest qualification to which they are entitled.
• Agreeing the award classification, where relevant.
• Ensuring any award specific requirements have been met.
• Noting and reporting any breach of assessment regulations.
• Making an annual report on the conduct of the Board and its processes.

Part 3 – Academic Regulations

This section provides a summary to key elements of the regulations.

Undergraduate programmes consist of standard modules whose value is 30 credits (equivalent to 300 student study hours), or multiples thereof up to a maximum of 60 credits. Modules of 30 or more credits will extend across 24 learning weeks. 15 credit modules will extend over 12 learning weeks. Postgraduate programmes consist of standard modules whose value is 30 credits (equivalent to 300 student study hours), extending over one term.

Where you are examiner to a programme operating outside the Academic Framework, the School will advise you of the applicable regulations.

3.1 Undergraduate

A programme leading to an Honours degree consists of 360 credits including:

120 credits at Level Fouror Higher
120 credits at Level Fiveor Higher
120 credits at Level Sixor Higher

Up to half the credits for an award may be achieved through accredited experiential learning, and up to two thirds of the credits for an award may be achieved through accredited certificated learning. In the case of an Honours Degree a minimum of 120 UEL credits should be achieved at Level Fiveor Level Sixincluding a minimum of 90UEL credits achieved at Level Sixin order to ensure honours classification.

In order to pass a module, a student must both achieve an aggregate mark of 40% and meet the component threshold marks (normally 30%). Where a student does not achieve an aggregate of 40%, or does not achieve the component threshold marks, the student is reassessed in the module at the next reassessment point, in all and only those components achieving a mark of less than 40%. Component marks of 40% or over are carried forward to reassessment.

In order to pass a module on reassessment a student must both achieve an aggregate mark of 40% and achieve the component threshold marks. If the module is passed, the module mark is capped at 40% for the purposes of calculating the degree classification. The actual mark achieved will be recorded on the student transcript. A student who does not pass a module on reassessment is only entitled to repeat the module where agreed by a Subject Area Progression Board or Subject Area Award Board.

Compensation

A student is awarded a compensated pass in a module and awarded credit provided that:

• The module is a 15 or 30 credit module.

• The student has been awarded 90 UEL credits at the level (or higher) of the compensated module for the compensation of a 30 credit module. In order to compensate a 15 credit module, the student should have been awarded 105 UEL credits at the level (or higher) of the compensated module.
• The student has both attained at least 35% in the module to be compensated and attained the threshold in all components.
• The module is not specified as non-compensatable in the programme specification as an award-specific requirement.
• There is no assessment breach recorded against the module.

If eligible, the student will be awarded a compensated pass for a maximum of 30 credits at each level on a programme and this will occur at the earliest point at which the student is eligible for compensation. Modules which have already been taken into account in deciding a student’s eligibility for compensation cannot subsequently be taken into account for the further compensation of another module.

Honours degree – classification

Where a student is eligible for an Honours degree by passing a valid combination of modules to comprise an award and has gained a minimum of 240 UEL credits at level 5 or level 6 on the current enrolment for the programme, including a minimum of 120 UEL credits at level 6, the award classification is determined by calculating:

and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification:

3.2Postgraduate

In order to pass a module, a student must both achieve an aggregate mark of 50% and also meet the component threshold marks (normally 40%). Where a student does not achieve an aggregate of 50%, or does not achieve component threshold marks, the student is reassessed in the module at the next reassessment point in all and only those components achieving a mark of less than 50%. Component marks of 50% or over are carried forward to reassessment. The reassessment point for all modules is in the summer with the exception of the advanced independent research module studied over the summer period where reassessment will occur at the next scheduled end of term assessment or reassessment point. Subject Area and Award Boards meet at the end of each term and at the end of the resit assessment period.

Where a School has programmes which involve study on the advanced independent research module at level 7during the summer period a joint Award and Subject Area Board (involving those in assessment of the advanced research modules) will meet to award credit for the advanced independent research module (only) and to confer the Masters award.

Compensation

A student is awarded a compensated pass in a module by an Award Board and awarded credit provided that:

• The module is a 30 credit module.
• The student has been awarded 90 UEL credits at the level (or higher) of the compensated module.
• The student has both attained at least 45% in the module to be compensated and attained the threshold in all components.
• The module is not specified as non-compensatable in the programme specification as an award-specific requirement.

If eligible the student will be awarded a compensated pass on one module on a programme and this will occur at the earliest eligibility for compensation.

Classification

Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification:

70% - 100%Distinction

60%- 69% Merit

50% - 59%Pass

0% - 49%Not passed

Part 4 - Induction

Our induction process consists of a set of relevant documentation, briefing from staff in the School to which you have been appointed, and an invitation to our External Examiners induction day, organised twice a year by the Quality Assurance and Enhancement office.

On appointment you should receive the following documentation:

• A contract.
• Terms of reference.
• The External Examiner’sManual.

Once your appointment is confirmed, we will send a copy of the contract to the Dean of School for the School responsible for the modules or programmes that you are examining, in order that they can start the induction process. The School briefing should cover the following areas: the dates of examiners' meetings; the examiner's role in relation to the examining team as a whole; module specifications and teaching methods; the methods of assessment and marking scheme for each module. You should be provided with documentation such as programme handbooks; module specifications and module guides that set out the details of curriculum content, learning outcomes etc; any relevant forms and school procedures and assessment policies; marking criteria. You may request additional information that you think will help you in carrying out your role.