Modular Regulations (Academic Framework) – key points
The University of East London has a set of modular regulations (often called the
Academic Framework) which governs all our taught undergraduate and postgraduate
programmes. These regulations do not govern the content of our programmes but do
cover programme structure, assessment and passing, failing and award conditions
Where our collaborative partners deliver UEL programmes on a franchise basis all
these regulations will apply to the programme delivery. Most regulations apply to
validated programmes though some exceptions may be agreed at programme
approval.
The purpose of our framework of regulations is to provide a consistent unified set of
rules which can be applied to all programmes so that
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simplicity, transparency and ease of understanding to both staff and students
are facilitated by one framework of regulations
when new programmes are approved the focus at approval is on
consideration of syllabus, content and delivery (not rules and regulations)
new programmes can be ‘assembled’ easily from parts of existing
programmes
a single framework enables the recording of student assessment and
achievement on centralised record systems and the automation of passing,
progression and awards
ease of transfer between programmes, between institutions and the
recognition of credit for advanced entry is enhanced.
The main features of the academic regulations are outlined below. As with all
regulations they are a little dry.
1. The system is based around modules which are the basic ‘building blocks’ of
programmes.
Modules have a standard size, 20 credits for undergraduate programmes, where
each credit is deemed roughly equivalent to ten student study hours. (A student
study hour can be made up with class contact teaching, assessment, library reading,
researching and writing up, preparation of lecture notes etc). Masters level modules
are 30 credits. Modules two and three times the standard module are allowed, but
no other fraction or multiple.
The system of credits and study hour equivalences is used throughout the UK Higher
Education Sector though standard module sizes may vary between institutions. For
example undergraduate 15 credit modules are almost as widespread as 20 credit
modules across the sector. The credit size of a module also gives academics
guidance as to how much work a particular student can be expected to undertake on
a module.
Modules also have a level 1, 2, 3 or M, corresponding to the level of delivery –
equivalent to year 1, year 2, year 3, Masters level.
2. The academic year consists of two semesters (and a summer semester is also
used for Masters dissertations). Each semester consists of approximately fifteen
weeks of teaching, revision and assessment.
A standard module lasts one semester and, standardly, a full time undergraduate
would do three modules totalling 60 credits in a semester. A calculation shows that
this is equivalent to 40 study hours a week.
A further calculation shows that a three year undergraduate degree consists of 360
credits and a one year Masters degree consist of 180 credits – this is standard for
the sector.
3. Modularity enables the provision of programmes which combine subjects. In UEL
Joint Programmes are possible (half the modules in one subject, half in another),
and Major/Minor Programmes (two thirds and one third)
4. The regulations set conditions for passing and failing of modules and the basis on
which awards are made. Once marks are assigned to modules – the regulations
determine everything else. Put another way, academic discretion is used in the
design and delivery of modules, and the assessment of coursework and
examinations. Once a mark has been placed on an assessment task for a student
and agreed by an assessment board, all other decisions are driven algorithmically by
the regulations. Ours is a non discretionary framework, (the word ‘normally’ does not
appear). This makes it clear and transparent – once marks are assigned, all else is
predictable.
5. Each module has a module specification which will specify, amongst other things,
learning outcomes, content and the components of assessment of the module.
These components of assessment might be exams, tests, coursework, performance,
and works of art and so on. Each component when it is assessed is assigned a
percentage mark and the components are weighted such that a mark out of 100 is
assigned to each module for each student. UEL uses marks and not grades for
assessment.
In order to ensure that students are not over assessed with work UEL also has an
assessment tariff. This stipulates the maximum amount of time which can be spent
on exams and maximum word counts for essay and how these trade off when mixed.
6. The regulations stipulate that, at undergraduate level, a total mark of 40% must
be achieved for the module, and at least 30% threshold in each component for a
pass. At Masters level the equivalents are 50% and 40%.
7. If a student has not passed a module they are entitled to be reassessed (and if not
passed then may repeat study the module once with assessment and
reassessment). The marks of a module on reassessment or repeat study are
capped at 40% (50% at Masters level). This incentivises students to achieve a pass
first time. Module marks and credit for modules are awarded by a Field Board
attended by external examiners who maintain an independent watch on
comparability of standards and fairness.
8. Students who move to reassessment will be provided with new assessment tasks
e.g. a new exam or a new piece of coursework. The exception is with individual
dissertations where the student is expected to improve their previous failed
submission up to the standard of a pass.
9. Once marks have been agreed and credit awarded by a Field Board, provided the
student has obtained enough credits for the programme award, a separate Board,
the Award Board, makes the award. A classification is also provided (First, Upper
Second, Lower Second, Third and Ordinary, in the case of undergraduate
programmes. Distinction, Merit and Pass for Masters level or Foundation degrees).
The classification itself is determined by the regulations - there is no discretion. In
fact decisions taken by the Award Board are non discretionary and the Board can
cover many programmes very quickly.
10. For a full set of modular regulations please consult the Manual of General
regulations at http://www.uel.ac.uk/qa/manual.
Summary of programme structures
Undergraduate programmes structure:
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Level 1 = 6 modules each 20 credits
Level 2 = 6 modules each 20 credits
Level 3 = 6 modules each 20 credits
)
) = 360 credits
)
Undergraduate programmes assessment pattern
Semester A
Mod 1
Mod 2
Mod 3
assessment assessment assessment
Semester B
Mod 4
Mod 5
Mod 6
assessment assessment assessment
Reassessment: September reassessment for all modules; or reassessment at the
next assessment point
Postgraduate programmes structure:
4 modules of 30 credits + 1 dissertation module of 60 credits= 180 credits
Postgraduate programmes assessment pattern
Semester A
Mod 1
Mod 2
assessment assessment
Semester B
Mod 3
Mod 4
assessment assessment
Summer Period
The dissertation module (=60 credits)
Reassessment: September reassessment for all modules; or reassessment at the
next assessment point
Module pass marks and study patterns
Undergraduate modules
– Pass mark = 40% (individual component threshold 30%)
If not passed at first assessment, can be reassessed
• all components <40 reassessed
• all components ≥40 marks carried through
• module capped at 40%
• achieved mark shown on transcript as well
Postgraduate modules
– Pass mark = 50% (individual component threshold 40%)
If not passed at first assessment, can be reassessed
• all components <50 reassessed
• all components ≥50 marks carried through
• module capped at 50%
• achieved mark shown on transcript as well
If not passed on reassessment
• may repeat module with attendance
• capped at 40 (50)%
• no prior marks carried through
• if an option module, may choose a different option module and
receive the mark achieved
Reassessed work
Coursework/exams
• should be a new piece of work or new exam
• should be of the same standard and address the same
learning outcomes
• should enable students to demonstrate ability across the
range (not just pass/fail)
Projects/dissertations
• reassessment – the same title improved
• repeat – a new project dissertation