External Examiners Induction

1. External Examiners Induction Susan Fitzgerald Acting Academic Registrar Ian Pearson Head of Quality Assurance and Enhancement

2. External Examiners Induction Our Academic Framework • Major changes made for 2014 academic year to UG framework • Some small differences between UG (Levels 4-6) and PG (Level 7) regulations • There are also some transitional arrangements in place for UG students, initially for two years from September 2014 • A few PG and collaborative programmes have a February intake

3. External Examiners Induction • Changes were made to the framework to enable: • More sense of the ‘programme’ • A better institutional sense of progression • Students to have more time to assimilate their learning, and have more opportunities for formative assessment

4. Module Structure • UG modules (levels 3,4,5 and 6) • Most are 30 credits over 1 year (15, 45 and 60 credits allowed) • There are some15 credit modules, which take place over half a year • Full time students should take 120 credits over an academic year • PG modules (level 7 & level 8) • 30 credits over 1 term (60 credits allowed) • Full time students should take 60 credits per term, with a 60 credit dissertation/advanced research module taken over the summer • Each credit is equivalent to a (notional) 10 student study hours

5. Advanced Independent Research Module - Level 7 • Sometimes called the PG dissertation module in library based disciplines • May be 2 x 30 credits • May be supervised over summer period • if agreed as such at programme approval • Marks considered at an October assessment board

6. Modules – Structure (2) • Each 30 credit module comprises up to 4 assessed components (pro rata double modules) • Components have weights (adding up to 100%) • (Component weights are recorded on DELTA) • Components have marks (0-100%) • (Component marks are recorded on DELTA)

7. Transition modules for UG students • Where students have uneven credit profiles, programme teams have developed a number of transitional modules to help students retrieve missing credit at particular levels • Schools have taken a number of different approaches to this – eg running out old modules, DL, rebadging new modules • There are some overarching transitional regulations, which will initially be in place for two years • You might be asked to look at some of these modules as part of your contract

8. Modules - Assessment • Either • Pass/Fail (e.g. placement modules) or • 0% – 100% • Levels 3-6 Pass ≥ 40 (component threshold ≥ 30) • level 7 Pass ≥ 50 (component threshold ≥ 40) • Sequence • Both UG and PG students are summatively assessed during and towards the end of the module; resits are in the summer;

9. Compensation • Non-discretionary and earliest opportunity • Postgraduate • compensate one 30 credit module • any module, provided allowable by PSRB • 90 credits already achieved • ≥45% and component thresholds met • Undergraduate • compensate one 15 or 30 credit module per level • Any module, provided allowable by PSRB • At least 90 credits already achieved at the level or higher • ≥35% and component thresholds met

10. Reassessment and Repeat - UG • Reassessment if not passed (or pass compensated) on assessment • all components <40 reassessed • all components ≥40 marks carried through • reassessment in summer • repeated component mark capped • achieved mark shown on Diploma Supplement as well • If not passed on reassessment, then relevant assessment board will make the decision based on the student profile. Most common decisions will be: • Student progresses but makes up the missing components (missing components are capped) • Student repeats the whole year again, including any passed components and modules – not capped • Student is not allowed to repeat

11. Reassessment and Repeat – PG • Reassessment if not passed (or pass compensated)on assessment • all components <40 reassessed • all components ≥40 marks carried through • reassessment in summer • repeated component mark capped • achieved mark shown on Diploma Supplement as well • If not passed on reassessment • repeat module (‘with attendance’) • capped at 40% • no prior marks carried through • do alternative module (option modules only) • rules for first time study apply • No further assessment or reassessment is allowed on a repeated module after reassessment

12. Reassessment – a note • Coursework/exams • should be a new piece of work • should be of the same standard and address the same learning outcomes • should enable students to demonstrate ability across the range (not just pass/fail) • Projects/dissertations • reassessment – the same title improved • repeat – a new project dissertation

13. Classification • Postgraduate Masters • Pass 50-50%, Merit 60%-69%, Distinction 70%+ • Undergraduate

14. Boards – these may be combined • Subject Area Progression Board (one per Subject Area) • approves standards for all Subject Area modules • awards compensation (and credit) • confirms module marks and progression decisions for students • formally implements Extenuation decisions • note investigation of assessment options • awards credit • awards APL credit • Subject Area Award Boards • awards compensation (and credit) • confers award and classification • formally implements Extenuation decisions • notes exit awards for withdrawn students without a full credit profile

15. PG Boards – transition modules – next couple of years • Some external examiners may attend boards where there is a variety of business happening in addition to PG results, such as: • Decisions being made on UG transition modules (transition arrangements are in place for two years initially, with the scope to extend them for a further year) • Results from modules and programmes run with collaborative partners • These will typically be the Boards in January and early February

16. Role of the External Examiner • Consider the appropriateness of the assessment tasks (exams/coursework) • View and consider samples of student work in order to confirm (or otherwise) standards • Be a member of the Assessment Board • Focus on standards (not individual marks) • Focus on consistency of marking • Focus on fairness of the Board activity, looking at progression decisions • Do not be a third marker, arbitrator, or alter individual marks

17. Role of the Lead External Examiner • Has the Award Board followed fairly and consistently the agreed procedures and regulations of the University of East London?

18. Collaborative partners and assessment boards • UEL has a number of collaborative partners across the UK and overseas • For those with UG programmes, a roll-out plan has been agreed for them to move across onto the new framework over the next few academic years • Until such time as they move across, partners will be running on the old framework (with multiples of 20 and 40 credit modules)

19. Types of Collaborative Partnerships • Franchise • License for whole or part programmes • Same core modules (variation in options) • Modular regs apply • Should be coming across onto the new framework from September 2015 • Validation (and joint awards) • Partner programme • UEL approve, externally examine and quality assure • Some negotiated variation with modular regs possible