External Examiner Induction

Viv WilkinsAlan Weale

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OVERVIEW

• The University• Recent Developments and Tiered Assessment

Boards • What Subject & Awards Externals are asked to do• What Subject Externals are asked to do• What Award Externals are asked to do• What Subject & Award Externals are asked NOT to

do • The Modular Structure• Undergraduate Regulations• Classification Algorithm• Postgraduate Regulations

University – 9 Schools

• School of Applied Sciences • School of Art & Design • School of Computing and IT • School of Education • School of Engineering and the Built Environment • School of Health and Wellbeing • School of Law Social Sciences and Communications • School of Sport, Performing Arts and Leisure • University of Wolverhampton Business School

Research Centres• Institute for Learning Enhancement • Centre for Developmental and Applied Research in

Education • Management Research Centre • Research Centre in Applied Sciences • Research Centre for Sport, Exercise and Performance • Centre for Health and Social Care Improvement • Centre for Art, Design, Research and Experimentation • Engineering and the Built Environment • Computing and Information Technology • Law, Social Sciences and Communications • Research Institute in Healthcare Science • Research Institute in Information and Language Processing

Student numbers for 2007-08*

Gender Total %

Female 13188 57.5%

Male 9732 42.5%

Total 22920 100%

 

* 2008 HESA Return

Student Profile - Age

Age on entry Total %

na 9 0.0%

18 and under 2281 10.0%

19 to 20 6296 27.5%

21 to 25 5451 23.8%

26 to 30 2555 11.1%

31 to 35 1808 7.9%

36 to 40 1614 7.0%

Over 40 2906 12.7%

Total 22920 100%

 

Mode / Level of Study

Mode of study Total %

Full-time/Sandwich 13339 58%

Part-time 9581 42%

Total 22920 100%

 

Level of study Total %

Undergraduate 18593 81%

Postgraduate 4327 19%

Total 22920 100%

 

Ethnicity / DisabilityEthnicity group Total  %

Black, Asian and Others 8561 37.3%

Not Known 1342 5.9%

White 13017 56.8%

Total 22920 100%

  Disability allowance Total %

Information not known/sought 162 0.7%

Disability but not registered 546 2.4%

No known disability 21700 94.7%

Registered Disability 512 2.2%

Total 22920 100%

 

 

Domicile Total %

Channel Islands & Isle of Man 8 0.0

Eastern 165 0.7%

Greater London 334 1.5%

East Midlands 544 2.4%

North East 67 0.3%

North West 219 1.0%

Northern Ireland 38 0.2%

EU 1403 6.1%

Overseas 2601 11.3%

Scotland 48 0.2%

Yorkshire & Humberside 115 0.5%

South East 284 1.2%

South West 197 0.9%

Wales 119 0.5%

West Midlands 16778 73.2%

Total 22920 100%

 

Review of our Assessment Boards: Our Aim• Greater consistency across University • Board decisions are robust and processes

applied correctly • All students are treated fairly and

consistently• Students receive accurate and timely

grades for assessment

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Other drivers were:

• Address concerns about tight marking deadlines

• Make better use of External Examiners’ time

• Define statistics to address External Examiner concerns

• Define who is responsible for what • Create structure which allows sharing of

good practice• Move to position of 100% confidence in MIS

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Outcomes of Review

• Merger and Rationalisation of Subject Boards

• School Progression and Award Boards• Amendments to extenuating

circumstances process

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Outcomes of Review

• Subject External Examiners encouraged to spend more time in University on meaningful discussion

• Award External Examiners confirm due process and academic standards based on consistent application and appropriateness of regulations

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Changes to Come

• University undertaking a curriculum development project called ‘Learning Works’ in 2009/10

• In 2010/11 we will introduce a 20 credit framework for undergraduate courses.

• Externals may be consulted during the curriculum development phase this year.

• During 2010/11 the same process will occur for postgraduate programmes.

Tiered Boards

Two Types:• Module Results Boards

– Consider the grades for individual modules in congruent subject areas

• Award Boards– Consider the profiles of individual

students and determines if they meet the requirements for progression and/or award.

Module Results Board

• Pre-Board• Meeting with External Examiners • Formal Board

Subject External ExaminersPrior to Formal Board

• Samples for moderation• All results for modules• Module summaries• Statistics• Pre-Board Chair’s report• Schedule of meetings with academic team• Meeting with students

Formal Module Results Board

• Short and focused• Reduced membership • Report and record pre-board activity• Formally agree recommendations• Receive a brief report from the External

Examiner

Award Boards

• Pre-Board• Meeting with External Examiners

• Formal Board

External Examiners’ Comments

‘I feel the processes of external examining (ensuring standards on a group of modules is correct) has merged into the process of quality assurance (ensuring all modules have appropriate standards). I am very aware that QA needs to be timely and I am pleased this has been tried, but I think this has been at the expense of the rigour of examining.’

‘I view the University's new procedure for the conduct of subject assessment boards, whereby consideration of module results is limited to those modules which an internal pre-board meeting has identified as meriting discussion, to be a retrograde step.’

‘I would like to congratulate the Faculty on the organisation and administration of this years Award Board. The new format and process of the board was professional and demonstrated a much appreciated improvement of time management in the length of the process from the External Examiners perspective. While the board was shorter in duration than previously I still had sufficient opportunity to contribute to the process, as did my fellow External Examiners.’

‘This year saw the introduction of a new selective sampling process which worked remarkably well given the time frame and the novelty of the system. Where required, External Examiners had full input and the whole process was open, transparent and effective.’

‘The assessment board was organised very differently and was much more effective because of this. The external examining role was previously under-used in the process of reading names to record progress and achievement. The new format allowed for a much fuller discussion and there was a sense of contributing to QA in action. I should like to commend both the process and the way in which the discussion was chaired.’

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WHAT SUBJECT & AWARD EXTERNALS ARE ASKED TO DO

• Attend the end of year Assessment Process• Submit an Annual Report within four weeks of the

last scheduled Assessment Board• Make a statement about the standards

demonstrated by the students with reference to attainment elsewhere and to external “benchmarks”

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WHAT SUBJECT & AWARD EXTERNALS ARE ASKED TO DO

• Confirm that there is fair and consistent treatment of all students

• Be associated with attainment at Levels 4 and 3• Be consulted about minor modifications, and about

changes to assessment regulations and programmes under review and re-validation

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WHAT SUBJECT & AWARD EXTERNALS ARE ASKED TO DO

Meet with students to:

• Fulfil the requirements of a Professional, Regulatory or Statutory Body

• To permit the external examiner to confirm that standards are appropriate in subjects that require a performance or similar activity

• Confirm the standards on programmes delivered in overseas and UK partner organisations

• Become familiar with the students’ experience of the programme

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WHAT SUBJECT EXTERNALS ARE ASKED TO DO

• To determine the accuracy and consistency of internal marking of assessment tasks at level 2 and above by moderating a sample of students’ work.

• For HNDs and Foundation Degrees carry out the above in respect of Level 1

• To confirm that assessment is carried out in accordance with the module regulations

• To confirm the continuing currency of the range of modules

• To approve assessment tasks for the following year

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WHAT AWARD EXTERNALS ARE ASKED TO DO

• To confirm final awards (and degree classifications of honours students)

• To confirm progression decisions

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WHAT SUBJECT & AWARD EXTERNALS ARE ASKED NOT TO DO

Award • Change grades of

individuals or groups

• Viva students to obtain additional information to determine a grade or classification, except where required by professional body

Subject • Second mark

assignments or exam scripts

• Arbitrate on internal markers’ grading disagreements

• Change grades of individual students

• Viva students to obtain additional academic information

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THE MODULAR STRUCTURE

UNDERGRADUATE • 120 Credits taken at each level• Modules 15 or 30 credits • 15 credit modules 1 semester• 30 credit modules 2 semesters

POSTGRADUATE • 15 OR 30 Plus Project/Dissertation

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TYPES AND GRADING OF MODULES

TYPES

• Core• Core options• Electives

GRADINGUndergraduate • Grade Point Scale

A16-FO• For Levels 0 & 1

– A - F

Postgraduate • 6 Grades - A-D, E, F

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UNDERGRADUATE REGULATIONS

• All but a small number of students on the 2008 Regulations

• Compensation at Levels 1, 2 and 3

• 2 new regulations in 2009/10

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UNDERGRADUATE REGULATIONS

CLASSIFICATION ALGORITHMRequirements for Honours Degree

• 360 credits• 240 credits at Levels 2 & 3 • Of these at least 120 MUST be Level 3• Up to total of 45 Level 2 and 3 credits marginally

failed (E4) may be compensated

Requirements for Classification

• 180 credits at Levels 2 & 3• Of these at least 90 at Level 3

Scaled for Direct Entrants

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UNDERGRADUATE REGULATIONS

CLASSIFICATION ALGORITHM

1ST Grade Point Average =/> A142nd Grade Point Average =/> B112ii Grade Point Average =/> C83rd Grade Point Average =/> D5

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UNDERGRADUATE REGULATIONS

CLASSIFICATION ALGORITHM BORDER ZONES

Two methods of identifying border zone candidates: Grade Point Average (GPA) and Profile

Aggregate: variable zones – wider for 1st/2i than 2i/2ii and 2i/2ii wider than 2ii/3rd

Profile: at least 105 credits in higher class than GPA

Resolution the same for both methods: at least 60 Level 3 credits in a higher class or classes

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POSTGRADUATE REGULATIONS

• No compensation between modules at PG level

• Re-sits permitted• Awards

PG Cert 60 CreditsPG Dip 120 Credits Masters 180 Credits

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THANK YOU FOR YOUR CONTRIBUTION