Undergraduate External
Examiners Briefing Day
For New External Examiners
2011/12 Academic Session
What are we covering?
• The DMU Context
• The Undergraduate Scheme
• The Role of the External Examiner
• External Examiner Reports
The De Montfort University
Context
Roles within the University
• Devolved University
• Role of the Centre
Role of Individuals
• PVC/Dean
• Deputy Dean
• Head of School/Department
• Programme Leader
• Subject Leader
• Module Leader
• Head of Studies
• Head of Quality
The Undergraduate Scheme
The Credit Framework
DMU uses nationally recognised credit tariff:
• 1 credit = 10 notional student learning hours
• Modules based around units of 30 credits
(300 notional student learning hours)
• Standard modules (30 credits), double
modules (60 credits)
Programme Specification
• DMU uses ‘templates’ to define curricula
• Two levels of templates defining programme and module
• Programme templates place subject in national context,
including subject benchmarks
• Module templates use learning outcomes methodology
and link this to assessment
• Programme templates define student outcomes as per
QAA programme specification
Levels of Study
• The Scheme has three levels conforming to QAA
Framework for Higher Education Qualifications in
England (FHEQ) and the QAA Higher Education
Credit Framework for England
• Level 4 is primarily diagnostic and formative. It does
not contribute to the students’ degree classification
• Level 5 and level 6 are both formative and
summative. A student’s degree classification is based
on all their work from these levels biased towards
level 6
Awards & Credits
Levels
Honours Degree
Unclassified Degree
Foundation Degree
Dip HE
HND
HNC
Cert HE
UCPD
4
120
120
120
120
120
90
120
5
120
120
120
120
120
30
6
120
60
Total
360
300
240
240
240
120
120
60
Maximum Periods of
Registration
Award
Cert HE
Dip HE
Foundation Degree
Degree
Degree with Honours
Sandwich Degree with Hons
Graduate Diploma
Undergraduate Masters
HNC
HND
Full-time
2 years
4 years
4 years
5 years
6 years
7 years
2 years
7 years
5 years
5 years
Part-time
3 years
6 years
6 years
7 years
8 years
9 years
3 years
9 years
5 years
5 years
Programme Specific
Regulations
• Presentation covers the generic scheme
• Some programmes have programme specific
regulations which are more stringent
• Programme specific regulations are included
as an annex in the Handbook & Regulations
for Undergraduate Awards
Progression – Full Time
• Progression rules the same across levels
• Progression from level to level if student
passes 90 credits worth of modules
• Failures below 30% must be retrieved
• Failures between 30-39% can be
compensated
Progression – Part Time
• Part time students can progress from one
year to the next provided they have passed at
least 30 credits in the current year.
• Part time students can take level 4 and level
5 modules, or level 5 and level 6 modules
concurrently in any one year of study.
Reassessment for Honours
• Reassessment rules the same across levels
• 60 credits of assessment available per level,
in any permutation/combination of module
sizes
• Reassessment is allowed for modules in the
compensation band (30-39%), but only where
a student has no failure below 30% to retrieve
Compensation
• Awarded to student on basis of overall
performance
• 30 credits worth available per level
• Whole modules only can be compensated
• Not available for ‘must pass’ modules
• Students must have attempted module final
assessment
Degree Classification
• System based upon the best 210 level 5 and
level 6 credits, triple-weighted towards level
6. This is to recognise exit velocity.
Degree Classification :
Rules Based “Consideration” Band
• The band provides a consistent approach to student
classification
• Rules apply if the aggregate percentage is not more
than 2% below a classification band
• Higher classification will be awarded to a student
who:
– either achieves across the last 120 credits of level 6 modules
an aggregate percentage in the higher classification band
– or achieves in at least 60 of the last 120 level 6 credits
marked in higher classification band
The Role of the External
Examiner
The Overall Purpose
of the External Examiner
• To ensure that standards are maintained from
a subject point of view
• To ensure fairness and equity from a student
point of view
• To act as a critical friend with:
- Curriculum developments
- Standards
Examiners Role with
Assessment
• Assessment aims and objectives are
appropriate
• Purposes and philosophy of assessment are
articulated and understood
• Assessment load is appropriate
• Assessment is properly and impartially
conducted
At the Start of Each Session
• Agree the basis for auditing Level 4
• Agree the basis for sampling assessments
• Engage in consultation about draft papers etc
• Agree the basis of visits to the University
Outside of the
Assessment Boards
• Meet students and discuss their work
• Advise on individual cases e.g. where there
has been internal disagreement about a mark
• Sample scripts and assessed material to
enable judgments to be made as to the:
- overall suitability of assessment
methods
- coherence of assessment strategy
- consistency of internal marking
Sampling
•
•
•
•
Right to see all scripts
Discretion to sample
Can viva voce
Should see:
– Assessment(s) marked highest overall
– Selection of passed assessments from each
classification band
– Problematic assessment
– A sample of fails
Collaborative Partners
• Some modules run concurrently at a number
of locations
• External examiners should understand this
when sampling in order that they can
comment
Assessment Boards
• Single tier assessment board covering
programmes and modules
Purpose of Assessment
Boards
• Accountable for academic integrity of
assessment in programmes and one or more
subjects
• Responsible for conduct of assessment
including determining module marks,
progression and awards
• A focus for quality assurance
Assessment Boards –
Terms of Reference
Assessment Board:
Management Board:
• Teaching, Learning
and Assessment
strategies
• Programme and
subject provision
• Assessment of
students
• Progression and
Award
• Programme and
subject development
• Academic debate
• Student feedback
Models of Engagement for
External Examiners
• 4 models of engagement
• Each board will decide which model is most
appropriate
• Handout in information pack shows which
model each board has chosen to use
• Some boards are responsible for a wide and
varied selection of programmes and may use
more than 1 model
Models of Engagement - 1
• External examiner receives student work for
moderation and attends the assessment
board (i.e. 1 visit)
Models of Engagement - 2
• External examiner attends the University
twice, once to review student work and for
pre-board discussion with the programme
team and then to attend the assessment
board (i.e. 2 separate visits)
Models of Engagement - 3
• External examiners associated with the
assessment board attend the University to
review student work and for pre-board
discussion with the programme team(s) and
nominate at least one external examiner to
represent them at the assessment board
Models of Engagement - 4
• External examiner attends University for
several consecutive days to review student
work and possibly interview students.
External examiners will also attend and for
pre-board discussion with the programme
team and attends the assessment board
At the Assessment Boards
• Arrangements and processes for module assessments
and moderation and for reassessments
• Assessment and marking of students
• Progression and award
• Compliance with university and professional body
requirements including programme specific regulations
• Suspension or termination of students
• Aegrotats
At the Assessment Boards –
External Examiner’s Role
• Review and adjust as necessary the overall spread of
marks for a module
• Consider individual cases
• Review module pass rates
• Review programme progression and award data
• Give an oral report
At the Assessment Boards –
The Reports
• Spreadsheet style reports covering
programmes and modules. Example of report
in information pack
• Mean and standard deviation will be included
at the bottom of the spreadsheet reports
• Detailed modules and programme reports
available
After the Assessment
Boards
• Complete annual report within one month of
main assessment board
Re-sit Boards
• External examiners should be invited to the
assessment boards and sent relevant
information
• External examiner attendance at re-sit boards
must be agreed at summer assessment
board
Extenuating Circumstances
• Central Panel for Exams
• Faculty Panel for Coursework
• Outcome : Deferral only
Reasons:
• Consistence and objectivity
• Focus on genuine cases
External Examiner
Reports
When do you report?
• Annual Report
• Optional Supplementary Reports and Reports
to the PVC or VC
• Within 1 month of main assessment board
Report Headings
•
Academic standards and module content
•
Academic standards and student performance
•
Module assessment
•
Delivery and support
•
Programme management & development
•
Assessment board and administration
•
Good practice and innovation
•
Outstanding issues and other key observations
•
Collaborative provision
•
UCPD/PgCert Work Based Studies
Content
• Summary of key points when completing your
annual report
–Handout
What happens to your
report?
• Send in report electronically to Qaenquiries@dmu.ac.uk
to DAQ within 1 month of main assessment board
• DAQ will circulate report to the Faculty
• PVC/Dean will send initial response to you within 28
days acknowledging receipt of report and main issues
• Considered by the relevant management board at which
student representatives may be present
• A full response will be sent to you within 2 weeks after
the management board indicating any action to be
taken
What happens to your
report?
Monitoring of Faculty Issues:
• Faculty Head of Quality will track Faculty themes, comment
upon any regulatory or board operation issues and complete
annual report to be presented at Academic Quality and
Standards Committee (AQSC)
Monitoring of Institutional Issues:
• Read by DAQ and institutional themes highlighted. Appropriate
person will respond on behalf of University. Issues and
responses included in AQSC External Examiner Overview
Report
• Annual Report for the Academic Quality and Standards
Committee (AQSC).
Administrative
Arrangements
Faculty Administration
• Managing student records
• Programme and module
management
• Assessment and
management boards
• Operational liaison with
external examiners
• Faculty quality systems
• Pay external examiner fees
DAQ Administration
• Receive and read all annual
and final external examiner
reports
• Keep track of institutional
and Faculty themes
• Prepare AQSC Annual
Report
• Appointments and
extensions of appointments
Payment of Fees and
Expenses
What
• Annual fee
Paid on receipt of annual report (to
Qaenquiries@dmu.ac.uk) and claim form (to Faculty
contact)
• Visit fee
Paid on receipt of claim form. Claim after each visit
• Expenses
Include any receipts
Payment of Fees and
Expenses
Who
• Art, Design and Humanities
Bally Dhalu (bdhalu@dmu.ac.uk)
• Business and Law
Laura Herbane (lherbane@dmu.ac.uk) - Business
Rita Gough (rgough@dmu.ac.uk) - Law
• Health and Life Sciences
Alison Levey (alevey@dmu.ac.uk)
• Technology
Suffiyyah Mohammed (smohammed@dmu.ac.uk)
Payment of Fees and
Expenses
When
• Completed and authorised claim forms that
are received by Payroll before the 8th of each
month will be paid on the 25th of that month
(or nearest working day)
Contacts
• Jo Cooke, Director of Student and Academic
Services
jcooke@dmu.ac.uk
• Leopold Green, Head of Taught Programmes
ldg@dmu.ac.uk
• Louise Newell, Quality Officer (External
Examiners), Department of Academic Quality
lnewell@dmu.ac.uk