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Navigating Special Circumstances in Academic Assessments: Guidance and Future Directions

This document outlines the current advice and processes regarding special circumstances in academic assessments, as governed by Taught Assessment Regulation 36. It discusses the current issues, including who should consider special circumstances and how to ensure consistent decision-making. The role of the Special Circumstances Committee (SCC) and its recommendations to the Board of Examiners is also explained. The document highlights good practices and future changes that aim to improve transparency, enhance student understanding, and define evidence requirements, all while maintaining student anonymity.

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Navigating Special Circumstances in Academic Assessments: Guidance and Future Directions

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  1. Special Circumstances Dr Neil McCormick MBChB Assessment Officer Neil.McCormick@ed.ac.uk

  2. Special Circumstances • Current advice and process • Current issues • Good practice • Future changes

  3. Current advice • Taught Assessment Regulation 36http://www.ed.ac.uk/schools-departments/academic-services/policies-regulations/regulations/assessment • 2008 Special Circumstances Policyhttp://www.docs.sasg.ed.ac.uk/AcademicServices/Policies/Special_Circumstances.pdf • Procedural guidance for students and staff • Colleges’ policies on mark adjustmenthttp://www.ed.ac.uk/schools-departments/academic-services/policies-regulations/guidance

  4. Process • Students submit notification (form) plus supporting evidence • via Personal Tutor or Programme Director • by a given deadline 2 days after student’s last assessment

  5. Process • Special Circumstances Committee meets • small sub-committee of Board of Examiners • appropriately limits the number of people discussing sensitive student details

  6. Process • SCC makes recommendations to Board • Form of the recommendations will depend on how much the SCC knows about the assessments each student is taking

  7. Current issues • Who should consider special circumstances? • How do we ensure consistency of decisions?

  8. Current issues • How do we determine the impact of a circumstance on an assessment? • How do we handle chronic conditions, disabilities and mental health issues?

  9. Current issues • Can we make the process more transparent and so avoid student appeals? • Student understanding of the process • Increasing trend to “bank” minor issues

  10. Good Practice

  11. Future changes Current University task group • Removal of scope to adjustmarks in light of special circumstances • Student anonymity • Routine feedback to students on the SCC decision

  12. Future changes • No “double-counting” of reasonableadjustments as special circumstances • Define the level of evidence required • independent and professional

  13. Future changes • Encourage the progression option where sufficient evidence already available without further assessment • SCC decision to be binding on the relevant Board(s)

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