External examiners induction february 200 9
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External Examiners Induction February 200 9. Welcome to UWIC. Chris George, Manager, Quality & Standards Unit. Abcdefg Awarded for excellence. Croeso. Good Morning Good Health Welcome to Cardiff Cardiff Slow Wales University Institute. Bore da Iechyd da Croeso i Gaerdydd

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External Examiners Induction February 200 9

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External examiners induction february 200 9

External Examiners InductionFebruary 2009

Welcome to UWIC

Chris George, Manager, Quality & Standards Unit

AbcdefgAwarded for excellence


Croeso

Croeso

Good Morning

Good Health

Welcome to Cardiff

Cardiff

Slow

Wales

University

Institute

Bore da

Iechyd da

Croeso i Gaerdydd

Caerdydd

Araf

Cymru

Prifysgol

Athrofa

Diwrnod Arholwyr Allanol


Introductions

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

Introduction

History

Four Campuses (soon to be three)

Confederal Institution of the University of Wales

Five Schools

External Examiners Induction


History

History

Four 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 campuses

Four Campuses

Cyncoed

Colchester Avenue

For one more session

Howard Gardens

Llandaff

External Examiners Induction

http://www.uwic.ac.uk/transport/campus.asp


University of wales

University of Wales

(Con)Federal University

Full Membership – Accredited Institution

External Examiners Induction


Five schools

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


Diolch thank you

DiolchThank you

External Examiners Induction


Croeso welcome

Croeso / Welcome

Chris George & Ryan Fahey, Quality & Standards Unit


External examiners induction february 2009

Quality & Standards Unit (QSU) roleAcademic 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 WalesUWIC’s links with Edexcel


Qsu role external examiners

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

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

Your contact

Ryan Fahey

Assistant Quality Officer

Quality & Standards Unit

UWIC

Direct line: 029 20 41 6926

E-mail:[email protected]


Diolch

Diolch

Thank You


External examiners induction february 2009

EXTERNAL EXAMINER INDUCTION DAYGARETH COOMBS, ASSISTANT REGISTRAR, ASSESSMENT & AWARDS

AbcdefgAwarded for excellence


Regulations the essentials

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

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

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


Borderlines

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

Compensation

  • compensatewithin 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)


Diolch1

Diolch

Thank You


External examiners induction february 2009

EXTERNAL EXAMINER INDUCTION DAYCHRIS GEORGE, MANAGER, QUALITY & STANDARDS UNIT

AbcdefgAwarded for excellence


Summary where do you fit in

SUMMARY : WHERE DO YOU FIT IN?

1Rationale : Why are you here?

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


Qaa code of practice

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

Quality EnhancementStrategy

  • 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

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 induction february 2009

‘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)


External examiners induction february 2009

‘…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

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

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

[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

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

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


External examiners induction february 2009

OVERVIEW

INDIVIDUAL SCHOOL

DEAN OF QUALITY AND STANDARDS

[Dr Pam Harris]

Discussion at Programme Level

Reads ALL Reports

Contact Dean of School or

(Where Serious Concerns)

External Examiner

Programme Director prepares analysis

Discussed at School Level

Provides overview of reports for the University

Director of L and T compiles overview for presentation to Learning and Teaching Board

Programme Director responds to External Examiner


Key points

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

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

What now?

  • Evaluations – is this session useful?

  • My telephone number is 02920 416891

  • My e-mail address is [email protected]

  • Please contact me, Chris (02920 417119 [email protected] 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!


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