EQUALITY IMPACT ASSESSMENT (EIA) PRO-FORMA
Legislation says that the University must take steps to understand the effect, or potential effect, of its
policies* on different groups of people. This is to ensure that a policy is neither directly nor indirectly
discriminatory and to identify how it does, or could, advance equality and foster good relations
between different groups of people.
Legislation groups people by ‘protected characteristics’ and it is these ‘protected characteristics’ that
need to be considered when carrying out an EIA.
The protected characteristics are: disability, race, sex, age, gender reassignment, marriage and
civil partnership, pregnancy and maternity, religion or belief and sexual orientation.
Your help is needed to do this, not just because the law says so, but because the University is
committed to equality of opportunity for all and to ensuring that all the University’s policies are
developed with an awareness of their consequences for different groups of people.
Heads of Sections/Departments are responsible for ensuring this form is completed for each policy
they ‘own’. It should take no more than 30 minutes to complete. Questions 1-6 only of this EIA proforma need to be completed for new policies. For existing policies, please answer all the questions.
Policies should be assessed for their effect on equality every 3-5 years.
* For the purpose of EIAs, the term policy refers to formal policies, procedures and processes. It does
not include informal policies, procedures or processes.
Name of policy
Web address of policy
Assessment policies for undergraduate and taught
postgraduate awards of the University of Essex
http://www.essex.ac.uk/quality/Documents/university_
policies/assessment_policies.pdf
Policy-holding Department/Section
Academic Standards and Partnerships
Academic Section
Is this a new or existing policy?
Existing
Date assessment completed
08/04/2013
Name and job title of person completing proforma
Adam Atkins
Academic Section Project Assistant
Q1. What is the purpose of the policy?
This collection of current University policies outlines the process of assessment, including how exam
papers are prepared, the different methods of assessment, individual exam arrangements, the
marking policies, the publication of results and the appeals procedure.
Q2. Does the policy involve, or have consequences for, the people the University serves and
employs?
Yes. The policies outline the responsibilities of staff and students in the process of assessment.
Students are informed of the process that should be followed when applying for individual exam
arrangements or when submitting extenuating circumstances, and staff are informed of the
procedures that should be followed when administering any form of assessment.
Q3. Does the policy require decisions to be made in relation to individuals or groups of
individuals?
Yes. The “Modes of Assessment” section outlines the process whereby departments can make
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decisions regarding the methods of assessments that they use. These decisions are made by the
Module Directors who have to seek approval from the relevant Faculty Board.
Q4. What is the decision-making process and is it fair and transparent?
These decisions must be made in conjunction with the criteria outlined in the policy and must first
seek approval from the relevant Faculty Board, or the Dean acting on its behalf. For modes of
assessment that are new to the University, the Undergraduate School Board or Graduate School
Board will also be involved in the initial approval process.
The University wishes to encourage its departments to broaden the range of assessment methods
used, but developments are monitored in a fair and thorough process in order to maintain consistent
academic standards.
Q5. Please give details of what equality training is/will be provided for decision makers?
Staff will have completed the University’s equality and diversity online training programme, but will
base their decisions on the criteria outlined in the relevant policy.
Q6. Referring to the list of protected characteristics at the top of this form, how do you/will you
monitor the effect this policy has on groups of people with these PCs?
The “Modes of Assessment” section states the need for all newly proposed methods of assessment to
be considered in relation to whether consideration has been given to the needs of students with
disabilities or medical conditions.
Any detrimental effect on persons with any particular protected characteristic identified by monitoring,
complaint or appeal will be investigated and if necessary appropriate remedial action will be taken.
Q7. Referring to Q6 above, have you identified any positive or negative impact on any group of
people who share a protected characteristic?
The “Special Examination Arrangements for Students” section, in part, refers to students with a
disability or a medical condition and notes that if students request such arrangements by the
published deadline in the Spring Term, and they are approved by the relevant Pro-Vice-Chancellor,
they will be implemented. These reasonable adjustments are recommended in conjunction with the
Equality Act 2010.
In instances where students are unable to submit a request for individual exam arrangements ahead
of the deadline, they are directed to the extenuating circumstances procedure, where their case will
be considered by the Board of Examiners.
Q8. Have there been any complaints or issues raised about the policy in relation to its effect
on people who share a protected characteristic?
No.
Q9. Are there any (further) measures that could be taken to continue to ensure the policy is
neither directly nor indirectly discriminatory?
Information falling under the section of “Special Examination Arrangements for Students”, in part, can
apply to students with Specific Learning Difficulties or other disabilities. Given the stigma surrounding
disabilities of this nature and for some, the fear of disclosure, the use of the word “special” could be
viewed as being slightly derogatory. Perhaps the word “special” should be changed to “individual” in
order to avoid negative stigma, and at the same time, reflect the name of the application form and
procedure more accurately.
Q10. Have you identified any ways in which the policy does, or could advance equality or
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foster good relations between different groups of people?
The policy acknowledges the need to give extra consideration to students with disabilities or medical
conditions in assessment situations and in turn promotes an understanding of the need to remove
substantial disadvantage coming as a result of a disability or medical condition.
Please now email the completed form to diversity@essex.ac.uk. The Equality and Diversity
Committee (EADC) have responsibility for overseeing the completion of EIAs. Equality and Diversity
will assess the information provided in the first instance and will either:
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Decide that no action is required and report this to the Equality and Diversity Committee;
Recommend actions to be taken and report this to the Equality and Diversity Committee *;
Refer the EIA to the Equality and Diversity Committee who have the option to require a more
detailed assessment be carried out.
The individual completing the EIA pro-forma will be informed of the outcome of the assessment by
Equality and Diversity as soon as possible after submitting the form.
*If Equality and Diversity recommend action(s) be taken, a report outlining the progress made against
the recommended actions will be requested one year after the EIA has taken place.
For completion by Equality and Diversity
Name of Policy
Assessment policies for undergraduate and
taught postgraduate awards of the University of
Essex
No.
Should this EIA be referred on to the Equality
and Diversity Committee for further
consideration?
Date:
1) Section 3 should be renamed ‘Individual
Examination Arrangements’
2) Consideration should be given to ensuring
Boards of Examiners have both male and female
representation (Section 6c ‘Composition of
Undergraduate and Taught Postgraduate Boards
of Examiners’)
3) Consideration should be given to ensuring
departmental Extenuating Circumstances
Committees have both male and female
representation (Section 8 iii b)
30 August 2013
Signed
Karen Bush, Equality and Diversity Manager
If no, what recommendations, if any, should
be made to the Policy-holding
Department/Section?
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