Awarded for excellence

External Examiners InductionFebruary 2009

Chris George, Manager, Quality & Standards Unit

Welcome to UWIC

CroesoBore da

Iechyd da

Croeso i Gaerdydd

Caerdydd

Araf

Cymru

Prifysgol

Athrofa

Diwrnod Arholwyr Allanol

Good Morning

Good Health

Welcome to Cardiff

Cardiff

Slow

Wales

University

Institute

Introductions

Chris George, Manger Quality & Standards Unit

Ryan Fahey, Assistant Quality Officer & Session Co-ordinator

Gareth Coombs, Assistant Registrar, Assessment & Awards

External Examiners Induction

Introduction

History

Four Campuses (soon to be three)

Confederal Institution of the University of Wales

Five Schools

External Examiners Induction

HistoryFour pre-existing Institutions based at the four campuses

Oldest - Cardiff School of Art (1865)

1976 South Glamorgan Institute

1992 Cardiff Institute of Higher Education

1996 University of Wales Institute, Llandaff

TDAPs, RDAPs, and UW

External Examiners Induction

Four CampusesColchester AvenueFor one more session

External Examiners Inductionhttp://www.uwic.ac.uk/transport/campus.asp

Cyncoed

Howard Gardens

Llandaff

University of Wales

(Con)Federal University

Full Membership – Accredited Institution

External Examiners Induction

Five Schools

Cardiff School of Health Sciences (Llandaff)

Cardiff School of Management (Colchester Avenue until 2010 then Llandaff)

Cardiff School of Art & Design (Howard Gardens & Llandaff)

Cardiff School of Education (Cyncoed)

Cardiff School of Sport (Cyncoed)

External Examiners Induction

DiolchThank you

External Examiners Induction

Chris George & Ryan Fahey, Quality & Standards Unit

Croeso / Welcome

Quality & Standards Unit (QSU) role

Academic Quality Assurance framework (Academic Handbook; QAA Code of Practice; Initial Approval, Validation, Review and Monitoring of Home and Collaborative Programmes; Review of School/Units )

Academic Secretariat (Academic Board/AQSB/Constitutional Framework)

Devolution of powers from University of Wales

UWIC’s links with Edexcel

QSU Role: External Examiners

Appointments

Reports (on-line completion & submission)

External Examiner Summary Report

Payment of fees and expenses

Checklist: Information supplied from Programme Directors

QSU role

Hotel bookings

Academic Handbook Extracts for External Examiners-Assessment Regulations

-External Examiner’s Role

-External Examining – Shared Modules

-Chairing Examining Boards – Guidance Notes

Change In Details

Any general queries

Your contact

Ryan FaheyAssistant Quality OfficerQuality & Standards UnitUWIC

Direct line: 029 20 41 6926E-mail: RFahey@uwic.ac.uk

Diolch

Thank You

Awarded for excellence

EXTERNAL EXAMINER INDUCTION DAYGARETH COOMBS, ASSISTANT

REGISTRAR, ASSESSMENT & AWARDS

Regulations: The Essentials

Credits, marks, attempts

• “modular” scheme, based on 20- (or 30-)credit building blocks• undergraduate: 120 credits per year; 360 for BA (Hons), BSc

(Hons), …• normally: level 2 contributes 30%; level 3 contributes 70%• MA, MSc: extra 60 credits in a third trimester (180 total)• module “pass mark” is 40%• undergraduate is permitted up to three attempts per module (p/g: 2)• resits are capped at 40%, unless there are mitigating circumstances• many awards have additional PSRB regulations

Decisions

• the examining board has discretion (note 10.11 and 10.12)

• pass and progress; pass and award• compensate (within a module, across the profile)• re-assessment – at next available opportunity• re-take: a module, several modules, the year• trail a module (“conditional progression” to the

next level)• defer decision, followed by a chair’s action• fail: required to withdraw

Classification Boundaries

• usual undergraduate: 70%, 60%, 50%, 40%• usual Edexcel on modules: 70% Distinction, 55% Merit,

40% Pass• taught postgraduate:

• special provisions if within 1% or 2% of a boundary

classification overall mark Part I Part II

Distinction 70% and above 65% and above 70% and above

Merit 60% and above 55% and above 60% and above

Pass 40% and above 40% and above 40% and above

Borderlines

• if the overall average is “near“ a borderline, then further discretion is available– within 1%, the board may award the higher

classification– within 2%, and if the student has 60 or more credits at

level 3 in the higher classification, then that classification may be awarded

• in both cases, the overall performance of the student needs to be considered

• credit preponderance, performance in the final-year project or dissertation, “exit velocity”, performance in a “difficult” module, …

• Academic Handbook, section 6A, section 10.2, para (iii)

Compensation

• compensate within a module– overall average mark is >=40%– element failed (but has been attempted)– have the module learning outcomes been met?– are all PSRB requirements fulfilled?

• compensate across the profile– up to one-third of the credits for undergraduate– up to one Masters module (20 or 30 credits)

• Academic Handbook, Section 6A, paras 13.1 and 13.2 (and Section 7D para 17 for taught Masters)

Diolch

Thank You

Awarded for excellence

EXTERNAL EXAMINER INDUCTION DAYCHRIS GEORGE, MANAGER, QUALITY &

STANDARDS UNIT

SUMMARY : WHERE DO YOU FIT IN?

1 Rationale : Why are you here?

2 Processes for identifying and implementing actions recommended in External Examiners’ Reports

QAA CODE OF PRACTICE

‘External examiners are appointed by an institution, and their reports are an important component of both an institution’s internal and any external quality assurance processes. Institutions should consider carefully their requirements with regard to such reports, and advise external examiners explicitly’

Quality Enhancement Strategy

• 2 Key aims To provide and utilise robust information

for the maintenance and improvement of standards of learning and teaching

To promote an ethos of self-evaluation and the continuous improvement of learning and teaching throughout the university

UWIC ACADEMIC HANDBOOK

External examiners are a key element in UWIC’s pursuance of quality enhancement and the maintenance of academic standards

They provide an objective view of the operation of the programmes they are associated with, and they enable comparisons with the standards offered in other institutions of which they have knowledge

‘External Examiners shall prepare their reports on courses for which they are responsible on at least an annual basis. Such reports are not normally subject to confidentiality, and should not therefore refer to students by name’

(Academic Handbook)

‘…Reports of External Examiners shall indicate shortcomings and/or recommend improvements as appropriate, for quality enhancement purposes’

(Academic Handbook)

QAA PRECEPTS [exploiting reports]Code of Practice Section 4 External Examiners

14…Institutions should ensure that the reports are considered within the institution at a senior level

15 Full consideration should be given by the institution to comments and recommendations contained within the reports of external examiners, and the outcomes of the consideration, including actions taken, should be formally recorded

16 Institutions should ensure that external examiners are, within a reasonable time, provided with a response to their comments and recommendations, including information on any actions taken by the institution

Where does your report go?[University Level]

All reports are received, read and summarised by the Dean of Quality and Standards

Analysis of the reports results in an overview of actions necessary at university level (eg staff development, working groups, specific guidance, dissemination of best practice)

[University Level, continued…]

Dean of Quality and Standards holds individual meetings with each School Director of Learning and Teaching

to congratulate/confirm report comments

To discuss specific concerns If serious concerns, Dean of Quality and

Standards contacts Examiner directly

Where does your report go?[School Level]

After discussion a proforma (analysis grid) is completed to indicate Strengths, Issues and Action taken

All programmes’ external examiner reports are discussed at School level

The School Director of Learning and Teaching compiles an analysis for discussion at the Learning and Teaching Board

The Programme Director informs the Examiner of actions taken as a result of the report.

Annual Programme Reports Requirements

To include reports from external examiners To present issues arising from reports To detail action as a result of issues raised,

and to provide a timescale for such action

OVERVIEWINDIVIDUAL SCHOOL

Discussion at Programme Level

Programme Director prepares analysis

Discussed at School Level

Director of L and T compiles overview for

presentation to Learning and Teaching Board

Programme Director responds to External

Examiner

DEAN OF QUALITY AND STANDARDS

[Dr Pam Harris]

Reads ALL Reports

Contact Dean of School or

(Where Serious Concerns)

External Examiner

Provides overview of reports for the University

KEY POINTS

Your reports are recognised as a cornerstone for quality assurance and enhancement

Timeliness of reporting and responding is essential (please!)

Any concerns you may have are thoroughly and seriously considered

Highlighting course strengths is also critical for improvement activity

ASSESSMENT REGULATIONS

• Academic Handbook Section 6A

• 2 examples of issues which make examining boards much longer….– Compensation for failure in an assessment or

a module– Decisions for students whose final mark is on

the borderline between two degree classifications

What now?

Evaluations – is this session useful? My telephone number is 02920 416891 My e-mail address is pjharris@uwic.ac.uk Please contact me, Chris (02920 417119

cgeorge@uwic.ac.uk or Ryan, if you have any queries, comments or concerns during your time with us as an External Examiner

GOODBYE [FOR NOW] AND GOOD LUCK!