8
Assessment of Students
Assessment of Students
Updated January 2012
8
Assessment of Students
Introduction
The precise operation of the principles laid down in Chapter 8, Assessment of Students, of the Quality
Handbook, may vary in collaborative provision according to the nature of the relationship and
operational arrangements agreed at the approval stage for the partnership and course delivery.
8.1
Conduct of examinations
8.1.1
8.1.2
8.1.3
8.1.4
8.1.5
8.1.6
8.1.7
8.2
Invigilators and their duties
In the examination room: before the examination
In the examination room: during the examination
In the examination room: after the examination
Faculty-based and off-site examinations
Computer based examinations
Assessment of students with disabilities
Students and Assessment
8.2.1
8.2.2
8.2.3
8.2.4
8.2.5
8.2.6
8.2.7
8.2.8
8.2.9
8.2.10
8.2.11
8.2.12
Assessment at the University of Bedfordshire
Students and Assessment
Anonymity of assessment
Feedback to students and access to material after assessment
Assessment of courses and units
Submission of assignments
The grading process
Outcomes of assessment
Preparation of assignments and examinations
General provisions governing assessment for awards of the University
Extenuating circumstances
Provision of certificates
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8.1
Conduct of examinations
8.1.1 Invigilators and their duties
1
For each invigilated examination there shall be designated, by the Examinations Officer, a
senior invigilator responsible for the conduct of the examination from the time that examination
papers are collected from the Examinations Office to the time that the completed scripts are
returned. The senior invigilator will work together with such other invigilators as may be
necessary. These invigilators and senior invigilator will be composed of members of academic
staff and representatives from the professional invigilation pool. Some academic colleagues will
be associated with the course being examined, and they will be required to confirm to the
relevant Faculty, three weeks prior to the date of the examination, that they are aware of its
date, time and place.
2
Instructions for invigilators produced by the Examinations Office will be issued on arrival by the
Examinations Office. All invigilators must be present in the examination room at least thirty
minutes before an examination is due to begin, and must sign in with the Examinations Office
on arrival and again on departure. The senior invigilator should collect the examination papers
from the Examinations Office and must check that the room has been appropriately set out, and
that all necessary equipment and materials are available to the candidates, as well as
familiarising him/herself with any specific instructions which may apply.
3
For each examination, the appropriate Dean or nominee and the Examinations Office will be
responsible for allocating staff to act as invigilators. The number of such invigilators required will
be notified to the Dean by the Examinations Officer. These invigilators must not include the
internal examiner for the unit or units being examined; the internal examiner must be present in
the main examination room at least thirty minutes before the examination is due to start, and
should remain in the room for thirty minutes after the start of the examination (and make
arrangements to be consulted with regard to any other venues within 30 minutes of the start of
the examination). He or she must notify the responsible officer within the faculty where he or
she can be contacted for the duration of the examination.
4
The internal examiner is responsible for ensuring that any special equipment or materials,
specified in the examination paper as provided by the University, have been delivered to the
examination room.
5
The senior invigilator must ensure that the arrangements within the examination room are
satisfactory: in particular that the examination tables are laid out to the specification from time to
time determined by the University, and that students are able to gain access only to those
materials specifically permitted by the rubric of the examination. If desks to be used by students
have been labelled with their numbers, no student may, except with the specific permission of
the senior invigilator, use any desk other than that allocated.
6
The invigilators, under the supervision of the senior invigilator, are responsible for:
7

recording the presence of candidates in the examination room;

distributing the examination papers to candidates;

ensuring that any materials required for the examination are available to all candidates;

receiving, and recording the receipt of, surrendered scripts; and

collecting unused examination books.
If the senior invigilator becomes aware of an apparent irregularity during the examination, he or
she shall take such action as may be considered necessary and is consistent with the
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instructions issued to senior invigilators and shall inform the Examinations Officer in the senior
invigilator's report.
8
The senior invigilator is responsible for all decisions made in the examinations room and all
other invigilators; staff members and students should refer to the nominated individual for
guidance and clarification on all matters.
9
At the end of the examination, the senior invigilator must ensure that all scripts and signature
sheets are returned to the Examinations Officer, who is then responsible for passing them on to
the appropriate responsible officer. A senior invigilator's report must be completed for every
examination, and delivered to the Examinations Office along with the examination scripts.
8.1.2 In the examination room: before the examination
1
In addition to the senior invigilator, there shall normally be at least one invigilator for every 30 to
50 candidates occupying the examination room. A minimum of two invigilators will normally be
appointed for each room, and normally there will be at least one invigilator of each sex. A
minimum of two invigilators will also normally be required in special needs examinations
including cases where there is one candidate to a room. One invigilator must be of the same
sex as the candidate.
2
Candidates must bring evidence of identity to the examination and be produced on request
(normally a photo ID). Failure to do so may invalidate the examination process. Candidates
shall normally have separate desks, each being allowed a minimum of two square metres of
floor space, arranged such that there is normally a minimum of 90 cms laterally between desks
in accordance with health and safety regulations. Desks must not be arranged in close proximity
to exits or fire doors. The senior invigilator shall ensure that the room contains no displayed
material which may assist candidates in any way.
3
A clock will normally be provided in the examination room, displayed in such a way that all
candidates can see it. Where several clocks are provided, the senior invigilator must ensure
that all are in working order and are synchronised.
4
Normally, where more than one examination is being taken in the same examination room, all
such examinations should have the same start and finish times. However, if it proves necessary
to hold examinations which finish at different times in one room, the arrangement of candidates
in the room shall be such as to minimise the disturbance caused by those who leave ahead of
others.
5
Examination stationery and other materials shall be placed on desks before candidates are
admitted to the room. Candidates should normally be admitted ten to fifteen minutes before the
scheduled start of the examination, and only candidates and authorised persons may be
present in the examination room after that time.
6
Candidates may bring coats and certain other personal items into the examination room at the
discretion of the senior invigilator, which must be left in the area specified by the senior
invigilator. Candidates must not be permitted access to any such items during the examination,
except in circumstances where the senior invigilator is convinced of a genuine and unforeseen
need, and then only with the close supervision of an invigilator. Belongings are left at the
owner’s risk.
7
Just prior to commencement of the session the senior invigilator shall make announcements,
including informing the students of the duration of the examination and its finishing time, of any
special arrangements which apply, and not to leave in possession of any examination notes or
equivalent material that may give rise to concerns. Silence should be observed once candidates
have entered the examination room.
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8
Candidates must not be allowed to start an examination until the senior invigilator is satisfied
that candidates have the correct question papers and all other materials. On no account must
an examination start before the scheduled time. In cases where an examination starts after the
scheduled time, the full time allowance must be provided.
9
Students attending but not on the list should be sent to the examinations office to receive a note
of authorisation to take the examination. If this is not feasible, the student should be allowed to
take the examination but sign the declaration form provided by the examinations office.
8.1.3 In the examination room: during the examination
1
After the senior invigilator has announced that candidates may start, they should not be spoken
to or disturbed unless it is essential to do so. Invigilators must ensure that their conduct is such
that disturbance to candidates is minimised at all times. No person other than an invigilator may
speak to a candidate, except that a member of teaching staff may speak to candidates,
individually or collectively, for the purpose of clarifying the requirements of the examination or
correcting any errors, but only with the permission of the senior invigilator.
2
No person may be allowed to remove a question paper from the examination room during the
first hour of the examination, except for an invigilator who has to answer a query.
3
All candidates must be continuously supervised throughout the examination. The task of
invigilation cannot be combined with any other activities, such as reading. Invigilators should
remain continuously alert and vigilant, and must not remain confined to one part of the
examination room. They must not cause disturbance to candidates by any distracting
behaviour. They may not leave the room without permission of the senior invigilator and only if
the minimum level of invigilation can be assured. Invigilators must be able to detect any unfair
means of assistance being used by a candidate and to respond immediately to any requests
from candidates (by means of a raised hand) for assistance. Extra paper, or other permitted
materials, should be made available immediately to any candidate who may ask for it.
4
Invigilators must ensure that candidates only have materials on or near their desks which they
are allowed to use. No food or drink may be taken into the examination room, by candidates,
invigilators or others, with the exception of sweets (including medication and cough sweets) and
water. Candidates must not take into the examination room any unauthorised materials or
equipment (e g cases, bags or pencil cases; all permitted writing materials should preferably be
carried in transparent plastic bags). No electronic devices (eg mobile phones, PDAs, pagers or
other form of electronic, radio or wireless application protocol (WAP) communication devices)
are permitted in any circumstances. Allowed calculators may be used, unless specifically
excluded; notes, textbooks and other written material may not be used unless explicitly
permitted. Candidates are not allowed to confer, unless the examination rubric specifically
permits them to do so. Neither candidates nor invigilators must indulge in any activity which
might disturb candidates during examinations. Any person found infringing these regulations
may be asked to leave or be expelled from the examination.
5
Permitted calculators normally will exclude those which require mains electricity supply, those
which are noisy in operation, and those which have alphabetic keys and permit storage of
quantities of text.
6
Attendance lists should normally be checked after the first half hour and before the end of the
first hour of the examination. The senior invigilator, or chosen deputy, should normally walk
along the right hand side of each column, noting numbers or names from the cards displayed
and follow University procedures for confirming the identity of candidates.
7
Any candidate who arrives up to 15 minutes late may normally be admitted unless the
regulations for the examination specifically prohibit it. Details of the candidate’s name, number,
subject, time of arrival and reason for lateness should be entered on the invigilator's report
forms provided. No extra time will be given to candidates who arrive late. Unless there are
Assessment of Students
Updated January 2012
known extenuating circumstances, no candidate who arrives more than 15 minutes late should
be admitted.
8
Apart from medical or other emergencies, no candidate shall be allowed to leave the
examination room during the first hour. In certain circumstances in the case of examinations of
one hour’s duration, for example computer based examinations, this will effectively mean before
the end of the examination. After this time, candidates may leave at the senior invigilator’s
discretion. Any candidate who wishes to leave in order to visit the lavatory should be
accompanied by an invigilator of the same sex, and the facilities used must have been
examined to ensure as far as possible that no books, notes, materials or other means of
communication have been secreted in them.
9
Where examinations of different duration are held in the same room, students should be given
an extra five minutes on the time of their examination for each disruption caused by earlier
groups of students leaving the exam room. This should be announced to students in advance
of the examination.
10
If a student is suspected of cheating in an examination by using notes or any other additional
material, devices or sources of information (eg electronic devices), the invigilator must remove
the item, sign the candidate’s script at the point the candidate has then reached and note the
time alongside the signature. The candidate should then be allowed to continue the
examination. All the circumstances (time, examination, candidate’s name and number etc) must
be noted on the senior invigilator’s report form, and the confiscated notes should be attached to
this report.
11
Where students are suspected of communicating with each other in the examination room, they
should be warned. If such communication recurs, one of the offending students must be moved
and a note of the time made, along with the senior invigilator’s signature, on both scripts at the
point then reached. The details must be noted on the report form.
12
If there is indiscipline or cheating of any kind which disturbs other candidates, the offender
should be removed, help having been summoned if necessary. Such action should be taken
only as a last resort, and all the circumstances should be noted on the senior invigilator’s report
form.
13
If any fault occurs with an examination clock, care must be taken to ensure that students are not
misled about the time. The clock should be removed from display, and other clocks used or
announcements made at least every half an hour.
14
If the fire alarm sounds, candidates should be instructed to stop writing and await further
instructions. The senior invigilator should note the time and go to the door of the examination
room to await instructions from an approved officer of the University. If in any doubt, the senior
invigilator should order immediate evacuation, instructing candidates to leave all materials in the
examination room. When the alarm ceases to sound, the examination should be resumed as
soon as the candidates have reconvened, and the lost time should be added at the end. The
nature and timing of the interruption must be noted in the senior invigilator’s report.
15
Candidates should be warned when there are fifteen minutes left and that no candidate may
leave the examination during the last fifteen minutes.
16
At the end of the examination, candidates should be clearly instructed to stop writing and
invigilators must ensure that they do so. Students would only be permitted at this stage to check
that their names or numbers have been entered correctly. Candidates must also be instructed
to check that their scripts are securely fastened together.
8.1.4 In the examination room: after the examination
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Updated January 2012
1
No candidate may be allowed to leave the examination room until all scripts have been
collected.
2
Candidates may remove the question papers, except in the case of 'multiple choice' papers or
others where removal is specifically prohibited. No other materials may be removed from the
examination room: candidates may not take out any rough working, unused examination
stationery or other material. Any candidate suspected of attempting to remove material without
authority must be stopped and asked to provide such material for inspection. If it appears that
the candidate was attempting unauthorised removal the senior invigilator must take possession
of the material and note the circumstances in the report, attaching the material to the report.
3
Scripts should be checked against the attendance register and returned with the senior
invigilator’s report to the Examinations Office, along with the register of attendance, the
examination envelope and any spare question papers.
4
After candidates have left the examination room, all unused materials must be removed from
the tables.
8.1.5 Faculty-based and off-site examinations
1
Any examinations arranged outside of the centrally coordinated and invigilated examinations
are expected to abide by the same principles as detailed in the above sections. For facultybased examinations, the Faculty Manager shall take the role of the examinations officer.
8.1.6 Computer based examinations
1
For computer-based examinations, normal regulations relating to invigilated examinations will
apply so far as is practicable. In CBE examinations, responsibility lies with the senior invigilator
to ensure that normal and special procedures and precautions are followed. He/she may wish to
use the assistance of learning resources staff where appropriate (such as delivery of
instructions to candidates). The senior invigilator must ensure that additional precautions are
taken to ensure that irregularities do not occur (particularly the possibility of cheating by the
overlooking of adjacent monitors/screens). Where irregularities are observed, procedures
should follow as given above, including arrangements for any special circumstances arising to
be dealt with.
8.1.7 Examinations arranged at multiple venues
1
Examinations which have to take place across more than one venue at the same time due to
the number of students are subject to the regulations noted above; start times should be the
same across all provision. Difficulties arising due to the necessity to clarify the requirements of
the examination paper or correct any errors must be managed between the senior invigilators
for each venue and noted to the examinations office.
2
The unit coordinator responsible for the examination must attend for thirty minutes before and
thirty minutes after the start of the examination at the main venue (greatest number of
students).
8.1.8 Examinations with split sittings
1
It is necessary to deliver examinations in split sittings when the numbers of students are greater
than the resource available, for example: requirements for computer based examinations.
Candidates will be required to attend their examination at consecutive times. The examinations
officer will notify the candidates through the BREO site and examination notice boards by the
use of attendance registers as to the time, date and venue for the examination.
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2
Candidates are required to sit their examination at the time, date and venue specified, they are
not permitted to attend earlier or subsequent sessions of the examination.
3
The examinations office will make sure candidates waiting to enter the second sitting are kept
separate from any candidates from the first examination. The senior invigilator will ensure that
all candidates from the first sitting have exited the examination room prior to the entrance of the
second group of candidates.
8.1.9 Assessment of students with disabilities
1
General provisions for managing the examination of students with disabilities are set out in the
Students with Disabilities section of this Quality Handbook.
Specific allowances for students with disabilities
2
The Student Disabilities Officer in confirming the mode of assessment will take due account of
the form of disability (which will be identified on scripts by a covering letter, issued by the
Disabilities Team and which must be inscribed with the student ID number). The extra time
allows the student (eg a dyslexic student) to attempt the same content/number of questions.
The letter allows the examiner to compensate for presentational weaknesses, which no amount
of extra time could put right.
The use of an amanuensis
3
An amanuensis may be appointed by the University to transcribe the answers to examination
questions of any candidate who is unable to write answers. The amanuensis will not be closely
known to the candidate, and will normally be a member of the University’s administrative or
academic staff, and a native English speaker. While it may be beneficial for the amanuensis to
have some knowledge of the subject of the examination, they do not need to be an expert
However, they must be familiar with any special skills which may be required in answering the
examination paper, for example the conventions in drawing flow-charts and plotting and
labelling graphs. [Note: this may apply in special circumstances to those with short term as well
as long term disabilities, e.g. broken limb/arm in plaster. In such cases, according to the
student's best interests an amanuensis may be used or the student may have 'mitigated referral'
at a later date. Arrangements must be agreed in writing.]
4
The amanuensis will normally be required to act as the invigilator for the candidate, although in
exceptional circumstances it is possible that an invigilator will be appointed additionally. The
amanuensis will, if acting as invigilator, have the normal responsibilities of invigilators.
5
The amanuensis will be required to transcribe the answers to the examination questions exactly
as dictated by the candidate. No help may be given to the candidate, and the amanuensis must
not modify the candidate’s wording in any way, nor point out any lack of clarity in the answer as
dictated. The amanuensis must not help by providing any interpretation of a question, but
should note any ambiguity or inconsistency reported by the student, and include it in the
invigilator’s report.
6
In some cases, the student may be unable to read the examination paper. In such cases, but
only if instructed to do so beforehand by the Examinations Officer, the amanuensis should
explain the instructions on the examination paper and read the questions as many times as the
candidate wishes.
7
Before the examination begins, the amanuensis should make himself or herself known to the
candidate, and they may engage in conversation concerning the amanuensis’s duties and their
way of working together. During the examination, the amanuensis should answer any questions
the candidate may ask concerning the examination questions, the instructions contained in the
examination rubric, and the amount of time passed or still available. The amanuensis may also,
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if he or she thinks fit, ask after the candidate’s welfare, and may (if the special conditions
permit) suggest the candidate takes a short break. No other conversation may take place
between candidate and amanuensis during the examination.
8
The amanuensis must be familiar, before the start of the examination, with the decisions which
have been made concerning the conditions of assessment of the candidate, and carry these
out. If breaks are permitted, the amanuensis must be aware of the limits which have been set
on them. If the candidate appears to be in distress or otherwise in need of relief, the
amanuensis should put the candidate’s welfare first, and permit the candidate additional breaks
if it is considered necessary for the candidate’s health and well-being to do so. Any such
departures from the agreed conditions of assessment must, of course, be reported on the
invigilator report form. At an extreme, the examination may be abandoned if the candidate’s
condition makes continuation unacceptable. It will be for the board of examiners to determine
how to proceed with the candidate’s assessment if the time for the examination is reduced.
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Updated January 2012
8.2 The assessment of students
8.2.1 Assessment at the University of Bedfordshire
1 Assessment strategies

When assessing learning, we are primarily concerned with supporting and assessing
the achievement of the course learning outcomes and progress towards those
outcomes. Unit outcomes should be clearly contributing to the achievement of those
at the course level.

Assessment strategies should be coherent and developmental across a course,
supporting learner development and enabling students to achieve their potential.

Assessment strategies should strike a balance between high stakes summative
assessment and low-stakes formative assessment.

Students should experience a wide range of increasingly complex assessment
activities designed to support the development of their wider attributes and skills.
Standards

Assessment practices and processes must be robust and conform to internal and
national expectations, ensuring confidence in the reliability, validity and authenticity of
grading.

Assessment criteria should be clearly specified and aligned to the level of the unit,
and used as the basis for marking and grading.
Assessment tasks
 Assessment tasks should relate to the intended learning outcomes of the unit and
support the overarching assessment strategy.
 Assessment practices should be inclusive and equitable; the methods, tasks and
processes not advantaging or disadvantaging any group or individual.
 Assessment task design should minimise opportunities for plagiarism and support
academic integrity.
Engaging students
 Students should be supported in developing an understanding of expectations
through detailed assessment briefs and active engagement with the assessment
process and criteria.
 Assessment should enable student self-regulation and reflection, giving students the
confidence and skills to use the variety of feedback available to them to monitor and
regulate their performance.
 Realistic and balanced assessment workloads should spread the assessment loading
and ensure adequate time for the associated learning.
 Timely and meaningful feedback should support the learning process
Reviewing and evaluating
 Assessment is a collegiate activity which necessitates course teams discussing and
agreeing assessment expectations and sharing experiences.
 Assessment practices should be continuously reviewed and refined to ensure they
are effectively supporting students and their learning, and meeting stakeholder
requirements.
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Summative assessment
2
The purpose of summative assessment is to enable students to demonstrate that they have
fulfilled the objectives and learning outcomes of their course to the standard required for the
award they seek.
3
Educational aims and learning objectives are specified on the Course Information Form (CIF)
and Unit Information Form (UIF) at the time of approval of courses and units or through
subsequent amendment through processes agreed by the Teaching Quality and Standards
Committee.
4
Standards are defined in relation to the Framework for Higher Education Qualifications and the
University’s level descriptors, which are those of the South Eastern England Consortium for
Credit Accumulation and Transfer (SEEC).
Formative assessment
5
The purpose of formative assessment is to enable students to monitor and improve their
performance. All courses are required to have effective mechanisms in place to ensure that
students receive feedback that enables them to continuously improve.
6
All in-unit summative assessments must provide post-marking formative feedback unless
otherwise agreed as part of the approval of the unit concerned. Students may have other
opportunities to receive formative feedback. Where this is an additional part of the curriculum
course teams and Unit Co-ordinators are free to amend such processes without further
University approval provided that all students within the cohort are treated equitably. Where
students are required to engage in the formative assessment process but no grade is provided,
the assessment should feature as a zero-weighted element of the summative assessment and
will be subject to the same procedures for amendment as any summative assessment.
7.
The provision of formative feedback prior to marking will only be as and where specified in a
UIF.
8.2.2 Students and Assessment
Information to students
1
The Course or Unit Handbook, available on BREO, must inform students about the form and
likely timing of the examinations and assignments, and how to access the specific regulations
which apply to their course including the regulations for progression for eligibility for awards and
for appeals. The Registrar, or his or her nominee, will provide definitive schedules of
examinations which will be published well in advance of the examination period.
Assessment Briefs
2
For each assessment, students should be provided with clear details of the nature of the task
and the associated assessment criteria and other relevant information. The nature of
assessment tasks varies considerably and the brief will need to reflect this.
3
Typically, an assignment brief will include the following elements:
 Title of the assignment;
 The task clearly articulated;
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 Contribution of the assignment to the unit overall grade (as a % weighting, or, where multiple
assessments contribute to a final grade point, the nature of the contribution from this
assessment);
 The relationship of the task to the unit through details of the learning outcomes being
assessed;
 Information on how the task can be completed successfully through guidance and/or the
provision of the associated assessment criteria, and any additional appropriate guidance;
 Details/entitlements of any support available during the period up to submission, including
any opportunities for the developmental review of progress;
 Any word-limit/time-limit specifications;
 Any expectations about the presentation of work (for example whether it should be word
processed);
 Opportunities for reflection on the task including self-assessment opportunities;
 The procedures for submitting the work, making the presentation, etc;
 The deadline for submission;
 The projected date for the return of assessed work where appropriate (the results of incourse assessments should normally be made known to students within 15 working days of
submission);
 Details of how feedback will be provided (individually, through Turnitin and, where
appropriate, through group feedback, lectures, on BREO etc.)
4
For examinations, the nature, structure and duration together with details of any specialist
equipment, pre-notified case studies or notes that may be taken into the examination room
should be provided to students.
Responsibilities of students
5
It is the responsibility of students to ensure that they comply with the regulations and with the
requirements as specified in the assessment brief.
6
It is the responsibility of students to make themselves available for examination during the
published examination weeks and to attend examinations at the specified time and place,
properly equipped and prepared, and to submit assignment work for assessment as required by
regulations. The ultimate responsibility lies with students to ensure they are fully informed about
the timing and place of all assessments and that they arrive at examinations in good time.
7
Students are responsible for submitting the correct piece of work and version thereof, and for
any work submitted on their behalf and at their request by another.
8
Written work presented for assessment must be legible and comprehensible; examiners may
reject work which does not meet reasonable standards of presentation, and this may result in
students failing or being referred. Written work must be presented in English unless another
language is specified.
9
Students must provide the Student Support Services with any relevant information on personal
circumstances which may have affected their performance and which they wish to be taken into
account. This information should be provided as soon as is reasonably possible.
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10
Students are responsible for ensuring that the University is able to fulfill its responsibilities to
them by notifying the University of any changes in their name and in home or local address.
Students are responsible for ensuring that the correct address is provided for delivery of
examination results and related information during vacation periods.
11
Students have a responsibility to ensure that they are in good financial standing with the
University before they undertake any assessments.
12
If a student is found to have cheated or attempted to gain an unfair advantage, the Academic
Conduct Panel has the authority to deem the student to have failed part or all of the
assessments, and may determine whether the student shall be allowed to be reassessed.
13
Students should:
14

keep copies of any coursework submitted for assessment;

maintain portfolios of their work for scrutiny by external examiners if required;

make themselves available for viva voce examinations if required.
Students are responsible for obtaining information about referral requirements, including details
of referral assignments and the dates of resit examinations.
8.2.3 Anonymity of assessment
1
Wherever feasible, assessments should be submitted and graded anonymously. The following
exemptions apply:
a assessments in which the identification of candidates is central to the process (e.g.
presentations, vivas, the observation of professional practice, performance, etc);
b assessments in which the production of the work has been closely supervised by the
assessor (e.g. art work, projects, dissertations, some forms of portfolio etc);
c assessments for which anonymous grading would be in contravention of a code of practice
of a professionally accredited course;
d assessments which have a significant formative purpose (e.g. assessments early in the first
stage) and which account for 20% or less of the grading for the unit.
2
Other circumstances may be identified by course teams in accordance with the above
principles. Neither the general administrative workload arising from anonymous grading nor the
preferences of students are appropriate grounds for exemption. Approval of exceptions should
be agreed at approval or review, or by the appropriate Faculty Teaching Quality and Standards
Committee.
3
Where students’ assessments have been graded anonymously, any seal or other mechanism
may be broken and the student’s identity established as soon as internal grading and
moderation is complete. The staff who enter assessment grades and compile lists for boards of
examiners should list students by name and not by number. Feedback to students may refer to
students by name.
4
Exceptionally, in the student's interests, the 'anonymity rule' may be waived and the
circumstances relating to an individual candidate brought to the examiners' attention by prior
approval of the student and examinations office (for example students with disabilities).
Assessment of Students
Updated January 2012
8.2.4 Feedback to students and access to material after assessment
1
The provision of comments is particularly important, as feedback contributes to students’
learning. Course teams should agree on ways in which feedback will be provided and explain to
students the importance of using feedback to improve performance.
2
Results given to students are provisional until agreed by the appropriate Examination Board.
3
Work which is assessed during the course or unit, including project work and written
assignments, must be returned as quickly as possible to students if it is to have a formative
value for them (normally within 15 working days of the submission date). Exceptionally, where
this is not achievable (for example due to staff sickness), students must be notified as soon as
is reasonably possible, of the revised date (normally no longer than 20 working days after the
submission date) and the reasons behind the change. Students may be provided with generic
or specific feedback on performance in final assessments (including examinations) on request.
4
Assignments and end of unit assessments, other than copies retained for external examining
and archiving purposes, should be returned to students with feedback by the method stated on
the assessment brief. Where students are not available to receive returned assessments,
uncollected work held by academic staff should be confidentially destroyed at the end of the
calendar year, following the current academic year (e.g. uncollected work submitted at any point
in the 2010/11 academic year should be destroyed on or after 31st December 2011.)
5
All examination scripts will be retained until the end of the calendar year, following the current
academic year (e.g. exam scripts relating to the 2010/11 academic year, would be destroyed on
or after 31st December 2011), apart from a sample of scripts which should be retained for the
full academic year (a sample of examination scripts relating to the 2009/10 academic year
would, therefore, be retained until the end of the 2010/11 academic year).
6
Examination papers will be retained in the library, for reference by students. Exceptions may be
certain kinds of multiple choice papers, computer-based papers, and those based on case
studies which may be in part individual to particular students. Since examination papers are
available to students, examiners are advised that questions should not generally be repeated
within a period of five years.
8.2.5 Assessment of courses and units
Assessment strategies
1
In designing the core and options within a subject area, teams should ensure that students
experience a balance of assessment methods, appropriate to the objectives of the course and
to the mission of the University. Assessment methods should be varied in order to enable
different aspects of students’ aptitudes and skills to be developed and tested, and in order to
provide the University with sufficient evidence to verify the authenticity of individual students'
work. (See www.beds.ac.uk/learning for the CRe8 framework)
2
Summative assessment must reflect the achievement of the individual student in fulfilling course
objectives, and at the same time relate that achievement to a consistent national standard of
awards. Examination questions and other forms of assessment must be constructively aligned
in such a way as to reflect the level of the assessment, challenge students and to link the
intended learning outcomes, with the assessment tasks and the associated assessment criteria.
Gaining credit
3
Students may gain credit by:

being awarded a pass grade for a unit in which case the credit given is specific credit; or
Assessment of Students
Updated January 2012

being credited with a unit on the basis of accreditation of prior learning, either certificated
(APCL) or experiential (APEL): the credit given may be specific credit for an individual unit or
general credit towards the total required for an award.
4
The period in which a unit runs must be clearly specified so that it must always end with the
final assessment. Exceptions will rarely be permitted. Where units depend heavily on field-work
or work based learning outside the normal university year, the period must be specifically
defined.
5
The methods of assessment to be used are determined at the time of approval or revision of the
unit, and should test the relevant intended learning outcomes of the unit and the course of
which it is a part.
6
The methods of assessment and their weightings should be the same for all students taking a
unit, regardless of their mode of study, unless an alternative method has been agreed to
respond to the needs of a particular student (for example, to respond to the needs of a student
with a disability or where learning outcomes can be demonstrated through work-related
assessment).
Unit assessment strategy
7
The assessment strategy for every unit will be that agreed when the unit is approved, and may
only be varied subsequently through the appropriate Faculty Teaching Quality and Standards
Committee following the procedures laid down for approval of amendments.
8
All approved revisions to the assessment scheme must be notified to the Quality Directorate in
writing (using the Unit Information Form) before they may be implemented, and prior to the
commencement of the year in which the unit is to be delivered, and with the agreement of all
courses making use of the unit.
9
Within a unit, a variety of assessment methods may be used, subject to the following
considerations:
a formal centrally invigilated examinations, if included, will only be held within formally
scheduled examination periods. Time-limiting invigilated assessments conducted at other
times are not examinations;
b the nature of the assessment methods and the weighting attached to each element must be
specified in advance. The weightings should reflect the amount of time devoted to that
section of the unit or the student effort required, and must not be varied from those approved
except through the prescribed process;
c
each standard 30-credit unit should normally have a minimum of two, and a maximum of
three, assessment elements.
d the total nominal assessment loading for a 30 credit unit should not normally exceed 10,000
words. An examination of two hours’ duration is normally deemed to be equivalent to 3,000
words.
10
8.2.6
When submitting assignments, students should be encouraged to engage in self-assessment
against the assessment criteria provided in line with the CRe8 agenda (see
www.beds.ac.uk/learning)
Submission of assignments
In-unit assessments
Assessment of Students
Updated January 2012
1
Written assignments must be submitted by students in accordance with the procedures
specified, and to deadlines specified as part of the assessment brief. Receipts will be provided,
and must be retained by the student as proof that the work has been submitted. Other forms of
in-course assessment, such as oral presentations, must be acknowledged by written
confirmation given to the student that the assessment task has been carried out.
2
When submitting work for assessment, students are expected to comply with all instructions
issued in the assessment brief. The importance of meeting external specifications is an
important requirement of professional life and this should be explained to students. If written
assignments exceed the stipulated number of words by a margin of more than 10%, normally
the first part of the text up to the assignment limit should only be graded. If work is not
submitted in the specified format, the work should be downgraded or the board of examiners
may resolve that it should not be graded.
Submission of Level 6 and Level M assignments
3
8.2.7
Where feasible and practical assignments should be submitted both on paper and in electronic
format via Turnitin.
The grading process
University Common Scale
1
Internal Examiners should be prepared to use the full range of grades available to them on the
16 point University Common Scale. In the process of confirming the mark through second and
double marking markers should use the assessment criteria to determine the mark for a
composite assessment task using the University’s common scale and the corresponding grade
points.
Assessment of Group Work
2
Group and team working skills are an important ability and a feature of most curricula.
Assessment of group work encourages engagement with the process and provides feedback.
However, for the purpose of summative assessment, students’ grades should reflect their
individual abilities rather than those of the group of which they are part. At Level 6 and above,
students’ grades must reflect individual rather than group abilities.
Moderation: Double and second marking
3
Double and second marking are processes put in place to help ensure fairness and objectivity
in the assessment process.
4
In ‘double marking’, sometimes called blind double marking, the second marker assesses a
representative sample of students’ scripts and is unaware of the grade awarded by the principal
marker. This is the process to be generally used across the University.
5
In ‘second marking’ the second marker assesses a representative sample of students’ scripts
knowing the grade and comments made by the first marker. This process is used at Level 4 and
also where the purpose is both to help ensure fairness and objectivity and also to assist
assessors less familiar with assessment at HE level and the University’s standards. The second
marker will be an experienced member of staff and should provide feedback to the principal
marker on both the level of assessment and the nature of the feedback provided.
6
The processes employed in relation to the range of the University’s provision are set out below.
Context
Process
Assessment of Students
Updated January 2012
University staff teaching and assessing at Level
4
University staff taught and assessed at other
Levels (with the exception of projects and
dissertations)
Projects and dissertations at Levels 6 and M
Validated courses
Foundation degrees (externally delivered)
Supported distance learning
Franchised courses
Joint courses
Articulation arrangements
7
Sample moderation
Sample moderation
Complete double marking
Double marked internally within the
institution according to an institutional
policy approved by the University
Sample moderation within the partner
institution and second marked by the
University
Double marked
As for University taught and assessed
courses
As specified in agreements between the
awarding bodies
No requirement although some level of
moderation is expected
Where scripts are double or second marked both grades should be initially recorded but only
the final agreed grade should be notified to the student.
Sample moderation
8
With the exception of projects and dissertations, the sample should typically represent 10% of
the assessments with a minimum of eight and a maximum of 20 unless PSRB procedures
require otherwise. Sampling should pay particular attention to students awarded grades of A,
E, and F, and to students with grades that are marginal to class (normally a representative
sample based on borderlines, fails and firsts).
9
Where scripts for an assignment are divided between several principal markers, the sample
must include scripts marked by each principal marker.
10
Where there is close agreement (typically within a classification i.e. three grade points
difference or less) between the principal and second markers the grade awarded will be the
average of the two grades.
11
In the event of a serious disagreement on a piece of work between two double markers after
discussion (typically more than a classification i.e. three grade points difference or more), a third
marker may be assigned internally. Exceptionally, if agreement proves impossible, the work
may be submitted to the External Examiner for final adjudication.
12
If serious disagreement occurs between principal and second markers within a double-marked
sample for a given assessment, the entire set of scripts should be double-marked, and another
internal marker may be called in to adjudicate.
13
If serious disagreement occurs between principal and second markers within a second-marked
sample for a given assessment, the grade awarded by the second marker should be applied
after further moderation by an experienced member of staff.
The annotation of scripts
14
Students should receive clear and consistent feedback and any annotation of student work
should present coherent feedback in line with the final agreed grade. There is no requirement to
show, on students’ work, that second or double marking has taken place. However, a clear
record of the nature and extent of second and double marking should be provided to the
External Examiner.
Assessment of Students
Updated January 2012
15
The principal marker must mark examination scripts, adding an indication, where felt necessary,
of the reason(s) for the chosen grades.
Double marking of oral presentations
16
Although presentations should be moderated in the same way as other assessments (that is by
an appropriate sample), it is regarded as good practice for two members of lecturing staff to be
present during the assessment of oral presentations. Double marking should take place on a
sample basis and staff assessing presentations should be observed from time to time as
appropriate. Where operational considerations make this impractical, some other means of
recording the event (such as video) may be utilised.
Double marking of computer based assessments
17
Computer marked work is not double marked, but the system of checking results must be
secure enough to obviate any necessity for additional scrutiny.
Internal moderation
18
Internal moderation (double and second marking) should take place after the assessments have
been submitted so that moderated grades can be provided to students as part of their feedback
within the 15 working day limit.
19
In addition, each undergraduate and postgraduate course should schedule a single day (the
Moderation day) at the end of each year for the moderation/second marking of students’ end of
unit assessments (both examination scripts and coursework assignments) by internal
examiners. All staff associated with the field/course are expected to attend the University on
that day to fulfil their moderation/second marking responsibilities, and to resolve disagreements
between markers, so that by the end of the day samples of assessments are ready to be sent to
the external examiners.
20
The internal markers should agree on a recommendation to be put to the external examiners,
having sought advice from a third internal moderator if necessary. The external examiner
should not normally be invited to suggest a grade, although he or she may suggest that
postulated grades should be reviewed, as part of the moderation process.
21
Late submissions (i.e. after moderation of the standard submission set) including any late
submissions accepted on the basis of academic appeal, must be subject to moderation,
regardless of whether the moderation process has been completed in full within the standard
submission set.
22
Where an appeal outcome specifies a requirement for external examination, this must be
conducted before any grade change is confirmed.
Samples for External Examiners
23
External examiners are required to moderate the standards achieved and verify the validity of
the grades awarded. External Examiners should therefore remain aware of the reasons why
internal markers have assigned the chosen grades. They will thus have access to comments
made on the work and be informed of grades assigned by internal markers.
24
The External Examiners will receive samples of examination scripts and other assessed work in
good time before the board of examiners’ meeting. The basis for the sampling will have been
agreed with the External Examiners in advance. The External Examiners will normally receive a
number of scripts per unit (up to 15 scripts with a minimum of 2 top, 2 middle and 2 bottom, i.e.
minimum 6 for Level 5; the same for Level 6, particularly dissertations and firsts). Samples
should include work of candidates recommended by the internal examiners for marks in the
following categories: first class, fail, and borderlines of classes.
Assessment of Students
Updated January 2012
25
Examination boards should only be held after the external examiners have had the opportunity
to scrutinise and moderate scripts for any or all of the assessments in a unit, and especially the
end of unit assessment. A clear schedule must be set for the dispatch and return of work for
scrutiny. If the schedule is not adhered to, the board of examiners should be provided with a
report from the internal and external examiners on the reasons for the deviation from the
schedule.
26
Allowance should not be made at the stage of grading students’ work for any special
circumstances which may be known, whether they affect the assessment as a whole or
individual students. Work should be graded in the normal way, and any appropriate adjustments
made by the relevant board of examiners.
8.2.8
Outcomes of assessment
Referral and retaking a unit
1
The type and format of the referral tasks should, as far as is practicable, be similar to those of
the assessments failed at the first attempt.
2
With regard to referral coursework, where a student has not obtained a D- grade or higher in an
in-course assessment and is to be referred, referral coursework may be provided to, and
undertaken by, the student body as soon after results are known as can practically and
administratively be arranged (i.e. after the work has been graded and internally moderated).
3
Referral examinations will be held at specified time periods, unless otherwise confirmed through
academic appeal.
Failure on referral: retaking a unit
4
A student who does not satisfactorily complete the referral work by the stipulated deadline will
be deemed to have failed the unit, unless good reasons are given and agreed by Student
Support Services. A student who has not presented extenuating circumstances may retake a
unit again without penalty, but on one occasion only, unless prohibited from doing so by the
requirement of a professional body, agreed by the University as an outcome of the approval
process, or under conditions relating to courses and currency of units. A student who does
present extenuating circumstances may repeat a failed assessment affected by those
circumstances, noting that the grades of any other assessments which were not affected by
extenuating circumstances will remain unchanged.
Lost work
5
8.2.9
In the exceptional event of the grade for an assessment (recorded or receipted as completed)
not being available due to unforeseen circumstances, students should be asked for a duplicate
copy for assessment where appropriate. If students are unable to provide a duplicate, and there
is clear evidence of submission, then the Board will derive an appropriate grade based on the
overall performance by the student.
Preparation of assignments and examinations
Form and duration of examinations
1
All examinations have in common the element of time constraint and the restriction on
communication with colleagues; some additionally involve restricted or no access to texts or
other written material. The examination paper will specify what, if any, materials the student
may use or consult during the examination. No student may refer to any materials or use any
equipment which is not specifically stated to be permitted on the examination paper.
Assessment of Students
Updated January 2012
2
Where an examination is of the open book kind, in which students are permitted access to texts
and other materials during the examination, the nature of the questions must not be such that
students are dependent on one or more specific texts to which not all may have access. If
students require access to specific material, such as a case study or a professional standard or
a statute, copies should be provided for any student who has not brought a copy to the
examination room.
3
Written examinations should normally be of two or three hours’ duration. Level 4 examinations
should not normally be of more than two hours' duration. Alternative forms of examination may
be shorter: for example, multiple-choice and computer-based examinations may be of one
hour’s duration.
4
Examinations may take place during normal working hours, in the evening or at weekends.
Split venues are not normally acceptable for examinations, except where class sizes are very
large or the examination is also taking place at a collaborative institution.
Location of assessment
5
Students are required to attend for examinations and other forms of assessment in the places
specified by the University.
6
Students may, at the University’s discretion, be allowed to sit referral examinations in overseas
sites which are judged suitable, provided:
7
a
the examinations are being held outside the normal period for which the student would be
expected to attend the University;
b
the University is satisfied that appropriate arrangements for the secure transport and storage
of papers and scripts have been made, and that the University’s standards of invigilation will
be achieved;
c
the student is ordinarily resident in the country where he or she wishes the examination to
be held, or is temporarily in that country by reason of a work placement or other similar
activity undertaken in connection with and supporting the programme of study;
d
the University is satisfied that it would not be practicable for the student to return to the
United Kingdom or such other specified site at the material time;
e
the student has applied to the University well before the material time for permission to sit
the examination overseas, and has made such contacts and arrangements as the University
may require him or her to do;
f
the student pays any costs of such arrangements; and
g
the student has paid such fee(s) as the University may from time to time specify, well before
the material time and in advance of the deadline set by the University.
If University arrangements and procedures are not properly complied with, the University bears
no responsibility and the student will undertake referral under the normal procedures (that is, at
the University).
Drafting examination papers and assignments
8
The external examiners must be given the opportunity to moderate draft examination papers,
also assignment briefs and project titles where the work contributes to an award. Where
computer based assessment is used, guidance must be given to the external examiners on
moderation of such papers. It is for external examiners and the course team to agree the extent
to which assignment titles are considered by external examiners. Such moderation is not
Assessment of Students
Updated January 2012
normally applied to draft examinations and assessment details at Level 4 except in the case of
units which contribute to Foundation Degrees.
9
Staff responsible for particular units must draft examination papers and assignments for
assessment, and present them to the Course or Academic Director, who will have drawn up a
schedule for the drafting, internal and external moderation, revision and printing of the papers.
10
The Head of Department must satisfy him/herself that staff have collectively considered end of
unit assignments and examination papers, and that the Academic Director or Course Leader
has submitted draft examination papers and proposed project and assessment titles to the
external examiner(s) for approval.
11
The Course Leader or Academic Director for the course must ensure that the agreed
examination or assignment papers have been checked for accuracy and that they fulfil the
requirements of any relevant external body.
12
Cover sheets must be prepared for every paper, in accordance with the specimen obtainable
from the Examinations Office. The cover sheet must give details of the title, duration of the
examination and any special conditions which may apply, any materials which should be
supplied to candidates, and directions to candidates about the choice of questions. The
Examinations Office will insert the date and starting time of the examination.
13
The rubric for the examination paper must contain full details of any special materials or
equipment that the examinees will require. The Course Leader or Academic Director must also
notify the Examinations Officer of the nature of the examination (eg closed/open book) and of
any special requirements, so that appropriate arrangements for accommodation and invigilation
can be made.
14
Where reasonable adjustments are made for students with special needs, the arrangements
must be stipulated on a separate title sheet to make clear how the student is to complete the
examination. Where special needs arrangements are required with regard to computer based
examinations, such arrangements must similarly be stipulated in advance (for example where
hard copy of computer based examinations is utilised for students whose need for an
amanuensis cannot be accommodated, it must be adjusted accordingly and checked by the
relevant Course Leader or Academic Director).
Additional procedure for examinations
15
The Course Leader or Academic Director must require the internal examiners to submit draft
examination papers, including referral papers, a specified period before the date scheduled for
the examination, and to notify him or her of any special materials required for the examination.
16
The Course Leader or Academic Director must arrange for the examination papers to be
prepared under conditions of security. If they are prepared in a faculty office, that office must be
closed to students. Draft papers, and any means used for their storage, must be kept in
conditions of security. Any indication of a breach in security will result in an examination being
deemed void and an alternative assessment will be set.
17
Once they are prepared, the examination papers must be returned to the internal examiner for
proof-reading and amendment as appropriate. The final version of the paper should also be
confirmed by the external examiner.
18
The Course Leader or Academic Director must arrange for the delivery of the examination
papers to the Examinations Office for general checking by the date specified by the
Examinations Office. The Examinations Office will ensure the production and secure storage of
the papers.
Assessment of Students
Updated January 2012
19
The Examinations Officer shall publish a calendar of examinations at least three weeks in
advance of each examinations period. Any special requests for examination locations or timing
must be submitted to the examinations office.
20
The Examinations Office will assign invigilators to each examination session, who will include
individuals from the professional invigilation pool and academic members of staff. All Unit Cocoordinators will be assigned as an invigilator for their own units wherever possible and the
Examination Office will then assign from the professional invigilation pool. The Faculty Deans
will be required to nominate invigilators from among their academic staff to meet the quota
necessary for each examination session.
21
A version of the examination schedule, identifying the rooms to be used for examinations, will
be produced before the examinations period begins and displayed on notice boards and the
Staff and Student Web for information.
Computer-based assessment (CBA)
22
Academic staff are responsible for:

The intellectual content of assessments;

The design of the examination;

The validity and reliability of the questions in measuring student attainment against intended
learning outcomes;

Ensuring the quality of the examination;

Checking the final, completed CBA prior to delivery to students;

Receiving and processing the results to map them onto the University’s 16-point scale.
23
Before attempting to undertake CBA, members of the staff team will have been expected to
attend training sessions provided under the auspices of the Centre for Learning Excellence.
24
CBAs should be aligned with the intended outcomes of the unit. Thus, the use of CBA should
not result in assessments that are optimised for CBA rather than related to the aims and
intended outcomes of the unit. Questions should be carefully designed with due regard for the
material being assessed. Particular care should be taken in multiple choice or multiple response
questions that a sufficient quantity and quality of distracters are used. For re-sit examinations, a
minimum of 10% of questions should be replaced with new test items.
25
The University provides general guidance on assessment scoring. However, the mechanism for
the translation of CBA scores into the University’s assessment scale is a matter for academic
judgement taking into account the level and nature of the assessment. Negative marking may
be used, or compensation for baseline guess factors included as appropriate. The calculation
regime used should be made clear to the students before the examination or incorporated into
the design of the test by use of an explanatory question at the start of the assessment. It is
expected that academic staff will use the reporting element of the software to help determine
the quality of questions and hence the final grading.
26
The following items should be made clear to students before an assessment takes place

The number and type of question items to be used;

The scoring rules for individual items and the overall assessments;

The contribution this assessment makes to an overall unit;
Assessment of Students
Updated January 2012
27

How the question items are selected for each assessment;

Any time limit;

Assessment regulations included permitted and excluded resources;

Feedback to be provided;

Details of the appeals procedure available to students;

How they will be identified for the assessment (ie whether they must bring their student
identification cards).
Further guidance may be found in the document University of Bedfordshire Computer-Based
Assessment: Policy and Procedures 06/08 which may be found at
http://www.beds.ac.uk/learning.
8.2.10 General provisions governing assessment for awards of the University
Progression, failure and reassessment: general principles
1
A board of examiners which decides to refer a student shall specify, in accordance with
Regulations, which elements of assessment must be retaken and when the reassessment shall
take place.
2
The board of examiners may, at its discretion, make such special arrangements as it deems
appropriate in cases where it is not practicable for students to be reassessed in the same
elements and by the same methods as at the first attempt.
Professional body requirements
3
Where course assessment regulations vary from the normal regulations, they must specify
which or how many elements must be passed for the award, and make provision for a student
to make good an initial failure. Boards of examiners have a responsibility to ensure that
application of the regulations do not disadvantage students subject to the overall requirements
of the University’s principle that an award is only made when a candidate has fulfilled the
objectives of the course and achieved the required standard.
4
A student who has obtained a pass in a unit without obtaining the necessary threshold required
by an accredited professional body in each of the constituent elements of assessment may,
exceptionally, be allowed to retake the relevant assessment(s) at the discretion of the board of
examiners. In such cases the unit grade itself should be capped at the previous (pass) mark, in
order to avoid unfair advantage.
Viva voce examination
5
Examiners may exceptionally choose to examine any student viva voce in addition to the
assessments specified in course regulations. This form of assessment should be applied only
sparingly, but may properly be used:
a
to determine difficult or borderline cases; such additional assessment can be used only to
raise, and not to lower, a student's marks;
b
as an alternative or additional assessment where valid reasons for poor performance have
been established through formal University process;
c
to settle cases where there is significant doubt whether work which has been presented for
assessment (for example, a project or dissertation) is the student’s own work, in which case
the marked grade should be confirmed or a case made to the Academic Conduct Panel.
Assessment of Students
Updated January 2012
6
Students should make themselves available for viva voce examination on the days when field or
course boards of examiners are meeting. Any student who is invited for viva voce examination
but is not available may lose the opportunity of being considered.
8.2.11 Extenuating circumstances
Extenuating circumstances – general
1
Students who believe that there are extenuating circumstances which have affected their
performance in an assessment or their ability to complete an assessment on time and which are
within University guidelines for eligibility, should apply to Student Support Services as soon as
is reasonably possible (normally no later than the day before the deadline for the assessment).
2
The Student Support Service considers extenuating circumstance submitted by students prior to
assessment, and may also in exceptional cases and for documented reason consider those
submitted after assessment but prior to the confirmation of a grade by an examination board.
3
Individual extenuating circumstances are only presented to examination boards once they have
been processed by Student Support Services.
4
Student Support Services will adjudicate on the validity of the claim seeking additional evidence
where necessary. Claims must normally be supported by appropriate evidence in writing.
Reasons of a medical nature require written confirmation by a qualified medical practitioner:
certificates produced by a nurse are not normally acceptable. Self-certification of illness will not
be accepted in any circumstances.
5
Student Support Services will ensure that all students are dealt with in an equitable and timely
manner by providing support and guidance and by convening an Extenuating Circumstances
Board to consider all such claims. Students who supply all of the necessary information should
expect to receive a decision on their claim within five working days of submission.
6
The Extenuating Circumstances Board is empowered to authorise short-term extensions
whereby students are allowed extra time to submit an assignment without penalty. The nature
of the work to be submitted will be dependent on the nature of the assessment and the length of
the extension (for example whether work has been returned to other students) and is a matter
to be determined by the appropriate unit co-ordinator. If the problem is long term or affected an
end of unit examination, then students can be given a reassessment opportunity (to be taken at
the next available opportunity and graded without academic penalty). Should the problem be
continuous and an extended period deemed to be warranted, a student may apply to have their
studies suspended.
7
Suspension for home and EU students will be authorised by Student Support Services
(following consultation with the student’s department).
8
If Student Support Services is not satisfied that the student has presented a valid case then the
student will need to meet the original submission date. Any late submission will be dealt with in
the normal way.
9
Student Support Services do not consider extenuating circumstances in respect of work for
which grades have been confirmed by an examination board. Any such circumstances may only
be submitted within the academic appeals process, and must be accompanied by good cause
for their not having been submitted previously.
10
Students who wish to appeal against the decision of the Extenuating Circumstances Board
should first restate their case, in writing, to Student Support Services within two weeks of the
decision being notified to them amplifying on their original claim, citing the grounds for appeal
and adding any additional information they may consider relevant. Student Support Services will
raise the appeal with the Extenuating Circumstances Board at its next meeting. If the original
Assessment of Students
Updated January 2012
decision is ratified, and the student is still dissatisfied with the outcome, then he or she should
appeal in writing to the Dean of Students.
11
Any student found to be making false claims or falsifying evidence will be subject to the
University’s disciplinary procedures.
Extenuating circumstances – Examination Boards
12
Student Support Services will confirm by email the point at which Field Administrators should
print the list of extenuating circumstances eligible for submission, including those in process. No
subsequent addition to the list will be admissible at the examination board, whether these are
cases completed or cases newly opened and in progress.
13
A deferred decision will be recorded at the examination board in respect of all cases opened
before Student Support Service’s confirmation and not yet complete, with Chair’s Action being
taken once Student Support Services processes is complete.
14
Cases presented by students after Student Support Service’s confirmation (above) will be
academic appeals even where these are presented prior to the actual examination board.
15
Student Support Services will advise students on the academic appeals process, and the
complaints process, and as far as possible ensure that students submit their claims according
to the appropriate process. They will be asked to advise students who submit claims according
to the wrong process.
16
A representative from Student Support Services will normally be in attendance at examination
and StAR boards. If it is established, to the satisfaction of Student Support Services through
proper compliance with current University procedures, that a student’s absence, failure to
submit work or poor performance in a final assessment for a unit was due to illness, then
Student Support Services will notify the appropriate Examination Board which may take one of
the following actions:
a
Confirm that a late submission date has been agreed and delegate any decision on student
progression and award for chair’s action.
b
Confirm that the student is to be reassessed without penalty in any or all of the elements of
assessment, as specified by the Board of Examiners. (If an assessment affected by illness
was itself a second attempt the student shall be permitted to retake without academic
penalty at the next available opportunity, which may be some time after the original
assessment. If the stage or course which the student was following is no longer being
offered, the University reserves the right to find an alternative course for such a student.)
17
Where the Examination Board is satisfied that there is sufficient evidence of the student’s
achievement, the Board may exercise its discretion to recommend the student to the Scheme
Board for progression or award citing its reasons for so doing. In such cases the student will not
be required to complete any referral work.
18
Boards of Examiners do not need to consider further any matters which have already been
taken into account, for example by the granting of extensions to deadlines for the submission of
assignments or in allowing the student to take examinations under special conditions.
19
If a Board of Examiners is satisfied that the intended learning outcomes of the unit have been
met by a student who has missed, or performed poorly in, an assessment as a result of
extenuating circumstances, and if there is enough evidence available from other assessments
in that unit to sustain that judgement, the student may be granted a pass in the unit. The Board
should where possible award a grade based on the evidence is available through other
assessments. Where, however, the nature of a student’s circumstances have prevented
learning from taking place (for example, by long absence), or have resulted in no evidence
being provided of the student’s ability in the unit (for example, by the student carrying out none
of the assessments), the student should not be awarded a pass, but should be required to carry
out referral work, normally as a first attempt.
Assessment of Students
Updated January 2012
8.2.12 Provision of certificates
1
A student who has satisfied all the requirements for a University award will be eligible for a
University certificate confirming the award and indicating any classification or distinction which
the student may have received.
2
The name appearing on the certificate will be that entered on the student’s record at the time
the award is made.
3
Replacement certificates will not normally be issued to students who have lost their original
certificates or who wish to be referred to by an alternative name. The University may issue a
replacement certificates to a student who has changed his or her name, either by marriage or
through proper legal process, on receipt of a request in writing accompanied by the original
certificate and by appropriate certificated evidence of the change of name, and also by any fee
that may be specified by the University. Replacement certificates will also be issued where the
details on the original certificate are shown to be incorrect, but a fee will be charged unless it
can be shown that the error is solely on the University’s part. Again, the student will be required
to surrender the original certificate before the replacement will be issued.
Assessment of Students
Updated January 2012