Examination
and
Assessment
Handbook
2011/12
1
CONTENTS
Summary information
1. Assessment
1.1
Grading Scale and Criteria
1.2
Moderation
1.3
Interviews
1.4
Plagiarism
1.5
Mitigating and Special Circumstances
1.6
Coursework Extensions
1.7
Anonymous Marking
2. Examination Process and Boards of Examiners
2.1
Modules with studio content -Modules Tutor Assessment
2.2
Modules with studio content -Internal Assessment Panel
2.3
Written work and examinations
2.4
Internal Programme Assessment Committee (IPAC/ Yellow Board)
2.5
External Examination
2.6
Pre-Examination (Blue) Board
2.7
Final Examination (Red) Board
2.8
Feedback & Communication with Students
2.9
Resits and Re-attendance
2.10
UG Progression
2.11
MArch Distinction
3 Roles and Responsibilities
3.1
Chairs of Panel and Boards
3.2
External Examiners
3.3
Head of ESALA / ESALA Administrator
3.4
Convenor of Teaching Committee
3.5
Programme Director
3.6
Examinations Secretaries and Module Secretaries
3.7
Module Organisers
2
3.8
Second readers (Examinations)
3.9
Director of Studies
3
1.
Assessment: Summary Information
The ESALA degree programmes in Architecture, Architectural History and most PGT programmes are
assessed according to the University Extended Common Marking Schemes 1 and 5. Landscape
Architecture is assessed according to the ECA Grade Assessment Scheme (CMS 4), although there are
slight variations in application and descriptors used in al of the professional programmes. These are
outlined at 2.1 below.
All programmes are subject to University Assessment Regulations, which accommodate both
assessment schemes and this document is also based on the ECA Working Party Report on Exam
Board Procedures.
• The aim of the Examinations Handbook is to define clear procedures to ensure that Assessment is
carried out in a fair and robust manner.
• It is intended as a guide for staff and examiners and does not replace any regulatory requirement
set out in the Assessment Regulations and in the Programme Handbooks
• Students MUST be assessed in accordance with the methods and types of assessment set out in
published handbooks
• This booklet applies both to Undergraduate and PGT programmes
2.
Assessment Overview
2.1 Marking Scale
ESALA operates five variants of three assessment schemes (unfortunately!):
2.1.1 CMS1 is used by all Undergraduate programmes except those in Landscape and the Diploma in
Architecture. It is also used by the MArch.
HONOURS
NONHONOURS
Grade
Honours
Class
I
I
I
II.1
II.2
Mark
(%)
90-100
80-89
70-79
60-69
50-59
III
40-49
D
Fail
Fail
Fail
Fail
30-39
20-29
10-19
0-9
E
F
G
H
A1
A2
A3
B
C
Non-Honours Description
Excellent
Excellent
Excellent
Very Good
Performance at a level showing the potential
to achieve at least a lower second class
honours degree
Pass, may not be sufficient for progression to
some honours programmes (Architectural
History)
Marginal Fail
Clear Fail
Bad Fail
Bad Fail
However, the professional programmes use the three learning outcomes system for the purposes of
feedback and therefore the descriptors have been elaborated to something very close to the ECA
Grade Descriptor Scheme.
4
Professional Programme Descriptors
Detailed Grade Descriptors (with % translation)
Grade: A1 (95%)
In addition to the attainment at A, below, the student has made an original contribution to the discipline, by
questioning or challenging prevailing paradigms.
Grade: A2 (85%)
In addition to the attainment at A, below, the student has made a significant contribution to the discipline
within the limits of established paradigms.
Grade: A3 (75%)
The student has theorised, generalised and hypothesised in the context of their discipline and its
relationship with other disciplines in ways appropriate to the problem, situation or theme of enquiry.
Connections have been made both within and beyond the brief. Learning can be applied to unfamiliar
situations or problems and may extend current theory. It is questioning, speculative and reflective.
Grade: B+ (68%)
The student has analysed, evaluated and / or applied a range of concepts and theories to familiar, and
unfamiliar situations, problems or themes of enquiry. Resolutions and conclusions are complex, and result
from understanding in depth. Learning demonstrates a fully integrated and /or contextualised knowledge
structure.
Grade: B (65%)
The student has analysed, evaluated and / or applied a range of concepts and theories to familiar, and a few
unfamiliar situations, problems or themes of enquiry. Resolutions and conclusions are mainly complex, and
result from understanding in depth. Learning demonstrates a fully integrated and /or contextualised
knowledge structure.
Grade: B (62%)
The student has analysed, evaluated and / or applied a range of concepts and theories to familiar, and a few
unfamiliar situations, problems or themes of enquiry. Resolutions and conclusions are mainly complex, and
result from understanding in depth. Learning demonstrates a well integrated and /or contextualised
knowledge structure.
Grade: C+ (55%)
The student has demonstrated an ability to visualise, describe and /or combine established concepts and
theories. Learning makes several varying relationships and connections. A few resolutions and conclusions
may be complex and original, and result from understanding in depth. However, learning does not
demonstrate a fully integrated and /or contextualised knowledge structure.
Grade: C (55%)
The student has demonstrated an ability to visualise, describe and /or combine established concepts and
theories. Learning makes several varying relationships and connections. A few resolutions and conclusions
may be complex and original, and result from understanding in depth. However, learning does not
demonstrate a fully integrated and /or contextualised knowledge structure.
Grade: C- (52%)
Grade: D+ (48%)
Grade: D (45%)
The student has demonstrated that the intended learning outcomes
have been acquired at a threshold level. However, only a few simple relationships and connections have
been made. A deeper theoretical understanding or contextual awareness does not support learning.
5
Grade: D- (42%)
Grades E, F and NS are all failing grades:
Grade: E (35%)
The student has acquired some disconnected fragments of learning, which make little structural sense. In
this state, they do not overall, address the problem, situation or theme of enquiry and therefore do not
demonstrate that the intended learning outcomes have been acquired.
Grade: F (25%)
The student has not addressed the problem, situation or theme of enquiry and therefore, has not acquired
the intended learning outcomes.
Grade: NS
The student has failed to submit as required.
Grade: G or H
Bad Fail
Where grades, rather than marks, are used in internal assessments ESALA professional programmes only
make use of these grades where an examination produces a numerical mark in this range
These grades are used for courses in Honours Architecture or 3rd year BA Architecture and in MArch.
2.1.2 CMS 5 (ECA Grade Assessment Scheme) is used by Undergraduate Landscape programmes and
by the Diploma in Architecture.
Grade
Taxonomy
Assessment
Decision
Pass
Honours
Class Level 10
1st
Mark
Translation
(%)
95
A1
Extended
Abstract
A2
Extended
Abstract
Pass
1st
85
A3
Extended
Pass
1st
75
Grade Criteria
In addition to
the attainment
at A3, below,
the student has
made an original
contribution to
the discipline, by
questioning or
challenging
prevailing
paradigms.
In addition to
the attainment
at A3, below,
the student has
made a
significant
contribution to
the discipline
within the limits
of established
paradigms.
The student has
6
Abstract
B
Relational
Pass
2.1
65
C
Multi-
Pass
2.2
55
theorised,
generalised and
hypothesised in
the context of
their discipline
and its
relationship with
other disciplines
in ways
appropriate to
the problem,
situation or
theme of
enquiry.
Connections
have been made
both within and
beyond the
brief. Learning
can be applied
to unfamiliar
situations or
problems and
may extend
current theory.
It is questioning,
speculative and
reflective.
The student has
analysed,
evaluated and
/or applied a
range of
concepts and
theories to
familiar, and a
few unfamiliar
situations,
problems or
themes of
enquiry.
Resolutions and
conclusions are
mainly complex,
and result from
understanding in
depth. Learning
demonstrates a
fully integrated
and /or
contextualised
knowledge
structure.
The student has
7
structural
D
Unistructural
Pass
3rd
45
E
Marginal Fail
Fail - Retrieval
Fail
35
demonstrated
an ability to
visualise,
describe and /or
combine
established
concepts and
theories.
Learning makes
several varying
relationships
and
connections. A
few resolutions
and conclusions
may be complex
and original, and
result from
understanding in
depth. However,
learning does
not demonstrate
a fully
integrated and
/or
contextualised
knowledge
structure.
The student has
demonstrated
that the
intended
learning
outcomes have
been acquired at
a threshold
level. However,
only a few
simple
relationships
and connections
have been
made. A deeper
theoretical
understanding
or contextual
awareness does
not support
learning.
The student has
acquired some
disconnected
fragments of
learning, which
8
F
Clear Fail
Fail Conditional Resit
Fail
25
make little
structural sense.
In this state,
they do not
overall address
the problem,
situation or
theme of
enquiry. They
therefore do not
demonstrate
that the
intended
learning
outcomes have
been acquired.
The student has
not addressed
the problem,
situation or
theme of
enquiry and
therefore, has
not acquired the
intended
learning
outcomes.
2.1.3 CMS 5 Taught Postgraduate Assessment
Mark
(%)
90100
80-89
70-79
60-69
50-59
40-49
Grade
Description
A1
An excellent performance, satisfactory for a distinction
A2
A3
B
C
D
30-39
20-29
10-19
0-9
E
F
G
H
An excellent performance, satisfactory for a distinction
An excellent performance, satisfactory for a distinction
A very good performance
A good performance, satisfactory for a masters degree
A satisfactory performance for the diploma and certificate, but
inadequate for a masters degree
Marginal Fail
Clear Fail
Bad Fail
Bad Fail
Note: The elaborated version to accommodate learning outcomes feedback is also used in this case
for Landscape programmes.
2.2
Studio based courses
There are three Internal Assessment stages:
Internal Tutor Panel: First marking by those who have taught the course, normally led by the
Course Organiser.
9
Internal Examination Panel: Verification and moderation of the marks by an independent
panel of internal examiners who have not been directly involved in the teaching of the
course. The Course Organiser is normally present, the panel is chaired by the Chair of the
relevant Board of Examiners.
Internal Examination Board: This meeting finalises the internal marks by verifying proposed
moderation and by imposing any late penalties that might apply.
And three and, in some cases four, External Assessment stages
External Examination Panel: Independent external scrutiny of the examination process,
sampling of project work at various grades, boundaries between grades, borderline pass/fail
and any proposed fails. The External Examiner may make recommendations for moderation
of marks, which the Department will normally accept, but does not mark work or interview
students. This panel normally comprises the Course Organiser, the chair and the external
examiner.
Pre-Examination Board: The main purpose of this Board is to confirm moderations proposed
during the previous examination processes and to give the External Examiners the
opportunity to provide informal feedback to staff. This will mainly apply to studio-based
courses, although it will be extended to take in all the courses in such programmes.
Generally, this meeting is not necessary either in in most PGT programmes, in which case,
the following meeting only is required.
Pre-Exam Board Meeting: This is intended as a final check on spreadsheets and notes
proposed moderations from the EEP. This is a purely administrative procedure and involves
the EEP Chair and the Examination Secretary but may consult others as necessary. This
meeting will also rehearse the awards to be made at the Board and flag any issues (like
Special Circumstances) to ensure that anything carried forward from any other meeting or
previous board is not missed.
Board of Examiners: Primary role is to make final decisions on marks and awards. Part of that
process also involves moderation, both from the External Examination Panel and from the
Special Circumstances Committee, the report of which is fed in to the process at this point.
This meeting is also where the External Examiner provides her/his first formal feedback. The
membership is as follows:
o
Convenor (drawn from the school but, if possible, not the programme)
o
Regulations Expert (Not the convenor but could be a full member of the board as an
examiner, otherwise, in attendance)
o
External Examiner (Full member of the Board)
o
Course Organiser/Programme Director
o
Internal examiners (Full members of Board)
o
Markers (in attendance)
o
Examination Secretary (in attendance)
o
ECA (external) Observer (in attendance)
And a Progression meeting
Post-Exam Board Progression Meeting: Most of the previous six stages are organised by
course rather than by student on programme. The only exception to that is students who are
graduating and students with Special Circumstances. Decisions on how continuing students
with failed courses might progress are made at this point. The External Examiner might be
present, in programmes where this meeting can immediately follow the Board (e.g. some
10
PGT programmes) but it is not absolutely necessary that this is the case and for most
programmes this meeting will be held a day or so after the main board.
2.3
Other Coursework and Examinations
There are normally two Internal Assessment stages, but for some work there are three
Tutor/internal assessment: This is a purely individual affair (rather than a panel) involving the
academic staff and tutors marking work. In some courses, double marking is necessary.
Internal Examination Panel: For courses where coursework is marked by more than one
marker, an internal panel is necessary to reconcile marks, propose moderation and/or third
markers.
Internal Examination Board: This meeting finalises the internal marks by verifying proposed
moderation and by imposing any late penalties that might apply. In some programmes this
meeting will also finalise preparations for the external examination process by confirming
the selection of work and the administrative arrangements surrounding the process.
The External Assessment and Progression stages are identical to those for studio courses except for
the first stage, EEP, which is not required.
3.
Examination Processes and Boards of Examiners
This section provides more detailed information on the purpose and process of the steps outlined
above. These have been made programme and course specific wherever possible and arranged in
the sequence of the examination period, with key administrative tasks inserted at the appropriate
points in the sequence.
3.1
Internal Examination
The role of this primary level of assessment is to test the students’ work in the light of the
published aims and objectives of the courses in general and the specific requirements of the
published learning outcomes and requirements of the various means of assessment. Marking is
carried out in accordance with the published descriptors of the various grades and marks in the
course and programme booklets.
3.1.1 Studio Based Courses
Internal Tutor Panel
The role of the primary stage of studio assessment is to test and grade the students’ work in
accordance with the explicit assessment criteria for each learning outcome. This first stage is
marking carried out by the studio tutors as a tutor panel. Staff teaching on the module will
prepare a set of grades, normally as a ‘tutor panel’ led by the Course Organiser who records
the grades on the course spreadsheet which is received from and given back to the Course
Secretary.
Note: In general, full-time staff bear prime responsibility for assessment. Where part-time tutors are
involved, it is the Course Organiser’s responsibility to ensure that they are aware of the marking
scheme, course structure and weightings (if any) of work. Note: Outside critics have no role in the
marking of student work.
Admin. Notes
The Course Organiser records any relevant notes from this panel on the spreadsheet, to be
incorporated subsequently by the Course Secretary on the ‘golden copy’.
Course Secretary then prepares Chair’s Pack prior to the internal panel. The Chairs Pack includes:
11
(1) Cover sheet with Learning Outcomes for the course being examined (can cut and paste these
from the DRPS) and
(2) (Chair’s) Master copy of the marks for each student being examined on the course. If there are
multiple courses then you need a single spreadsheet for each course.
(3) Timetable for the meeting(s). Initially they will have internal and later the external timetable.
The timetable should include staff and venue information.
(4) Spare copies of the grade sheets which the Chair can distribute to staff in the meeting(s).
These should be returned to Chair and destroyed after the meeting of the panel.
Note: All of these will be needed for a studio course
Internal Examination Panel
The Tutor Assessment panel is followed by a second tier of cross-programme moderation to
ensure parity of standards and is particularly useful where there are parallel studios offering
options. This Internal Examination Panel (IEP) will involve at least one colleague from
another year of the programme, the module organiser and has a Chair appointed by the
Head of ESALA. The composition of these panels is set out in Appendix 1: Composition of
Boards of Examiners and Examination Panels
[See 5.2 for role of chair]
In the final year of the Master of Architecture, there are two IEPs: one for the Academic Portfolio 2
and one for the oral examinations conducted with every student and a panel of examiners from
across the School. These panels have an independent Chair.
Oral Examination Procedure and Format:
o
Two readers, who read the design report, are identified for each candidate prior to
the examination; they lead the questioning.
o
Other examiners are present and can ask questions after the Readers or to clarify a
point.
o
Where students have worked in groups, there may be a short period where the
whole group is present for examination followed by individual interviews.
o
The examination will normally last 20 minutes.
Composition of the Panel:
o
The Chair of the Master of Architecture Examination Board
o
Design and specialist tutors who have been involved in the teaching of the year
o
Tutors who are involved in the teaching of design and/or a specialism elsewhere in
the programme
3.1.2 Assessment of Written Work in Design, Theory and History Programmes
Course Organiser and Tutor Assessment
The role of this primary assessment is to test the students’ work in the light of the published
aims, objectives and learning outcomes of the course in general, and the specific
requirements of particular questions/projects. Marking is carried out in accordance with the
published descriptors of the various grades in course and programme booklets.
Exact procedures vary from course to course and year to year of the programme, and, in the
case of coursework, has been an ongoing process across the academic year. Examinations
12
are assessed by permanent academic staff (rather than tutors). Marking for most of this work
is done on an individual basis and there is no need for an Internal Tutor Panel.
Internal Examination Panel
This is only required in the case of work that has been double marked: reports, dissertations,
any single project worth 40 credits, etc.. In these cases the IEP is a meeting of markers that is
designed to confirm an agreed mark to go forward to the external examiner (although this
agreement is not always possible). These meetings are, in effect internal panels and part of
the examination process and should be conducted in a consistent manner, chaired by the
relevant Board of Examiners convenor.
In all such courses the work is marked by the tutor and, independently, by a second marker.
These two marks, along with a written report by each marker, are submitted to the internal
panel and all of the tutors involved. The following procedure is adopted:
o
The two marks are submitted to the Examinations Secretary prior to any meetings
between the markers.
o
Once the two markers have submitted their marks, they should make contact with
each other and attempt to agree a mark (this can be by e-mail). The aim of this is not
to reach a compromise for its own sake, or simply to split the difference, but to try to
take on board the opinion of both markers. If the two marks are within the same
grade, the difference between the two marks normally will be split and rounded up
where necessary, but examiners may agree on a mark within the range defined by
their two marks. If the two marks are in adjoining grades, but are within 10 marks of
one another (eg 55 and 65), the markers should agree a mark, but the case should
also be discussed in the panel meeting. If the two markers cannot agree on a mark it
should be discussed in the panel meeting and a third marker may be required.
o
If the two marks are more than 10 points apart, a third marker should be used unless
it is agreed by the Panel (on the basis of the case made by the two markers) that a
mark may be awarded. Any third marker should be aware of the two marks given
and of the written comments and discussion relating to the piece. The mark awarded
by the third marker will be taken as the agreed mark of the panel and should be put
forward to the Board of Examiners.
o
In addition, in any case where a marker who is not a member of the Board of
Examiners is used, and especially where Postgraduate students are used as markers,
the following will also apply:
o
The second marker must be a member of the Board of Examiners
o
If the two marks are not in the same grade, even if they are within ten marks of one
another, a third marker, must be used.
o
Any piece of work that has gone to a third reader should be brought to the attention
of the External Examiner but need not necessarily be read by her/him.
o
The selection of this work for the External Examiner should be based on typical
grades, borderlines and fails.
o
Note: The examiners’ reports are provided for the purposes of the panel but also for
feedback to the student. That should be borne in mind when writing them and the
marks should not be put on these reports but supplied to the Course Secretary
separately.
Admin. Notes
13
After the internal panels all administration of the course mark sheets passes from the course
secretary to the Exam Board Secretary. This means:
(1) The Exam Board Secretary holds the golden copy of marks and moderations
(2) Any changes from this point onwards must go via the exam board secretary and not the course
secretary
(3) The Exam Board Secretary will maintain control of the process and mark spreadsheets until the
end of the Board (including sending results to UoE Registry).
ESALA will have * Exam Board Secretaries
(1) UG Architecture – Rosie Hall
(2) MArch – Leigh ann Pieterse
(3) Architectural History – Claire Davies
(4) Landscape Architecture – Margaret Dingsdale
(5) PGT
3.1.3 Internal Examination Board
The various internal panels from both studio and non-studio courses feed into the Internal
Examination Board (organised by programme).
This Board considers grades in each course and marks the formal conclusion of the internal
examination process.
This Board discusses internal moderation and confirms internal grades/marks for each learning
outcome and/or assessment component, as well as the final mark for each course being assessed.
Late penalties are confirmed at this meeting.
This meeting can also be used to identify cases/issues to raise with the external examiners.
Special Circumstances may be flagged up (as an extra check to ensure they are followed up) but they
are not discussed (see section 3.2 on Special Circumstances).
Admin. Note
(1) At this point in the process the Exam Board Secretary is also responsible for keeping the formal
minute of the Internal Examination Board.
(2) Note: Up to this point deliberations and recommendations may be recorded on the golden copy
of the mark sheet but formal meetings from this point on are minuted (i.e. Internal examination
Board, Special Circumstances Committee and Final Board of Examiners).
(3) These minutes are confirmed by the Convenor and a copy of is held on file in the relevant School
Office (UG or Graduate). Note: The Internal Examination Board minutes must be available for the
full Board of Examiners as the formal record of internal decisions and the reasons for them.
(4) The Exam Board Secretary is responsible for recording any alterations to marks made during the
Internal examination Board. If no mark is available, the appropriate EUCLID code should be used.
3.2.
Special Circumstances Committee
14
3.2.1 Operation of Special Circumstances Committees
o
The Directors of Studies system is geared towards supporting students with special
circumstances in the examination process. Prior to the final Board of Examiners, when
students’ marks may be moderated due to special circumstances, the Special Circumstances
Committee will meet to consider cases and make recommendations on how the University’s
rules on the exercise of discretion should be operated.
o
PGT programmes should operate in the same way, with the Programme Director taking on
the role of the Director of Studies. Note: The Undergraduate Forms have been adapted for
PGT use and are available on the WIKI.
o
Cases considered by the committee are normally notified by the Director of Studies, although
a Student Support Officer may also notify and a student may also do so. However, all cases
must be made on the Special Circumstances form and with appropriate supporting evidence.
o
ESALA will operate two committees this year, one for Landscape, on Monday 14th May (23pm) and Architecture, on Monday 21st May (9.30-12.00).
o
The deadline for submitting paperwork for these two meetings is, for Landscape, Thursday
10th May, and for Architecture, Thursday 17th May. Cases should be sent to Claire Davies in
Minto House.
o
PGT deadlines are the same, because PGT will follow on from UG in each of the two
meetings.
o
The Special Circumstances Committee is a sub-committee of the Board of Examiners and, as
such, is integrated with the examination process and is conducted in a similar fashion to the
Board of Examiners. This committee deals with UG and PGT. These should be dealt with
separately but within the same meeting.
o
Serious cases brought to the attention of the Convenor of the Special Circumstances
Committee after the submission deadline may be added to the agenda by the convenor.
o
The Composition of the Special Circumstances Committee is as follows: Convenor (John
Lowrey), Programme Directors, all Exam Board Convenors, the Regulations Expert,
Directors of Studies; Secretary (Claire Davies), Minute Secretary (Margaret Dingsdale for
Landscape and Leigh-ann Pieterse for Architecture).
o
Attendance for Directors of Studies is mandatory for anyone with a serious case to discuss in
which any significant action might be needed to assist the student’s progression. All other
cases may be dealt with based on the submitted reports. Any Director of Studies who wishes
to be exempted from attendance must consult the convenor well in advance of the meeting.
Reference
Special Circumstances Guidance:
http://www.ed.ac.uk/schools-departments/humanities-soc-sci/undergraduate-academicadmin/curriculum-assessment/assessment-examination/special-circumstances
This web page has a link to the UoE Special Circumstances Policy which gives clear guidance on
the application of the policy and recommendations that the SC committee can make.
Note: The Special Circumstances Committee is able to recommend alterations to marks. This is an
unfamiliar practice in some of ESALA’s programmes and one of the challenges this year is to
accommodate this possibility across programmes in a fair and consistent manner.
3.2.2 Administration Notes for Special Circumstances Committee
15
Prior to the meeting
o
Directors of Studies: All documentation (forms and supporting documents) must be completed
and sent to the Special Circumstances Secretary (Claire Davies) by the deadline: 10th May
(Landscape) and 17th May (Architecture). The SCC forms can be accessed on the ECA Wiki at https://www.wiki.ed.ac.uk/display/ECATO/DoS
o
All relevant documentation should be collated by the SCC Secretary in preparation for the
meeting.
o
The convenor of the SCC should examine the cases prior to the meeting in order to identify any
particularly complex issues in advance so that s/he, in consultation with the Regulations Expert
and/or College might investigate what solutions might be possible prior to the meeting itself.
Conduct of the Meeting
o
Cases are anonymised, as in the Board of Examiners
o
Meetings are minuted, and anonymised, using Examination numbers only
o
The Convenor will have access to student names because s/he will have the applications, bearing
names as well as numbers.
o
Students who are not represented by their DoS will have their cases represented by the
convenor.
o
The meeting is organised by programme, then student, rather than by course
o
The exception to this is for cases brought to our attention by other schools, i.e. outside students
taking ECA courses. Again, it is best to deal with these as a separate category and then by course
within that.
o
PGT cases are divided in the same way – by programme and student and then by course for
outside students.
o
The committee will first decide on whether or not Special Circumstances are present in each
case. If so, we will then attempt to ‘grade’ them on a 1-3 scale, Although this has to be
acknowledged as a rather unscientific practice, it is useful in working out what level of response
is appropriate.
o
In each case where the special circumstances are accepted, the committee must then decide if
action is necessary and, if so, what action.
o
Note: The Special Circumstances Committee makes recommendations to the Board of
Examiners, rather than decisions
o
Note: Some of the recommendations may not even be within the power of the Board and must
be referred on to CHSS and Senatus
o
The deliberations of the committee must be minuted according to the guidance available from
the University and must include the conclusion of the SCC (i.e. are the circumstances special or
not) and the recommendation to the Board of Examiners.
Reference
Board of Examiners Guidance: Minuting (Section 5: Special Circumstances Committees)
http://www.docs.sasg.ed.ac.uk/AcademicServices/Staff/ExamBoard/Minuting.pdf
Preparation for the Board of Examiners
16
o
The SCC minutes must be written up as a report to the Board of Examiners and the basis of the
Convenor’s report
o
It is good practice for the convenor, possibly in consultation with the Regulations Expert, to
develop the cases after the SCC but only in order to clarify more precisely any regulatory aspects
of the cases, e.g. where action is being proposed under specific regulations, these might be cited
chapter and verse for the benefit of the report and the Board.
o
These minutes/this report is not circulated to members of the Board of Examiners but is used
only for discussion at the Board. This is because of the often highly sensitive nature of the
material under discussion.
3.3
External Examination
The role of the External Examiners in this third level of scrutiny is:

To consider the standard of work against comparable national institutions

Where appropriate, to consider our work in relation to professional criteria;

To review the quality of the examinations arrangements

To provide a check on our assessment procedures and standards, using the wider
context of our external examiners’ experience to achieve that.

To examine a sample of work across the full range of marks

To confirm that the lowest pass has been set at the appropriate level

To consider all fails

To have an opportunity to examine the work alone, and/or with other examiners if they
wish
The role of the External Examiner is elaborated at 5.5
Admin. Note
(1) Between the Internal Examination Board and the external process beginning, the Exam Board
Secretary must check the spreadsheets to ensure that they are accurate and updated. This
should be done with the relevant Programme Director or Course Organiser and should include:
a. Spreadsheet formula
b. Accuracy of the confirmed marks from the Internal Examination Board
c. Flags against Special Circumstances and penalised marks
(2) The Exam Board Secretary prepares the External Examiners Pack. The External Examiners Pack
includes:
a. Timetable for each examiner (and overall timetable if helpful/available)
b. Course mark sheets for each course examined (can include internal moderation notes if these fit
easily onto a print format; if not do not include the notes but ensure the marks are those agreed
after internal moderation).
c. Course briefs for each course examined.
d. Programme Handbook(s).
17
e. Expenses claim form and any ECA (UoE) contractual paperwork required to be signed or given to
the external for information or use in claiming expenses (check with Olwen Gorie for Dec / Joan
Wallace thereafter).
f.
Guide to submitting external examiners reports and paper copy of report form.
(3) The Exam Board Secretary in Architectural History, with academic colleagues, is responsible for
setting up the External examiner’s room, laying out all student work, clearly separating out
selected work and putting together all of the work for each Senior Honours student. This might
also apply in other programmes, e.g. PGT.
The Course Organiser also has an important role to play in the preparation for and conduct of the
external examinations process:
•
Course Organisers (Studio Leaders in the MArch) to ensure work is ready for externals
•
Indicate possible samples of high, mid-range and low passes and all borderline fails
•
Selects sample work where to be sent in advance to the External
•
Provide copies of module documentation in advance, or at the time of the visit
•
Be available in the School during the full Examination period, unless in exceptional
circumstances agreed with the Head of ESALA.
[See 5.3 for the role of the Course Organiser]
3.3.1 Studio Based Courses
External Examination Panels
This process essentially replicates that of the Internal Examination Panels, with a different
composition.
Composition of External Examination Panels
All Programmes

Course Organisers

External Examiner(s)

Chair of the Board of Examiners (Convenor)
External Examiners’ Walkabout (MArch only)
The purpose of this event is to allow the external examiners who have not been involved in studio
examination to get a complete overview of the MArch programme. The Programme Director will
briefly introduce the studios and orientate them but then leave them to look at the work on their
own.
Pre-Examination Board
The purpose of this meeting is to confirm moderations that emerge from the External Examination
Panels and to provide feedback to staff. Note: PGT programmes mostly omit this stage and move
straight to Final Board.
Admin. Notes
Prior to this meeting:
The Examination Secretary and the Convenor of the External Examination Panel collate the
moderated marks and update the various spreadsheets.
18
Conduct of the meeting:
(1) This meeting will confirm moderations and will give the externals the opportunity to provide
feedback to staff.
(2) This meeting ONLY discusses moderated grades (and does not read out all the student
names/grades).
(3) Students are presented by examination number; only the convenor and Examinations Secretary
will have spreadsheets with student names.
(4) The Regulations Expert must be present at this meeting
(5) This meeting does not discuss Special Circumstances, although they may be noted for
subsequent action.
(6) These meetings are organised for each programme but by course within that.
(7) This meeting does not consider classification in Honours degrees
(8) This meeting does consider Distinctions in MArch or BA.
(9) It is crucial that this meeting is understood as equivalent to the Board of Examiners. Its
membership is the same but, more importantly, it is the place where changes to the marks
produced by the internal process are decided. The reasons for any changes to marks must be
fully minuted and the record of this must then be incorporated into the minutes of the Final
Board of Examiners. Similarly, the main points of any feedback should also be minuted, although
this need not be detailed in the final minutes of the full board.
Meeting between Externals and Students
Most Programmes will provide the opportunity for the External Examiners to meet with students.
This is not part of the examination process (it comes after the moderation meeting), which, under
the Regulations, does not allow oral examination of individual students
3.3.2 Written Work in Design, Theory and History Programmes
This material is considered by the External Examiners on an individual basis and then feeds, as above,
into the Pre-Examination Board. The Admin. Notes above, apply equally here.
3.4
The Board of Examiners
The culmination (though not the end!) of the examination process is the Final Board of Examiners,
the purpose of which is to receive and ratify marks, make recommendations for the classification
of honours and make all decisions on distinctions, interim awards, fails and re-sits. It is also at this
point that decisions on students on Special Circumstances are made, informed by the report of the
Special Circumstances Committee.
3.4.1 Conduct and Administration of the Meeting
Note: Please also refer to Roles and Responsibilities ( See section 5)
(1) The precise composition (i.e. the names of the members) of each Board is given in Appendix 1 In
summary, each Board will have:
o
Convenor (drawn from the school but, if possible, not the programme)
o
Regulations Expert (Not the convenor but could be a full member of the board as an examiner,
otherwise, in attendance)
19
o
External Examiner (Full member of the Board)
o
Course Organiser/Programme Director
o
Internal examiners (Full members of Board)
o
Markers (in attendance)
o
Examination Secretary (in attendance)
o
ECA (external) Observer (in attendance)
(2) The Board must be quorate, i.e. it must have at least 50% of the full members of the Board
present, including at least one External Examiner [Regulation 33] Note: External Examiners’
attendance may be relaxed for resit boards.
(3) Students are presented by examination number; only the Convenor and Examinations Secretary
will have spreadsheets with student names.
(4) Some of the larger Boards may be paperless, i.e. spreadsheet may be projected.
(5) Where paper is used, All copies must be handed back at the end of the Board to the
Examinations Secretary. The only exception to this is the Convenor.
(6) The Board is organised by Course and only follows this by considering individual student profiles
when awards are being made.
(7) In PGT programmes, this meeting is normally where external examiners’ moderations are
discussed and where their feedback is taken.
(8) PGT Boards normally function as Progression Meetings also. This is also true for MLA.
(9) The running order for each Board is:
o
Courses: chronological, i.e. years 1 – X Note: It is not necessary to read out every student. The
Convenor should focus only those where alterations have been proposed or where there are
special circumstances.
o
Award of degrees: classification, distinction, etc
o
Special Circumstances for final year students
(10)
Special Circumstances are presented by the Convenor of the Board or the Convenor of the
Special Circumstances Committee. This will be based on the report of the SCC and will contain
their recommendations. The Board will make the decision on these. Note: in some cases,
especially with Honours or with graduating students, the Board can only endorse the
recommendation, giving the Convenor the authority to take them forward to Dean and SSPC.
(11)The Convenor is responsible for the conduct and organisation of the Board (See Roles &
Responsibilities in Section 5)
(12)The Examination Secretary is responsible for
o
Preparing the agenda for the meeting.
o
Preparing and producing the paperwork for the meeting. Note It is important not to overlook
students who are not pursuing a normal curriculum, e.g. students repeating courses on an ‘examonly’ basis. These should be clear from the minutes of the previous Board and it would also be
wise to consult with the Course Secretaries to identify such cases.
o
Taking Minutes of the Board. This includes recording any moderation that happens in the final
board on the spreadsheet. This allows us to generate the final mark sheet for signature by the
convenor and External Examiner. The Convenor will also mark up his/her hard copy as a record
and for the purposes of a final check.
o
Preparing the Convenors Folder, which should contain:
20
o
Timetable for the events. Initially they will have internal and later the external timetable. The
timetable should include staff and venue information
o
Convenor’s master copy of the grades for each module being examined
o
Spare copies of the grade sheets which the Convenor can distribute in the board meetings. These
should be returned to Convenor and destroyed after the meeting of the board
o
Copy of the Assessment Section of the relevant Programme Handbook
3.5
Progression Meeting
The purpose of this meeting is to consider any non-graduating students who have failed courses. This
is the opportunity to look at student profiles, rather than courses and a pause will be necessary in
most, if not all, programmes (and certainly all undergraduate) to allow the transition to be made.
Therefore, these meetings will take place on 29th May, several days after the Board of Examiners.
Note: The External examiner’s presence is not required at a progression meeting.
The meetings will be organised by programme and will consider each case to work out how/if the
student can progress.
The decisions will be carefully minuted and referenced to the regulations and, where resits are
necessary, the precise tasks will be clearly identified.
Note: It is essential that Course Organisers attend this meeting because they should be best placed
to advise on the appropriate tasks for the students.
This meeting may be used to confirm entry to Honours, although this will mainly be confirming
students’ decisions because there is no barrier, other than passing.
Note: Students who have failed credits are not automatically excluded from Honours entry and
that is one of the areas the MA panels will decide on.
Admin. Note
o
The Examination Secretary, in consultation with the Course Secretary and Course Organisers,
must produce the spreadsheet for this meeting, showing each student’s profile
o
The minutes of the Board of Examiners should also be available
o
Some cases will involve Special Circumstances and therefore the SCC report should also be
available
o
The paperwork should be prepared by the day before the meeting, i.e. 28th May, to allow the
convenor to investigate any complex cases and to take advice from the Regulations Expert or
CHSS
o
The minute of this meeting is appended to the minutes of the Full Board of Examiners before
that is officially deposited with CHSS.
3.6 Release of marks to students
blah
3.7 return of marks to registry (signing by external)
blah
4. Progression
21
4.1
General
The purpose of this section is to summarise the progression rules at each stage through UG and PGT,
based on university regulations. This might act as an aide-memoire for Boards of Examiners and
Regulations Experts. Note: It is very important that Convenors and Programme Directors are
completely au fait with the regulations that apply to their programmes. It is not the responsibility of
the Examination Secretary to take charge of this.
The terminology used here is:
o
Resit: where a failed course or its assessment is retaken by a student. This might involve
reattendance or the retaking of some or all of its assessment either at a resit diet (August) or
in the following academic year.
o
Carrying: Where a failed course is not rectified by the student at the resit diet, it may be
carried, as additional credit, into the following year, if certain other conditions are met.
o
Repeat: Where a student has failed such a volume of credit or has failed core courses and is
unable to proceed into the next year of study and must repeat the year. In these cases,
university policy is that students may not proceed on a full-time basis. Part-time study is a
maximum of 80 credits, so any student who has failed more than that, must spread their
repeat over two years.
o
Aggregate: At Honours level a certain amount of failure is tolerated and the fail results are
aggregated with the passing results to allow the student to progress.
4.2
Undergraduate Progression – General
To progress from one year to the next, without extending the period of study, a student must
achieve a minimum of:
80 credit points by the end of Year 1
200 credit points by the end of Year 2
360 credit points by the end of Year 3
480 credit points by the end of Year 4
600 credit points by the end of Year 5 for Integrated Masters
Reference:
General Undergraduate Degree Programme Regulations
http://www.drps.ed.ac.uk/11-12/regulations/general.php
4.3
Resits [See Regulation 21]
o
All non-honours undergraduate students are permitted a maximum of four attempts at a
course over a two year period
o
There is no credit limit attached to a resit attempt, i.e. a student may reattempt 120 credits
at an August diet, although the Board of Examiners may take the view that this is not
possible in certain cases (e.g. where the student has failed to take any part in the course). In
all cases where August resit is refused the Board must minute the reasons for this decision.
o
Resits cannot be used to improve a passing mark
o
Resit results are not capped
o
Resits are not normally permitted for honours and PGT courses at levels 9 and above
22
o
The only circumstance in which this might be permitted is if there are professional, statutory
or regulatory body requirements. The Academic Portfolio 1 and 2 courses in ESALA are
examples of this.
o
ECA programmes that have honours in the final year only, may have resits in all the previous
years, but may not carry credits into the final year
o
The grade of fail has no regulatory significance and therefore, in the ECA Grade Assessment
Scheme, an F fail does not automatically mean that the student may not progress into their
following year, although other factors may come into play, e.g. the failure is in a core subject,
or, as above, there has been such a failure to engage with the course that the Board of
Examiners decides that the student must re-attend. FLAG
4.4
Undergraduate Progression: Pre-Honours and into Honours [Reg. 44]
Pre-Honours progression rules are not laid out in detail in the Regulations. Instead the Degree
Programme Table [DPT] as published in the DRPS (www.drps.ed.ac.uk) should set this out. The DPT is
a binding document in terms of regulations.
Note In some of our DPTs, especially those that were (hurriedly?) approved prior to merger,
progression rules are not actually specified. It is recommended that this should be reviewed for
2012/13 and Teaching Organisation staff can advise as required. In any case, this should be within
the parameters set out in the general regulations:
o
40 credits may be carried from 1st to 2nd year and 2nd to 3rd year
o
No credits may be carried into a year in which a degree award is made, except in the case of
the BA
o
Core courses, as defined by the information in the DPT must be passed, notwithstanding the
40 credit ‘allowance’. This may be defined in the course pre-requisites, e.g. Studio 1 must be
passed before proceeding to Studio 2.
o
Entry to Honours now has no additional barrier beyond a pass within ESALA (see Section 3.5).
o
Students at this level who are unable to progress, either because of the amount of failed
credit or because of failed core courses must repeat the year on a part-time basis. This must
be over two years if the failure is more than 80 credits.
o
A Board of Examiners might consider how a catastrophic failure in May should be handled,
within these progression criteria. It is recommended that a student, in theory, will be able to
resit any courses up to the value of 120 credits at the August diet but that the Board of
Examiners exercises its discretion in such cases, carefully minuting the reasons why a student
would be required to repeat the courses the following year, without the benefit of the
August attempt.
o This might be mitigated so that a student either could avoid a repeat year (and its financial
consequences) or, where the failure was more than 80 credits, would face only one rather
than two part-time years of study. This might be possible if a Board, which under normal
circumstances might feel that the student could not resit in August, allowed a certain
amount to be attempted in August so that the student could have a combination of either
August resit and credits carried (i.e. progression) or August resit and resit year (but one year
rather than two). Note: With four attempts allowed over two academic years, there is no
disadvantage to the student in this, even if s/he failed the August resit and the year had to
be repeated.
4.5
Honours Progression [Regulation 45]
23
The Regulation Reads:
The Board of Examiners has the responsibility to decide which students can progress to the next year
of study. Progressing students must:
(a) pass at least 80 credits at SCQF level 9 or above in junior honours and level 10 or above in
senior honours for undergraduate Masters degrees; and
(b) have an overall average of 40% or more for the 120 credits of study taken in the relevant
honours year; and
(c) must satisfy any other specific requirements for the degree programme, as published in
the programme handbook.
When all the marks for the taught components of the relevant year of the programme (120 credits)
are available, if the student has achieved PASS marks (40%) in at least 80 credits and has an overall
average of 40% or more over the full 120 credits, then they will be awarded credits on aggregate for
the failed courses.
4.5.1 Application to ESALA programmes
4.6
o
For most programmes using the Common Marking Scheme 1, progression and
classification is unchanged from previous years.
o
These progression rules also apply to programmes using the ECA Grade Assessment
Scheme
o
For ESALA, this is the first year of Junior to Senior Honours Progression and the above
rules apply. ESALA should also be aware in the MA Architecture Board that the BA
Architecture is a possible escape route for a student failing in Junior Honours, although
the BA HSS is also possible.
PGT Progression
This is clearly laid out in the Regulations, as follows:
4.6.1 Regulation 49 Postgraduate assessment progression
The Regulation Reads
For programmes where there is an identifiable taught component followed by a project or
dissertation component, students must pass the assessment requirements of the taught stage at an
appropriate level at the first attempt before progression to the dissertation. In order to progress to
the masters dissertation students must:
. (a) pass at least 80 credits at SCQF level 11 with a mark of at least 50% in each of the courses
which make up these credits; and
. (b) attain an average of at least 50% for the 120 credits of study examined at the point of
decision for progression; and
. (c) satisfy any other specific requirements for the masters degree programme, that are clearly
stated in respective programme handbooks.
4.6.2 Regulation 50 Postgraduate degree, diploma and certificate award
The Regulation Reads
In order to be awarded the certificate students must:
. (a) pass at least 40 credits at SCQF level 11; and
. (b) attain an average of at least 40% for the 60 credits of study examined for the certificate; and
. (c) satisfy any other specific requirements for the named certificate that are clearly stated in
respective programme handbooks.
24
In order to be awarded the diploma students must:
. (a) pass at least 80 credits at SCQF level 11; and
. (b) attain an average of at least 40% for the 120 credits of study examined for the diploma; and
. (c) satisfy any other specific requirements for the named diploma that are clearly stated in
respective programme handbooks.
In order to be awarded a masters degree students must:
. (a) have satisfied any requirements for progression, as laid out in taught assessment regulation
49 above, and
. (b) attain an additional 60 credits, by achieving a mark of at least 50% for the dissertation or
project component and
. (c) satisfy any other specific requirements for the masters degree programme, that are clearly
stated in respective Programme Handbooks.
When all the marks for the taught components of the programme or diploma are available, if the
student has achieved PASS marks (40%) in at least 80 credits and has an overall average of 40% or
more over the full 120 credits, then they will be awarded credits on aggregate for the failed courses,
up to a maximum of 40 credits. For a certificate, a maximum of 20 credits may be awarded on
aggregate.
4.6.3 Regulation 52 Award of postgraduate distinction
The Regulation Reads
Reference
Taught Assessment Regulations:
http://www.docs.sasg.ed.ac.uk/AcademicServices/Regulations/TaughtAssessmentRegulations.PDF
5. Roles & Responsibilities
This section is closely based on the ECA Examination Booklet
5.1 Introduction
The key documents that cover this area are the Taught Assessment Regulations and the Academic
Services guidance. Both discuss in some detail the roles and responsibilities of the various members
of the Board of Examiners, including the administrative support and it is important that academic
and administrative colleagues familiarise themselves with their respective responsibilities, although
quite a bit of this has been extracted and inserted in the previous section of this booklet. This
document summarises those more authoritative sources, but also provides slightly more operational
detail in some areas.
5.2
Convenor
Meetings: General
o
The Convenor must set out dates for meetings of the Board of Examiners one year in
advance and CHSS advised of the membership of the Board normally 4 – 6 months in
advance.
o
The Convenor must give reasonable notice of meetings
25
o
The Convenor is responsible for ensuring that all meetings of the board and its subcommittees are appropriately convened (some of these may be delegated) and
supported
o
The Convenor will be a member of the school to which the examined programme
belongs or, in the case of joint degrees, the first named school in the programme title
(technically, the owning school)
o
The Convenor should not convene the Board of Examiners for a programme of which
s/he is the Programme Director. Similarly, where the convenor is a Course Organiser, the
convenor should be temporarily delegated to another member of the board while that
course is under consideration
Conduct of the exam board meetings
o
Composition: The Convenor should ensure that the composition of the Board complies
with what was previously approved by CHSS but may invite anyone who has been
involved in the teaching or assessment of the work to be present ‘in attendance’ (i.e.
without voting rights)
o
Quorum: The Convenor must check that the board is quorate in accordance with the
Regulations [Regs. 33]
o
Anonymity: “Anonymity should be retained until, in the opinion of the Convenor of the
Board of Examiners, the best interests are no longer being served” [Regs. 35]. The
default position here is that marks are anonymised for presentation to the Board. This
has not been ECA practice and there may be an argument about small programmes and
studio-based programmes making anonymity impractical. If so, the case would have to
be made, initially to CHSS, otherwise we would have to severely stretch the discretion of
the convenor. Note This was discussed not only by the working group but also by the UG
Studies Committee and it was agreed that for studio and portfolio examination, for most
of the process, it is not feasible to assess anonymously: the student work will be known
to most examiners (and therefore should be known to all) and will often, in any case,
actually be signed by the student. However, there is no reason why the marks should not
be anonymised for the final Board.
o
External Examiner’s input: The Convenor must invite the External Examiner to comment
on the structure, content, teaching and examination of the course(s) and/or
programme(s) being considered by the Board
o
Special Circumstances 1: The Convenor must convey the report and recommendations of
the Special Circumstances Committee to the Board of Examiners. S/he must chair the
discussions of those recommendations and ensure that decisions are properly recorded
by the Examinations Secretary
o
Special Circumstances 2: Where Special Circumstances are presented too late for
consideration by SCC but in time for the Board of Examiners, the Convenor must bring
them to the attention of the Board
Deadlines
o
The Convenor is responsible for ensuring that all deadlines are met, including internal
deadlines relating to exam setting, production of grades and marks prior to a board of
examiners and the return of grades and marks to Registry.
Record keeping
o
The Convenor is responsible for ensuring that appropriate assessment records are kept
and updated throughout the assessment and examination process
o
The Convenor has overall responsibility for ensuring that all necessary information is
entered and maintained in University record systems
26
o
The Convenor ensures that appropriate records are kept of the various phases of the
examination process, in particular at internal and external examination
panels/committees and Special Circumstances Committees.
o
The Convenor is responsible for the minutes of the final Board of Examiners and for
sending them to CHSS
o
The Convenor certifies, along with at least one external examiner, the official copy of the
examination results
o
The Convenor certifies, along with at least one external examiner, the official copy of the
degree award results (classified and unclassified)
Security
o
The Convenor is responsible for ‘the security of and arrangements for setting papers and
assessments, including the robustness of and resources for electronic assessment;
examining and marking assessed work; and processing and storing marks and grades’
[Regs. 8.1b,]
o
Security arrangements also include sending out assessed work to external examiners and
correspondence about marks, which may be by email
o
Original items of assessed work may not be sent out, i.e. there can be no danger of
assessed work being irrecoverably lost
o
‘The Convenor may approve the use of email or other electronic transfer for transmission
of draft examination papers and other information to external examiners … provided
s/he is satisfied that appropriate security measures have been taken..’ [Guidance 6.7.3]
o
‘Information may be processed or stored only on computers designated by the Convenor
of the Board of Examiners’ [Regs. 27.3]
Ensuring all examiners and markers are aware of their responsibilities
o
Mainly a matter of communication, which will vary from school to school. An Assessment
Handbook that includes detailed information on examination timetable and examination
procedures is one way of dealing with this.
Follow up from Board of Examiners
5.3
o
Concessions: The Board of Examiners may make recommendations, especially in the case
of Special Circumstances students, that need ratification by CSPC or CHSS. The convenor
is responsible for collating these cases and sending them referring them to the Dean.
o
Appeals: The Convenor is the first point of contact for the university when a student
appeals and will normally be the person who responds, although, in practice this may be
delegated. Note Appeals are relatively uncommon in the University.
o
Resits: The convenor has overall responsibility for ensuring that students receive clear
information about what is expected of them in the event that they have failed courses. In
practice, the Course Organiser or Programme Director and the Teaching Organisation will
deal with the practicalities of this
o
Disclosure: The Convenor is responsible for dealing with requests under FOI legislation
for the disclosure of information from the minutes of the Board of Examiners and
sending approved minutes to CHSS after the Board has met.
Course Organiser/Programme Director
27
At undergraduate level, across the university, since most of the business of the Board of Examiners is
dealt with by course, the Course Organiser has a key role in the process. This is not the case at PGT
boards, where the Programme Director assumes the same role.
5.4
o
The Course Organiser is responsible for the administration of a course, including all
aspects of the administration of assessment and examination
o
The Course Organiser has overall responsibility for the preparation, setting and marking
of all assessment tasks. This includes timing, marking, in-course moderation and liaison
with the external examiner over examination arrangements
o
In preparation for the Board of Examiners meeting, the Course Organiser is responsible
for the collation of grades and marks; checking of marks at various stages in the process,
usually in consultation with a colleague (e.g. course secretary); Reporting on any issues
that the board would need warning about, e.g. plagiarism
o
At the Board of Examiners the Course Organiser is required to represent any aspects of
the course that need explanation and/or minuting, including plagiarism cases. The
university advice also recommends that the Course Organiser makes a note of any
students with complications in their future progression. The working group accepts that
this is a useful function of the Course Organiser but that more robust mechanisms must
be in place to ensure that all issues surrounding student progression are properly dealt
with and acted upon.
o
After the Board of Examiners, the Course Organiser will liaise with the convenor and
relevant administrator to ensure that accurate and timely information is provided to
students with resits.
o
The Course Organiser/Programme Director should not be the convenor of a board at
which their own courses are being examined or, at least, should hand over the Convenor
when their own courses are examined.
Regulations Expert
Each Board of Examiners has a formally designated ‘Regulations Expert’, who, in ECA, is a member of
academic staff with a remit to act as immediate source of knowledge and advice on the Regulations
and how to apply them in particular circumstances. John Lowrey is the ESALA Regulations Expert.
5.5
o
This role may be combined with another role on the board but not that of the
convenor
o
The Regulations Expert must attend the Special Circumstances Committee, the final
Board of Examiners and any progression meetings but need not necessarily attend
every internal meeting prior to the board. In that case, however, s/he should be
accessible to give advice should the need arise.
o
The Regulations Expert should consult with the convenor in respect of any advice
given outside the context of a meeting at which both are in attendance.
o
The Regulations Expert is responsible for ensuring that all relevant regulations and
advice are available for each meeting
External Examiner
The role of the external examiner is covered in the Regulations, the Exam Board Task Group Report
and the Academic Services advice, but the main source of information is the Code of Practice for
External Examiners of UG and PGT programmes. This locates the role of the External Examiner within
the wider QAA framework of the university and, in its turn, draws on the QAA’s Code of Practice for
External Examining.
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However, this paper is mainly concerned with operational matters and the focus here is on the role
of the External examiner in the assessment process.
References:
University Code of Practice for External Examiners of UG and PGT programmes
http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Ext%20examiners/CoPExternalExamin
ers.pdf
QAA Code of Practice for External examining
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-B7.aspx
5.5.1 Principles
o
To help ensure that our degrees are comparable in standard to those of other
universities
o
To ensure that our assessment systems are appropriate, fair and are operating as
they should
To a large extent the external examination process is about examining the process and not assessing
the students. This can very usefully go beyond the immediate concerns of an exam diet and include
advice on programme structure and content, modes of assessment and regulatory matters. These
are fed into the various ‘post mortem’ and review procedures at School level and above.
5.5.2 Core Activities
o
To participate in assessment procedures for the award of degrees
o
To arbitrate in problem cases
o
To comment and give advice on assessment procedures
5.5.3 Duties before the exam diet/exam board
o
Syllabus – all relevant programme and course material must be sent to the External
Examiner at the beginning of the academic year so that s/he can be made familiar
with the broader context of the courses s/he is examining
o
Draft examination papers must be sent to the External Examiner well in advance of
the exam diet for comment. NB this material may not be sent by email without the
permission of the Convenor (see above and Guidance 6.7.3)
o
Some work might also be sent to the External Examiner in advance of the visit, again
subject to the security arrangements mentioned above.
5.5.4 Duties during the exam diet
o
The External Examiner has the right to see any work being assessed, although in
practice a selection must be made
o
The basis on which the selection of work for examination is made should be agreed
in advance and made known to the examiner.
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o
The external must see enough work across the range of assessment modes, levels
and grades in order to make a judgement about the appropriateness of the standard
of the programme and the fairness of the marking.
o
In doing so, s/he is validating the process not marking the student work
o
Work seen by the External examiner should include:
1. All fails
2. All borderlines, including those at pass/fail boundaries, progression or
classification. In the case of graduating students it is advisable to have the
external examination process organised so that an overview of a student’s
work can easily be taken.
3. Samples of work across the range of marks
4. Cases that require arbitration, i.e. where the internal process has resulted in
disagreement between primary and secondary markers. Note in this case,
the procedure should be that a third, internal marker is brought in to
adjudicate. However, the External examiner should also be asked to consider
the work, not to decide on the mark but to consider the process that
produced the mark and it may be that the External examiner is able to
comment on a problem with the assessment criteria or the assessment
process that can be taken on board in the subsequent review process.
Reference
University Guidance on Moderation
http://www.docs.sasg.ed.ac.uk/AcademicServices/Staff/ExamBoard/Moderation_Guidance.pdf
Note: External Examiners are not required at the following: Special Circumstances Committee;
Progression Meetings.
5.5.5 Duties during the Exam Board meeting
o
The External Examiner is a full member of the Board of Examiners and participates
fully in discussions and voting
o
This may involve participation in more than one meeting, and meetings in this
context include e.g. studio panels and moderation meetings.
o
Provide comment and feedback on the courses examined
o
Sign off the results. If the External examiner does not approve the results, the matter
is referred to Head of CHSS and another set of procedures are invoked
5.5.6 Required attendance and participation of External Examiner
Note The following section is drawn mainly from Section 23 of The Code of Practice for External
Examiners of Undergraduate and Taught Postgraduate Programmes
o
Attendance at Examiners' Meetings. All External Examiners have the right to attend
meetings of all relevant Boards of Examiners and must attend at least one Board of
Examiners meeting during each academic year to enable them to comment on the
assessment process.
o
All main meetings of Honours Boards of Examiners for all programmes must have at
least one External Examiner present.
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o
Non-honours Boards of Examiners meetings and resit and reconvened Boards of
Examiners do not require the presence of an External Examiner but at least one
External Examiner must contribute, ideally by video- or tele-conferencing and
otherwise by email or fax.
o
Interim Boards of Examiners meetings do not require the involvement of an External
Examiner but recommendations of Interim Boards are provisional until ratified by a
Board of Examiners with an External Examiner involved.
o
The selective use of oral examinations for helping a Board of Examiners come to a
final conclusion about a student, e.g. on borderlines, is not permitted. Any waiver of
this rule requires the approval of the Senatus Curriculum and Student Progression
Committee.
Reference
External Examiners Code of Practice
http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Ext%20examiners/CoPExternalExamin
ers.pdf
5.6
Observer
As indicated in Recommendation 4, in order to learn from one another and share good practice
across ECA, each Board of Examiners will have an observer from another subject area/school present
at the final Board of Examiners. This individual has no active role and no voting rights on the Board
but may be called to offer a perspective from another school, e.g. in how a particular situation was
handled. This, of course, may expose errors and bad practice in that other school but, if so, it will
allow a certain amount of cross-checking and identification of issues that can then be dealt with by
ECA as a whole for 2012/13.
5.7
Administration Support
Administrative support for examinations falls into two main areas, although the same individual may
have both roles and this may vary from school to school. These are Course/Programme Secretary and
Examinations Secretary.
The Course Secretary has the following, broad responsibilities in relation to examinations:
o
Maintain and produce an up to date and accurate record of grades and marks as the
basis for the examination process
o
Maintain record of late submissions and extensions
o
Liaison with External Examiner prior to examinations in relation to assessment
matters, e.g. draft exam papers
o
Exam paper responsibilities, including preparation of exam hall packs, delivery to
halls, collection of scripts, checking of scripts, breaking anonymity of scripts
o
Liaison with Course Organisers over resit tasks
o
Transmission of course results to Registry
The Examination Secretary has main responsibility for providing administrative support for all Boards
and Convenors of Boards, including:
o
Preparing agenda and ensuring all grades are available for the Board (see below for
detailed guidance)
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o
o
Preparing minutes as appropriate at the interim stages of the examination process
i.e. SCC, Boards recording External Examiner Moderation etc.
o
Where paper copies are used, collecting all grade sheets and papers used in the
Boards, except those used by the Secretary and the Convenor. These additional
copies should be shredded after the meeting.
The Examinations Secretary should prepare the External Examiners Folder, which should
contain:
o
Timetable for the visit
o
Programme and course/project briefs
o
Programme Handbook
o
Expenses claim form and any contractual paperwork required to be signed or given
to the external for information or use in claiming expenses.
o
Guide to submitting external examiners reports and paper copy of report form.
Note: the Subject Area Administrator should liaise with the ECATO Administrative
Officer to ensure PORTW checks have been made.
o
o
Prepare the Convenors Folder, which should contain:
o
Timetable for the events. Initially they will have internal and later the external
timetable. The timetable should include staff and venue information.
o
Convenor’s master copy of the grades for each module being examined
o
Spare copies of the grade sheets which the Convenor can distribute in the board
meetings. These should be returned to Convenor and destroyed after the meeting of
the board.
o
Copy of the Assessment Section of the relevant Programme Handbook
Minute taking during the Board of Examiners.
o Meetings requiring minutes will vary according to the detailed procedures of each
school. Obviously, the final Board must be minuted but so also are pre-board
moderation meetings (not every school will have these), Special Circumstances
meetings and progression meetings.
o Detailed guidance is provided on the minuting of Boards of Examiners. Convenors,
regulations Experts and Examination Secretaries should be thoroughly familiar with
these.
Reference
Board of Examiners Guidance: Minuting
http://www.docs.sasg.ed.ac.uk/AcademicServices/Staff/ExamBoard/Minuting.pdf
o
RESIT-RE-ATTEND: After the Examination Board, work with the convenor, Course Organiser
or delegated person, to prepare email / letters to every student who has failed a course in
the academic year to advise them of what they need to do in the August diet and/or beyond.
o
The Course Organiser and course secretary are responsible for submitting resit task
sheets for their courses (all students who are required to re-sit in the August diet).
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o
The Examinations Secretary will collate individual task sheets and distribute the resit
packs for each student on their programme(s).
o
The resit task sheets are required within 10 days of the Exam Board and should be
sent to students within 15 days of the Exam Board.
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2.5
Feedback of Grades & Communication with Students
2.8.1
The assessment process, including the principles of external moderation should be made
explicit to all students at the outset of their programme and ordinarily repeated at the
commencement of each stage.
2.8.2
Confidentiality
All discussions that take place throughout both the internal and external assessment process
are confidential, and in particular, the detail of arriving at a final agreed grade as a result of
discussion with an External Examiner, should NOT be discussed individually with any student.
2.8.3
Informing students of Results
Only once the final grade sheet (as confirmed by approved Exam Board minute) is circulated
should module organisers/DoSs discuss the agreed final grades achieved with students and
provide feedback on their performance. Prior to this grades, including those given in the
Internal assessment feedback to student, should be clearly marked as subject to moderation
of the Examination Board.
DoSs can give grade information; DoSs are expected to review overall grade profile for
students and contact those students who are in difficulty. Face to face feedback should be
provided to any student who requests it.
ESALA module grades and ECA elective grades will be available to students via the ECA
eportal and for UoE electives from MyEd, the UoE portal. Basic pass/fail information for ALL
modules will be available to students on MyEd and to DoS/Academic staff via EUCLID.
Printed results sheets (by student examination number) will be posted in the Architecture
Offices in Chambers Street and Lauriston Place.
Administrative Staff are not permitted to give students grade/mark information at any
stage.
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2.11
MArch - Award of Distinction
The MArch and MArch (Studies) degrees are awarded as Distinction, Pass or
Fail. The ECA algorithm for the award of distinction will be the basis of the calculation.
"Where the student meets the following criteria the award of Distinction will be made; i. To
achieve a Distinction, half of the assessed grades are in category A or above, the remainder
are in category B or above with no more than 20 Credits equivalent at grade C, with no
credits below grade C."
The following adjustments are being considered and are likely to be approved:
1. The calculation should be weighted in relation to module credit ratings (e.g. an A in a 40
credit module has twice the value of an A in a 20 credit module).
2. The Board of Examiners may take other factors into account in the award of a Distinction,
such as clear evidence of development in a student's work throughout the MArch
programme, with no failed Learning Outcomes, and outstanding performance in the second
year
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