PROCESS OVERVIEW - Leeds Beckett University

Report
LEEDS BECKETT UNIVERSITY
CHAIRS OF BOARDS OF
EXAMINERS AND EXAMINATION
COMMITTEES:
REGULATORY REQUIREMENTS
AND GOOD PRACTICE
Quality Assurance Services
CONTENT OF THE
SESSION
Part A: Overview of BOE / Committee
process and your role in it
Part B: What’s new this year?
Part C: The regulatory requirements
Faculty feedback
Discussion points / Case Studies
Questions / issues
PART A – PROCESS
OVERVIEW
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Assessment Cycle
Types of Meetings
Chairs Role
Other Roles
Discussion Points
• Approval of
assessment by ex /exs
• Absence of examiners
Process Overview:
Assessment Cycle
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Assessment design and approval prior to delivery
Coursework and examinations (mitigation at POA)
Marking and internal / external moderation
Faculty Mitigation Panels and University Unfair Practice
Procedures
Examination Committees
Boards of Examiners (including pre-Board)
Publication of results (within 5 working days)
Appeals
Re-assessment
Reconvened Board of Examiners
Appeals
Process Overview:
Meetings
3 types
• Examination Committee
• Board of Examiners
• Joint Board and Committee
Process Overview:
Examination Committee
• Has authority to confirm module marks – ex / exs
input required at Levels 5, 6 and 7
• Has authority to progress students at Level 4
• Will note any cases of cheating, plagiarism or
unfair practice
• Authority to award “stand alone” credit
• Can implement FMP outcomes relating to Level
4 progression / credit
Process Overview:
Board of Examiners
• Determine student progression and award outcomes
• Make recommendations on the conferment of
awards
• Apply outcomes to students’ individual extenuating
circumstances with due regard for FMP report
• Apply outcomes to cases of unfair practice as
defined by UPB
• Determine the outcomes of re-assessment
Process Overview:
Role of the Chair
1.
Hold a pre-meeting with the scheme or course leader and advise on
any issues that might arise at the Board or Committee
2.
Chair the meeting and ensure that the principles governing the Board
or Committee are carried out with respect to standards, equity and
fairness
3.
Ensure attendance at the meeting is appropriate
4.
Ensure that the all the items on the agenda are considered and that the
decisions made are clear and framed by correct progression and
award requirements
5. Advise the Board or Committee on regulatory issues which
arise
Process Overview:
Role of the Chair
6. Ensure that the decisions of the Board or Committee are subject to
appropriate discussion
7. Sign the Board/ Committee marks sheet and ensure that these are
also signed by external examiners
8. Check and sign the results lists
9. Take any Chair’s Actions identified by the Board, at the time, and
notify the scheme or course leader
10. Check the unconfirmed minutes to ensure that the
process of decision making is reflected appropriately – then
confirm within 2 weeks
Process Overview
Role of Course Leader
• Provides accurate and timely information to the board or committee
• Attends both board & pre-board and briefs the chair on key matters
• Presents specified agenda items including:
– Matters arising from external examiner reports
– Exceptional matters affecting the cohort
– Determination of outcomes
Role of Module Leader
• Provides moderated marks to the CL in a timely fashion
• Brings to the Chairs attention:
- any matters affecting module assessment
- any errors on the marks spreadsheet
• Partakes in meeting decisions
• Works with the CL to counsel students appropriately relative to
outcomes
Process Overview:
Discussion Points
Approval of assessment by ex / ex
C5.9.3External Examiners
Scheme/Course Leaders (or equivalent) will ensure that
external examiners approve the form and content of
proposed examination papers, coursework and other
assessments which count towards an award above the
level of CrtHE or towards the CrtHE if target award.
Process Overview:
Discussion Points
Absence of examiners 1
Externals are required to attend both committee (C12.1.9/ 3.14) and Board (C12.1.10)
C12.3.13 Committee Membership
• the Chair of the Board (or nominee)
• Subject Group Leader
• the Scheme/Course Leader (or equivalent)
• all staff making a significant contribution to the modules under consideration
C12.2.13 Membership of Boards of Examiners
• the Chair
• the Scheme/Course Leader (or equivalent)
• all internal examiners with significant responsibilities
• at least one external examiner
Process Overview:
Discussion Points
Absence of examiners 2
C13.12.5 Absence of Internal Examiners
Unavoidable absences should be covered by:
• written comments
• a substitute when the absent person is representing a team of tutors.
C13.12.7 Absence of External Examiner: Advance Notice Given
• written report from the external examiner is available to be tabled at the Board;
• the Chair of the Board will attempt to arrange the attendance of another member of the
external examiners team/ another external examiner if no team
C13.12.8 Absence of External Examiners: No Notice Given
• the Board of Examiners should still take place;
• all decisions must be subject to the written consent of the external examiner;
• consequently all initial decisions should be subject to “Chair’s Action
PART B – WHAT’S
NEW?
• Refreshed agendas
• Revised mitigation process (codes
coming up)
• 20 credit profiles now at Levels 4
and 5
• Declining number of “level
incomplete / old progression regs”
students
What’s New?
Mitigation Codes
E
EG
ED
EE
AA
AG
AD
AE
CE
M
Extension Requested
Extension Granted
Extension Refused
Extension Error
Authorised Absence Requested
Authorised Absence Granted
Authorised Absence Refused
Authorised Absence Error
Capped Resit Error
Mitigation Requested
MA
MB
MR
MS
ME
Mitigation Granted Cat A
Mitigation Granted Cat B
Mitigation Refused
Mitigation Spent
Mitigation Error
PART C –
PROGRESSION AND
AWARD
REGULATIONS
Discussion Points
Contained awards
Outstanding matters
Articulation case study
Rounding
Repeat Part Level
KEY MESSAGES:
• Majority of progression
decisions will now be
based on a single set of
current requirements
• Application of former
and current methods
relating to classification
remains a constant
• A student’s “ADMIT
TERM” remains critical
APR – Progression: L4 to L5
To proceed from L4 to L5, students must have:
• Pursued a programme of study of 120cp minimum at L4
(including APL)
• Submitted in all components
• Achieved a minimum of 40% or more in modules equivalent to
100cp at L4 or above
• Achieved an average of 30% or more in each module
• Achieved an overall level average of 40%
May be re-assessed in all modules atcomponent level
No compensation
APR - Progression: L5 to L6
To proceed from L5 to L6, students must have:
• Pursued a programme of study of 120cp minimum at L5
(including APL)
• Submitted in all components
• Achieved a minimum of 40% or more in modules equivalent to
100cp at L5 or above
• Achieved an average of 30% or more in each module studied
• Achieved an overall level average of 40%
May be re-assessed in all modules at component level
No compensation
APR
FINAL LEVEL ELIGIBILITY FOR AWARD (UG)
REQUIREMENT
REGULATORY POSITION
Credits studied (inc. APL)
120 @ Final Level
Submission
All Components
Passed Credits Min. (@ 40% or more)
100cp
Overall Level Average - Across all modules
40% Min.
Min. Fail Mark
30
Re-assessment allowance
Re-assessment in all modules
Re-assessment undertaken
At component level
Compensation
No compensation
APR – Hons. Degree
Classification
• Group 1 Students: Admit term = 2011/12 or earlier
• Group 2 Students: Admit term = 2012/13 or later
“Did the student start their current registration prior to August 2012
(is their ‘Admit Term’ 2011/12 or earlier)?”
YES = FORMER & CURRENT methods (Group 1)
Best 105/ Profiling/ Weighted Average
NO = NEW method only (Group 2)
Best 105
SEE CASE STUDIES
APR - Masters Awards
Masters students will study modules worth 180 credit points
minimum and will need to pass modules worth at least 160 credit
points to achieve their award.
This means they:
• must achieve modules equivalent to 160 credit points with a
mark of 40% or more
• must achieve an average across the whole of the level of 40%
or more
• may fail 20 credits and still achieve the award but they must
attain no less than 30%
PG Dips – 100 out of 120 credits
PG Certs – 60 out of 60 credits
APR: Discussion Points
Does this MA student get a PG Dip contained award?
APR: Discussion Points
Raised by Chairs in advance of these sessions:
Can outstanding matters from other Boards be brought to Boards for “capping
off”?
EG – Students who disengaged some years ago and are now seeking credit/ CA’s
Rounding – how does it really work in the reports?
Component marks – are always integers (i.e. - no-one receives a component mark of 42.6);
Module Marks/ Level average – may include decimals but would display as integers/ “back office”
arithmetic does not round
Apply weighting of 25 or 75% - may include decimals but would display as integers/ “back office”
arithmetic does not round
Final outcome would be rounded up or down but would be presented as a full integer
Repeat Part Level
If a student achieves passes in 50% + of a level, BoE outcome is generally “repeat part
level”.
Regs allow students to repeat full level – how are they given the option?
Further Questions?
FURTHER INFORMATION
Guide to BOE and EC
https://www.leedsbeckett.ac.uk/partners/boards-ofexaminers.htm
Quality Manual
https://www.leedsbeckettt.ac.uk/partners/qualitymanual.htm
• QAS Faculty Links
• Faculty QA&G Teams

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