Edinburgh Napier University
External Examiner Induction
& Training Session
2013/14
Caroline Turnbull, Assistant Dean, Faculty of Engineering, Computing and
Creative Industries
Katrina Swanton, Academic Quality Advisor, Student & Academic Services
Elise Russell, Academic Quality Assistant, Student & Academic Services
Brief History of the External
Examiner System
• First introduced in the 19th Century at Durham University
who reached an agreement with University of Oxford for it
to supply examiners – to increase the pool of expertise
and to demonstrate comparability of awards
• During the 19th and 20th centuries newly created
Universities in Britain and Ireland similarly adopted an
external examiner system
• External examining (except at Doctoral level) remains
largely confined to the UK and Ireland
Source: A Handbook for External Examining (2012) Higher Education Academy
Brief History of the External
Examiner System
• In 1997 the external examining system was reviewed by the
Dearing Committee which recommended:
• “The remit of the external examiner will need to be consistent
across the UK […] Examiners will need to be fully aware of
the aims, teaching methods and approach of programmes
under examination”
• In the same year, the Quality Assurance Agency for Higher
Education (QAA) was established and in 2000, the QAA Code
of Practice was published incorporating Section 4 which
included sector expectations around external examining.
Source: A Handbook for External Examining (2012) Higher Education Academy
Brief History of the External
Examiner System
• In 2008/09 academic standards were reviewed by the QAA
and by the House of Commons Innovation, Universities,
Science and Skills Committee.
• Both reviews confirmed the importance of the external
examining system in assuring academic standards.
• In 2011, the QAA published Chapter B7 on external
examining within its new Quality Code for Higher Education
Source: A Handbook for External Examining (2012) Higher Education Academy
Brief History of the External
Examiner System
In the UK’s system of higher education, institutions are
responsible for the quality of the education they provide [...and]
for the academic standards of awards they offer. External
examining provides one of the principal means for maintaining
UK threshold academic standards within autonomous higher
education institutions. External examining is therefore an
integral and essential part of institutional quality
assurance.
Source: Chapter B7: External Examining – UK Quality Code, QAA (2011)
Threshold Academic
Standards
Threshold academic standards are the level of achievement
that a student has to reach to gain an academic award. For
equivalent awards, the threshold level of achievement should be
the same across the UK.
External examiners are appointed to provide each institution
with impartial and independent advice, as well as informative
comment on the institution’s standards and on student
achievement in relation to those standards.
Chapter B7: External Examining – UK Quality Code, QAA (2011)
Threshold Academic
Standards
Indicator 2
Awarding institutions expect their external examiners to provide
informative comment and recommendations upon whether or
not:
• An Institution is maintaining the threshold academic standards
set for its awards in accordance with the frameworks for
higher education qualifications (FHEQ) and applicable subject
benchmark statements
Chapter B7: External Examining – UK Quality Code, QAA (2011)
Threshold Academic
Standards
Indicator 2
Awarding institutions expect their external examiners to provide
informative comment and recommendations upon whether or
not:
• The assessment process measures student achievement
rigorously and fairly against the intended outcomes of the
programme(s) and is conducted in line with the institution’s
policies and regulations
Chapter B7: External Examining – UK Quality Code, QAA (2011)
Threshold Academic
Standards
Indicator 2
Awarding institutions expect their external examiners to provide
informative comment and recommendations upon whether or
not:
• The academic standards and achievements of students are
comparable with those in other UK higher education
institutions of which the external examiners have experience
Chapter B7: External Examining – UK Quality Code, QAA (2011)
Quality Enhancement
Indicator 3
Awarding institutions expect their external examiners to provide
informative comment and recommendations on:
• Good practice and innovation relating to learning, teaching
and assessment observed by external examiners
• Opportunities to enhance the quality of the student learning
experience
Chapter B7: External Examining – UK Quality Code, QAA (2011)
Annual Report
Indicator 13
External examiners’ annual reports provide clear and
informative feedback to the Institution on those areas defined
for the role in Indicators 2 and 3.
Chapter B7: External Examining – UK Quality Code, QAA (2011)
So, how do we do things at
Edinburgh Napier University?
Our Assessment Handbook
http://staff.napier.ac.uk/services/academicdevelopment/LTA/Lists/
Resources/Attachments/40/AssessmentHandbook_Oct2012.pdf
Programme Design Guidelines
http://staff.napier.ac.uk/services/academicdevelopment/LTA/Lists/
Resources/Attachments/41/20-Credit%20Handbook.pdf
Our Academic Regulations
http://staff.napier.ac.uk/services/sas/Regulations
University Academic
Regulations
All members of examination boards are
expected to be familiar with the contents of
Sections A-C of the University Regulations.
You are not expected to know all of the
Regulations off the top of your head!
University Academic
Regulations
A copy of the Regulations should always be
made available during meetings of Board,
along with any approved exemptions that
apply to programmes under consideration
University Academic
Regulations
Regulations A3, B2 and C2 include
definitions of the terms commonly used
within our Boards at Edinburgh Napier
University Academic
Regulations
There are some key Regulations that you
should be particularly aware of…
University Academic
Regulations
To pass a module at the first attempt, students must achieve
a minimum mark of 40% (SCQF 7-10) or P1 (SCQF 11)
If two components of assessment are used, a student must
achieve at least 40%/P1 on the weighted marks achieved for
each component, with no individual mark for a component
falling below 30%/F1. There is no minimum mark
requirement for individual elements making up a component.
(Reg B5.3/C5.2)
NB. Modules within the pre-registration Nursing & Midwifery
programmes must be passed with at least 40% in ALL
components (Reg B8.5.6)
University Academic
Regulations
Our undergraduate provision is
assessed using a percentage
mark system (0-100%)
Our postgraduate provision is
assessed on the basis of a 16point grading scale
incorporating three standards:
Distinction, Pass and Fail.
Overall Grade
Distinction
Scale Grade
D5
D4
D3
D2
D1
Pass
P5
P4
P3
P2
P1
Fail
F1
F2
F3
F4
F5
F6
University Academic
Regulations
To pass a module at the first attempt, students must achieve
a minimum mark of 40% (SCQF 7-10) or P1 (SCQF 11)
If two components of assessment are used, a student must
achieve at least 40%/P1 on the weighted marks achieved for
each component, with no individual mark for a component
falling below 30%/F1. There is no minimum mark
requirement for individual elements making up a component.
(Reg B5.3/C5.2)
NB. Modules within the pre-registration Nursing & Midwifery
programmes must be passed with at least 40% in ALL
components (Reg B8.5.6)
University Academic
Regulations
Students are entitled to one reassessment
opportunity per module. The overall mark
for a reassessed module is capped at
40%/P1
In exceptional cases a Programme Board
has the discretion to permit one further
attempt (Regs B5.5-5.10 – C5.5-C5.12)
University Academic
Regulations
A compulsory opportunity for reassessment
is provided in the July following delivery of
the module
University Academic
Regulations
Exceptionally students may be permitted to
progress to the next stage of study carrying
a failure in no more than 20 credits
(Reg B6.2)
University Academic
Regulations
Practical Session 1:
In pairs or small groups, take a look at
scenarios 1 and 2 in your packs.
University Academic
Regulations
Programme Boards may award a compensatory pass where
the student has:
i)
ii)
iii)
achieved a minimum of 35%*/F1 in a module
submitted in each component of assessment in that
module and
passed all other modules in that stage of study
*In exceptional circumstances which MUST be noted in the
minutes, the Board has the discretion to award a
discretionary pass to a student who achieves a minimum of
30% in the module (Reg B6.3/C6.3)
University Academic
Regulations
Programme Boards must not permit a
student to progress to the next stage of
study carrying a fail in any programme
specific compulsory or option module from
a preceding stage of study.
(Reg B6.4)
University Academic
Regulations
A student not permitted to progress to the
next stage of study may be permitted to
continue their studies at the same level
either in the same programme on an
alternative programme of study provided
that the students meets the admission
requirements
(Reg B6.5)
University Academic
Regulations
Regulations B3 and C3 define the criteria
which must be satisfied to receive an award
of the University
University Academic
Regulations
For example Regulation B3.9 states:
A bachelor’s degree will be awarded to a student who has
satisfied all programme specific requirements and gained a
minimum of 360 credits of which:
a)
b)
a minimum of 60 credits are at SCQF level 9 or above
and;
a minimum of 100 credits are at SCQF level 8 or above
University Academic
Regulations
The Regulations determine the criteria for the
classification of a bachelors degree with honours:
70% or above – First Class
60-69.5% - Second Class, Upper division (2:1)
50-59.5% - Second Class, Lower division (2:2)
40-49.5% - Third Class
(Regulations B3.17-B.3.18)
University Academic
Regulations
The Regulations also detail how students on the cusp (i.e.
close to achieving the grades for a higher classification)
should be considered by the Board:
First Class - 68-69.4%
Second Class, Upper division - 58-59.4%
Second Class, Lower division - 48-49.4%
Third Class – 38-39.4%
The Board may use its judgment and discretion based on the
student’s overall performance across the best 100 credits at
SCQF Level 10.
(Regulations B3.17- B3.19)
University Academic
Regulations
Practical Session 2:
Please try out scenarios 3-5 in your
pairs/groups.
Two Tier Board System
At Edinburgh Napier University, we operate a two tier
system for Boards of Examiners:
1) Module Boards
2) Programme Boards
Some external examiners will only be responsible for
maintaining oversight of module provision.
Some external examiners will maintain oversight of both
modules and programmes.
Two Tier Board System
Module and Programme Boards are held at
the end of each of our three trimesters and
are about a week apart.
Faculties use the Student & Academic
Services Key Dates Calendar to identify
appropriate timing of Boards and we ask
Faculties to inform external examiners of
Board dates as soon as possible.
Two Tier Board System
In general:
• the Tri 2 board (May/June) consider marks
and progression of Occurrence A students
• The Resit board (August) is to consider resit
results (for Occurrence A and B students)
• The Tri 3 board considers placement activity
and results for students studying in Trimester
3
• The Tri 1 (January) board considers marks
and progression of Occurrence B students
Module Boards
Who attends?
Module leaders
a Convenor*
a Clerk
External Examiner(s)
*The Convenor will normally be the Head of School (or nominated senior member of
staff) who has undertaken the mandatory training course. Membership should be
approved annually by FASEC
A member of staff may not serve as Convenor when it is considering a module in
whose assessment he or she has been involved.
Module Board Responsibilities
Taken from Regulation A10.1.8
To agree the performance for each student
on each module being considered
Module Board Responsibilities
Taken from Regulation A10.1.8
To satisfy itself that all results being
presented are correct
(it should receive confirmation that pre-board
processes have been successfully completed)
Module Board Responsibilities
Taken from Regulation A10.1.8
To submit verified and confirmed results
for modules together with
recommendations for pass or fail to
Programme Board of Examiners
Module Board Responsibilities
Taken from Regulation A10.1.8
To approve (where necessary)
reassessment tasks or elements to be
used, or exceptionally recommending that
the entire module be repeated
Module Board Responsibilities
Taken from Regulation A10.1.8
If necessary, to scale the results of any
component of assessment of a module
Please note, The Code of Practice on the
Scaling of Marks can be found in Appendix
F of the University Assessment Handbook
Module Board Responsibilities
Taken from Regulation A10.1.8
To reflect on and evaluate the effectiveness
of the learning, teaching and assessment
approaches within the module
Module Board Responsibilities
Taken from Regulation A10.1.8
Please note: Module Boards do NOT
consider the overall performance of
individual students or extenuating
circumstances
University Academic
Regulations
Practical Session 3:
Module Board Scenario
Extenuating Circumstances
Regulation A10.3
Faculty Extenuating Circumstances Boards
are convened at least twice a trimester,
usually between module and programme
boards to consider whether claims
submitted by students are valid.
Extenuating Circumstances
Regulation A10.3
Where a student’s claim is deemed to be valid, this
should be recorded within the student record
system
Occasionally, due to time-constraints it might not
be possible for the student record to be amended
prior to the Board - The Clerk and/or Convenor
must ensure that the Board is informed where valid
extenuating circumstances apply
Programme Board Responsibilities
Taken from Regulation A10.2.8
Who attends?
Programme leaders
a Convenor*
a Clerk
External Examiner(s)
Adequate representation of additional colleagues associated
with the programme(s)
*The Convenor will normally be the Head of School (or nominated senior
member of staff) who has undertaken the mandatory training course.
Membership should be approved annually by FASEC
A member of staff may not serve as Convenor when it is considering a
programme in whose assessment he or she has been involved.
Programme Board Responsibilities
Taken from Regulation A10.2.8
To consider the profile of each student
studying on the programme taking account
of the confirmed results and
recommendations made by Module Board of
Examiners
Programme Board Responsibilities
Taken from Regulation A10.2.8
Where a student is unable to take an
assessment, or fails due to approved
extenuating circumstances, permitting the
student to take the affected assessment at
the next opportunity as a first attempt
Programme Board Responsibilities
Taken from Regulation A10.2.8
To decide if a student will:
progress to the next stage of study or
transfer to the next stage of study in
another programme
Programme Board Responsibilities
Taken from Regulation A10.2.8
To decide if a student will:
continue at the same stage of study on
their current programme, or transfer to the
same stage of study in another programme
Programme Board Responsibilities
Taken from Regulation A10.2.8
To decide if a student will:
leave the programme at an exit point with a
relevant award
Programme Board Responsibilities
Taken from Regulation A10.2.8
To decide on the award and any
classification
(taking into account any approved
extenuating circumstances, Regulation A4
and appropriate award & classification
Regulations in Sections B & C of the
University Regulations)
Programme Board Responsibilities
Taken from Regulation A10.2.8
To consider whether poor performance in a
module can be compensated
Programme Board Responsibilities
Taken from Regulation A10.2.8
Be aware that a decision of the Programme
Board can be deferred until further
sufficient information is available.
Programme Board Responsibilities
Taken from Regulation A10.2.8
To reflect on and evaluate the effectiveness
of the overall teaching, learning and
assessment approaches adopted by the
programmes associated with the students
being considered
University Academic
Regulations
Practical Session 4
Final Programme Board Scenario
The Role of The External Examiner
The role and responsibilities of external
examiners is defined in Regulation A9
External examiners advise the Board of
Examiners, but decisions on student
performance and awards are those of are
those of the Board as a whole, ie. the
external examiner does not get a casting
vote.
The Role of The External Examiner
Regulation A9.4
As a minimum, external examiners are asked to
review a square root sample of completed
assessment assignments and comment on:
•
Whether the academic standard of each module
or programme study being considered is set and
maintained at the appropriate level
The Role of The External Examiner
Regulation A9.4
As a minimum, external examiners are asked to
review a square root sample of completed
assessment assignments and comment on:
•
Whether the standards of student performance
are properly judged against the level set
The Role of The External Examiner
Regulation A9.4
As a minimum, external examiners are asked to
review a square root sample of completed
assessment assignments and comment on:
•
Whether the assessment process is appropriate,
rigorous, equitable and conducted in accordance
with University guidance
The Role of The External Examiner
Regulation A9.4
As a minimum, external examiners are asked to
review a square root sample of completed
assessment assignments and comment on:
•
The comparability of the standard and level of
student achievement with those in other higher
education institutions
External Examiner’s Annual Report
External examiners are asked to report annually to
the University on issues relating to the ‘Academic
Good Health’ of our provision (set out in Regulation
A9.4) and good practice identified.
On receipt of the annual report, it is distributed to
appropriate staff to identify any issues raised that
require investigation and consideration.
A response should be sent to the external
examiner.
External Examiner’s Annual Report
External Examiner Payment &
Expenses
Contact Us
Academic Quality has a dedicated email account for
all external examiner enquiries:
externalexaminers@napier.ac.uk
Our website url:
http://staff.napier.ac.uk/services/sas/academic_quality/External_Examiners/