NOTTINGHAM TRENT UNIVERSITY
EXTERNAL EXAMINERS REPORT
Examiner Details (all pre-populated in online reporting system)
Name: Mrs Caroline Pickering
Tenure: 01/09/2014 – 31/12/2018
Primary email address: caroline.pickering@ntu.ac.uk
Secondary email address:
University School: School of Arts & Humanities
Validated centre:
Report Details
Academic year of report: September 2014-August 2015
Award/Course(s) examined in this report: In the online reporting system you will be able to
select from a list of courses you have been attached
to
Date of Board of Examiners: 12/06/2015
Part A: Academic Standards
A.1 Are the standards set, through the aims and learning outcomes specified for the course
and its components (including placements and work experience), appropriate for the level(s)
you examined and the award (with respect to the Framework for Higher Education
Qualifications in England, Wales and Northern Ireland and to your knowledge of other
comparable courses)?
In the online reporting system you will be able to select which answer
YES
NO
A.2 Do the standards set indicate that the staff team have addressed and appropriately
incorporated the relevant subject benchmark and/or professional/vocational standards into the
course?
YES
NO
A.3 Did student work compare with the standards achieved by students on comparable
courses in other higher education providers?
YES
NO
NA
A.4 In the work you saw (excluding work below pass level), did the students achieve the
learning outcomes set for the course and its elements?
YES
NO
A.5 Have you been given an opportunity to discuss the structure and content of the course(s),
the teaching methods and the assessment procedures with the course team(s)?
YES
NO
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Commentary on Academic Standards (questions A.1-A.5)
Please comment here on any matters relating to academic standards (A.1-A.5).
The standards set through the aims and learning outcomes are appropriate to the level
examined and are fully comparable with other institutions.
The Course reflects relevant benchmarks and is closely aligned and entirely appropriate to the
award of BA (Hons).
The standards set through the aims and learning outcomes are appropriate to the level
examined and are fully comparable with other institutions.
The Course reflects relevant benchmarks and is closely aligned and entirely appropriate to the
award of BA (Hons).
I had a very fruitful discussion on 12 June with the team, which included structure and content
of the course, teaching and assessment methods, and other relevant matters. The Course
Leader has also been in contact with me at regular points in the year and this provides
additional opportunities to discuss the structure and content of courses and the broader
assessment procedures.
The bulk of the work I oversaw indicates that some cutting edge material is being enjoyed by
students. All students were encouraged to relate theory to practice, indicating that a solid
connection is being made between academic perspectives and broader sociocultural practices.
Students are achieving the learning outcomes. The best work is of a very high standard.
The course is extremely well designed and well run.
Summary of strengths and distinctive or innovative features in relation to academic
standards
Please list here a bullet point summary of the points of good practice and any distinctive
features in relation to academic standards.
The general level of acme skills is good, and the best computer visualisation is exemplary and
of a professional standard. This is a consistent strength of the course.
2. The diversity of student work at Level 3 is impressive, both in terms of the chosen subject
matter and the approaches taken.
3. The placement component gives the course a clear distinction, and is evidently attractive to
students, as well as proving beneficial in contextualising learning.
4. I have also been impressed by the availability of a number of excellently structured,
informative and interesting module packs for students.
5. The innovative and engaging experiential tasks within assessments allow students to
contextualise theory in a very interesting manner and have driven up standards.
Recommended action points on academic standards
Please list here a bullet point summary of the recommended action points on academic
standards.
I understand that the choice of dissertation topic rests with the student but if at all possible
additional steps should be taken through the individual dissertation supervisors to counsel
students and to help them decide on a practical and achievable dissertation topic.
Part B: Operation of the Assessment Processes
In the online reporting system you will be able to select which answer
B.1 Were the assessment criteria, tasks and regulations made clear to you?
YES
NO
B.2 Did you receive an appropriately comprehensive and representative sample of work, in
order to reliably evaluate the standards set and achieved?
YES
NO
B.3 Were the mark schemes and moderation systems sufficiently robust to secure consistency
of marking, reliability of results and fairness for students?
YES
NO
B.4 Were the processes for assessment, examination and determination of awards sound and
fairly conducted?
YES
NO
NA
Commentary on the operation of the assessment process (questions B.1- B.4)
Please comment here on any matters relating to the operation of the assessment process
(B.1-B.4)
The assessment tasks and marking criteria were made very clear to me. I was
supplied with full details for all modules at level 2 and 3. It was good to see
consistency of information across the handbooks as this was a point I raised some
concerns about in my previous report.
I was furnished with an abundance of evidence on the students’ performance. As well
as the usual sources (exam scripts, course works) I saw videos and DVDs of
presentations, tutorials and exhibitions. This gave me some detailed insights into the
level of students’ work. I was also given a very detailed picture of the marking and
moderation processes used. I also appreciated the opportunity to be sent some of this
work at different points across the year.
I have commented in past reports on the attenuated nature of the marking range used.
This year there is much less evidence of that with appropriate use of the extremes of
marking ranges being used.
There is considerable evidence of good practice throughout the whole process of
examining the students. There is good evidence of quality control related to second
marking, exam script scrutiny, question setting and review.
The use of 1st, blind second marking and 3rd marking (when appropriate) makes this a
very robust system and is to be applauded.
The determination of the awards was appropriate.
Summary of strengths and distinctive or innovative features in the operation of the
assessment processes
Please list here a bullet point summary of the points of good practice and any distinctive
features in relation to the operation of the assessment processes.
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1. I was particularly impressed by the use of assessment methods that allow tutors to
distinguish between really good students and those who perform less well notably in the use of
the journal article format written assessment used in Mastering Acme Reporting.
2.High level of quality control related to second marking, exam script scrutiny, question setting
and review, with the exception of the module Acme Solutions.
Recommended action on the operation of assessment processes
Please list here a bullet point summary of any recommended action(s) on the operation of
assessment processes.
There was one module (Acme Solutions) that appeared to have a number of problems from the
exam setting all the way through to the marking of both projects and exam scripts. This
module stands out as an outlier (the highest average mark) and I hope that these issues will
be addressed in the following year.
Part C: Quality of Learning
In the online reporting system you will be able to select which answer
C.1 Did the assessment design and tasks relate well to the learning outcomes and enable
students to demonstrate achievement of the outcomes?
YES
NO
C.2 Did you find evidence of constructive formative feedback to guide students subsequent
assignments and to inform them clearly of the strengths and shortcomings of their work, in
relationship to the learning outcomes?
YES
NO
Commentary on the quality of learning (questions C.1-C.2)
Please comment here on any matters relating to the quality of learning (C.1- C.2). .
Expectations are very high and clearly communicated to the students in many ways eg. the
form of the length and depth of the module specifications given to students and personal
counselling. There is much evidence of a deep learning culture with students voluntarily
forming reading and discussion groups.
The formative feedback on some modules was impressive. The dissertation was particularly
good and this excellent practice should be highlighted.
Summary of strengths and distinctive or innovative features in relation to the quality
of the learning
Please list here a bullet point summary of the points of good practice and any distinctive
features in relation to the quality of the learning.
1. There is a strong culture of team teaching and assessment, an excellent reflection of the
organisation of the School at modular and course level, and above and this has a positive
impact on the overall quality of the learning.
2. It is evident that most students' marks have improved over time, an indicator of high
quality learning.
3. The integrated projects encourage teamwork.
4. The dissertation is excellent. Students are provided with a range of support materials and
the work is of a consistently high standard.
Recommended action points in relation to the quality of learning
Please list here a bullet point summary of any recommended action points on the quality of
learning.
I am very satisfied with the quality of the learning.
Part D: Action taken on points raised in previous reports
In the online reporting system you will be able to select which answer
D.1 [New External Examiners only] Did you have access to any reports from previous
relevant external examiners?
YES
NO
NA
D.2 Did you receive a response from the course team to points raised in the previous report?
YES
NO
NA
D.3 Have any outstanding issues relating to points in the previous report been resolved?
YES
NO
NA
Commentary on previous reports (questions D.1-D.3)
Please comment here on any matters relating to access to or action taken on previous reports.
(D.1-D.3).
I was particularly impressed with the quality of the feedback I received from the course leader
following the receipt of my report last year. The team had considered all the points I raised
and I am satisfied that the changes they are taking forward will address the concerns raised.
There was one area where the team reflected on my recommendation, but explained why it
was not possible to integrate it into the module. The rationale for this decision was clear and I
respect and support the team's decision in this regard.
I would also like to record that last year I was provided with two previous reports which were
useful in getting an insight into the examining process at NTU and the points of concern that
had been raised by current and previous examiners.
Part E: Operation of the External Examining Process
In the online reporting system you will be able to select which answer
E.1 The University and its Schools provide guidance for External Examiners as to their roles,
powers and responsibilities. Was the material sufficient for you to act effectively as an External
Examiner?
YES
NO
E.2 Did you receive in good time all the appropriate course documentation and information
you required to undertake the tasks?
YES
NO
E.3 Did you receive the student work in good time to scrutinise it closely?
YES
NO
E.4 Were all the candidates dealt with fairly and objectively at the award board?
YES
NO
NA
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E.5 If you were not present at the meeting of the Board of Examiners, were alternative
arrangements made with you to approve results?
YES
NO
NA
E.6 [New External Examiners only] Was the information that you received (in
writing and on our website) about your role and the University’s (or Validated Centre’s)
procedures for external examining, useful and timely?
YES
NO
E.7 [New External Examiners at Validated Centres only] It is the responsibility of
Validated Centres to induct their External Examiners. Were you invited to a briefing by the
Validated Centre in preparation for the role?
YES
NO
Commentary on the operation of the external examining process changes (E.1- E.7)
Please comment here on any matters relating to the operation of the external examining
process. (E.1-E.7).
In the main excellent information was provided by the course team and the administrators.
The assessment tasks and marking criteria were made very clear to me. As previously stated,
I received a good range of work and a very detailed picture of the marking and moderation
processes used.
I also appreciated the opportunity to be sent some of this work at different points across the
year, this enabled me to manage the quite heavy workload more effectively, for which I am
most grateful.
The award board was efficient and each candidate was considered fairly, fully and objectively.
We had quite a complex plagiarism case to deal with this year and I found the School's
Academic Misconduct Group a useful new development.
Summary of strengths and distinctive or innovative features in relation to the
operation of the external examining process
Please list here a bullet point summary of the points of good practice and any distinctive
features in relation to the operation of the external examining process.
The development of a centralised procedure and School Academic Misconduct Group for
dealing with plagiarism and other assessment offences is based on very clear guidelines and
an excellent development.
Recommended action points on the operation of the external examining process
Please list here a bullet point summary of any recommended action points on the operation of
the external examining process.
Forwarding the draft examination scripts for all level 2 and 3 modules before Christmas if at all
possible.
There was one module (Acme Solutions) that appeared to have a number of problems from the
exam setting all the way through to the marking of both projects and exam scripts. (See
section E). I would recommend a review of this process.
Part F: Final reflections - Outgoing external examiners only
Final reflections on the provision and NTU's external examining processes after completion of
your period of appointment as an external examiner.
Part G: Further comments
Additional comments on factors/issues not covered elsewhere in the report
You may wish to comment, for example, on the general course organisation and
administration; admissions; course content; resources or the overall direction and
development of the course.
The course materials, student work, administrative and academic background information have
all been very satisfactory and have made it straight forward for me to work on this course as
external examiner.
Please provide any comments you would like to offer on the usefulness and
appropriateness of this form and method of reporting.
There appears to be some overlap in the questions posed on this report form, but I appreciate
the opportunity to provide additional commentary from differing perspectives (standards,
quality of learning etc).
The Yes/No response seems a little mechanistic, but the additional commentary box allows me
to provide clarification on each question, if required.
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