- Slides: 40
Edinburgh Napier University External Examiner Induction & Training Session April 27 th 2015 Caroline Turnbull, Assistant Dean, Faculty of Engineering, Computing and Creative Industries Elise Russell, Academic Quality Advisor, Student & Academic Services Petra Klawitter, Academic Quality Officer, Student & Academic Services
Programme Ø A Brief History of the External Examiner System Ø How do we do things at Edinburgh Napier – a presentation of the University Regulations incorporating small group-work activities Ø The Role of the External Examiner at Edinburgh Napier University
Brief History of the External Examiner System • First introduced in the 19 th Century at Durham University who reached an agreement with University of Oxford for it to supply examiners – to increase the pool of expertise and to demonstrate comparability of awards • During the 19 th and 20 th centuries newly created Universities in Britain and Ireland similarly adopted an external examiner system • External examining (except at Doctoral level) remains largely confined to the UK and Ireland Source: A Handbook for External Examining (2012) Higher Education Academy
Brief History of the External Examiner System • In 2008/09 academic standards were reviewed by the QAA and by the House of Commons Innovation, Universities, Science and Skills Committee. • Both reviews confirmed the importance of the external examining system in assuring academic standards. • In 2011, the QAA published Chapter B 7 on external examining within its new Quality Code for Higher Education Source: A Handbook for External Examining (2012) Higher Education Academy
Brief History of the External Examiner System In the UK’s system of higher education, institutions are responsible for the quality of the education they provide [. . . and] for the academic standards of awards they offer. External examining provides one of the principal means for maintaining UK threshold academic standards within autonomous higher education institutions. External examining is therefore an integral and essential part of institutional quality assurance. Source: Chapter B 7: External Examining – UK Quality Code, QAA (2011)
Academic Threshold Standards Threshold academic standards are the level of achievement that a student has to reach to gain an academic award. For equivalent awards, the threshold level of achievement should be the same across the UK. External examiners are appointed to provide each institution with impartial and independent advice, as well as informative comment on the institution’s standards and on student achievement in relation to those standards. Chapter B 7: External Examining – UK Quality Code, QAA (2011)
Academic Threshold Standards Indicator 2 Awarding institutions expect their external examiners to provide informative comment and recommendations upon whether or not: • An Institution is maintaining the threshold academic standards set for its awards in accordance with the frameworks for higher education qualifications (FHEQ) and applicable subject benchmark statements Chapter B 7: External Examining – UK Quality Code, QAA (2011)
Academic Threshold Standards Indicator 2 Awarding institutions expect their external examiners to provide informative comment and recommendations upon whether or not: • The assessment process measures student achievement rigorously and fairly against the intended outcomes of the programme(s) and is conducted in line with the institution’s policies and regulations Chapter B 7: External Examining – UK Quality Code, QAA (2011)
Academic Threshold Standards Indicator 2 Awarding institutions expect their external examiners to provide informative comment and recommendations upon whether or not: • The academic standards and achievements of students are comparable with those in other UK higher education institutions of which the external examiners have experience Chapter B 7: External Examining – UK Quality Code, QAA (2011)
Quality Enhancement Indicator 3 Awarding institutions expect their external examiners to provide informative comment and recommendations on: • Good practice and innovation relating to learning, teaching and assessment observed by external examiners • Opportunities to enhance the quality of the student learning experience Chapter B 7: External Examining – UK Quality Code, QAA (2011)
Annual Report Indicator 13 External examiners’ annual reports provide clear and informative feedback to the Institution on those areas defined for the role in Indicators 2 and 3. Chapter B 7: External Examining – UK Quality Code, QAA (2011)
So, how do we do things at Edinburgh Napier University?
University Academic Regulations All members of examination boards are expected to be familiar with the contents of Sections A-C of the University Regulations. You are not expected to know all of the Regulations off the top of your head!
University Academic Regulations A 3, B 2 and C 2 include definitions of the terms commonly used within our Boards at Edinburgh Napier fic i c stag e p s e m e of program s t n e stud m e r i u req y compensatory pass
University Academic Regulations Our undergraduate provision is assessed using a percentage mark system (0 -100%) Our postgraduate provision is assessed on the basis of a 16 - point grading scale incorporating three standards: Distinction, Pass and Fail. Overall Grade Distinction Pass Fail Scale Grade D 5 D 4 D 3 D 2 D 1 P 5 P 4 P 3 P 2 P 1 F 2 F 3 F 4 F 5 F 6
University Academic Regulations To pass a module at the first attempt, students must achieve a minimum mark of 40% (SCQF 7 -10) or P 1 (SCQF 11) If two components of assessment are used, a student must achieve at least 40%/P 1 on the weighted marks achieved for each component, with no individual mark for a component falling below 30%/F 1. There is no minimum mark requirement for individual elements making up a component. (Reg B 5. 3/C 5. 2)
University Academic Regulations Students are entitled to 1 compulsory opportunity for reassessment in July The overall mark for a reassessed module is capped at 40%/P 1 In exceptional cases a Programme Board has the discretion to permit one further attempt (Regs B 5. 5 -5. 10 – C 5. 5 -C 5. 12)
University Academic Regulations Exceptionally students may be permitted to progress to the next stage of study carrying a failure in no more than 20 credits (Reg B 6. 2) However…
University Academic Regulations Programme Boards must not permit a student to progress to the next stage of study carrying a fail in any programme specific compulsory or option module from a preceding stage of study. (Reg B 6. 4)
University Academic Regulations Practical Session 1: In pairs or small groups, take a look at scenarios 1 and 2 in your packs. Board sheet: https: //www. youtube. com/embed/3 Hi. G 639 rg 3 s? vq=hd 720
University Academic Regulations Programme Boards may award a compensatory pass where the student has: i) iii) achieved a minimum of 35%*/F 1 in a module submitted in each component of assessment in that module and passed all other modules in that stage of study *In exceptional circumstances which MUST be noted in the minutes, the Board has the discretion to award a discretionary pass to a student who achieves a minimum of 30% in the module (Reg B 6. 3/C 6. 3)
University Academic Regulations A student not permitted to progress to the next stage of study may be permitted to continue their studies at the same level either in the same programme or on an alternative programme of study provided that the students meets the admission requirements (Reg B 6. 5)
University Academic Regulations B 3 and C 3 define the criteria which must be satisfied to receive an award of the University
University Academic Regulations Practical Session 2: Please try out scenarios 3 -5 in your pairs/groups.
Two Tier Board System At Edinburgh Napier University, we operate a two tier system for Boards of Examiners: 1) Module Boards 2) Programme Boards Some external examiners will only be responsible for maintaining oversight of module provision. Some external examiners will maintain oversight of both modules and programmes.
Two Tier Board System Module and Programme Boards are held at the end of each of our three trimesters and are about a week apart. Faculties use the Student & Academic Services Key Dates Calendar to identify appropriate timing of Boards and we ask Faculties to inform external examiners of Board dates as soon as possible.
Two Tier Board System In general: • the Tri 2 board (May/June) consider marks and progression of Occurrence A students • The Resit board (August) is to consider resit results (for Occurrence A and B students) • The Tri 3 board considers placement activity and results for students studying in Trimester 3 • The Tri 1 (January) board considers marks and progression of Occurrence B students
Module Boards Who attends? Module leaders a Convenor* a Clerk External Examiner(s) *The Convenor will normally be the Head of School (or nominated senior member of staff) who has undertaken the mandatory training course. Membership should be approved annually by FASEC A member of staff may not serve as Convenor when it is considering a module in whose assessment he or she has been involved.
Module Board Responsibilities Taken from Regulation A 10. 1. 8 To agree the performance for each student on each module being considered
University Academic Regulations Practical Session 3: Module Board Scenario
Programme Board Responsibilities Taken from Regulation A 10. 2. 8 Who attends? Programme leaders a Convenor* a Clerk External Examiner(s) Adequate representation of additional colleagues associated with the programme(s) *The Convenor will normally be the Head of School (or nominated senior member of staff) who has undertaken the mandatory training course. Membership should be approved annually by FASEC A member of staff may not serve as Convenor when it is considering a programme in whose assessment he or she has been involved.
Programme Board Responsibilities Taken from Regulation A 10. 2. 8 To consider the profile of each student studying on the programme taking account of the confirmed results and recommendations made by Module Board of Examiners
University Academic Regulations Practical Session 4 Final Programme Board Scenario
The Role of The External Examiner The role and responsibilities of external examiners is defined in Regulation A 9 External examiners advise the Board of Examiners, but decisions on student performance and awards are those of the Board as a whole, i. e. the external examiner does not get a casting vote.
The Role of The External Examiner Regulation A 9. 4 As a minimum, external examiners are asked to review a square root sample of completed assessment assignments and comment on: • Whether the academic standard of each module or programme study being considered is set and maintained at the appropriate level • Whether the standards of student performance are properly judged against the level set
The Role of The External Examiner Regulation A 9. 4 As a minimum, external examiners are asked to review a square root sample of completed assessment assignments and comment on: • Whether the assessment process is appropriate, rigorous, equitable and conducted in accordance with University guidance • The comparability of the standard and level of student achievement with those in other higher education institutions
External Examiner’s Annual Report External examiners are asked to report annually to the University on issues relating to the ‘Academic Good Health’ of our provision (set out in Regulation A 9. 4) and good practice identified. On receipt of the annual report, it is distributed to appropriate staff to identify any issues raised that require investigation and consideration. A response should be sent to the external examiner.
External Examiner’s Annual Report
External Examiner Payment & Expenses
Contact Us Academic Quality has a dedicated email account for all external examiner enquiries: [email protected] ac. uk Our website url: http: //staff. napier. ac. uk/services/sas/academic_quality/External_Examiners/