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REFLECTION

REFLECTION. First, what have you been discussing during the day?. Topics. Judging FHEQ level of demand Lack of alignment Influence of input by supervisors (Not) being a referee or adjudicator Group work in which outcomes are shared Collegial vs formal advice/reporting Incompetence

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REFLECTION

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  1. REFLECTION

  2. First, what have you been discussing during the day?

  3. Topics • Judging FHEQ level of demand • Lack of alignment • Influence of input by supervisors • (Not) being a referee or adjudicator • Group work in which outcomes are shared • Collegial vs formal advice/reporting • Incompetence • Disappearing recommendations

  4. External Examining My responses to the challenges – drafted before today! I’ll maybe just select a few.......

  5. Problem Area 1: FHEQ level • Explore four sources of data • The basis for assessment • The evidence in (hopefully varied) students’ work • Discussion with teacher about the rationale of the assessment • Discussion (anonymously) with students - after results decided

  6. Problem Area 2: Alignment • Check learning outcomes against demand of assessments – and teaching plans; in particular..... • Check demand of assessment against declared learning outcomes • Watch out for claimed outcomes not explicitly assessed • Watch out for assessed outcomes not quite in accordance with specification

  7. Problem Area 3: Supervision • Ask supervisors to append a note of the advice and assistance they have given to students during the year • Ask students to initial this, or comment upon it • Suggest that this is an essential input to judgement, internal and external, if creativity and problem-solving are to be judged

  8. Problem Area 4: Refereeing • Insist that your job is to advise the VC about the integrity and rigour of the process; and that you can't do that if you are a major player • Offer your advice on how problems of this type can be handled by the Board • Ask the Board to follow that advice, or decide, with reasons, not to!

  9. Problem Area 5: Group work • Acknowledge this as a sector-wide issue, to be tackled collegially • Suggest requirements include keeping of records which identify who did what – with qualitative self- and peer-assessment accordingly • Suggest rewording of module descriptor, to reflect varying areas of development and achievement

  10. Problem Area 6: Private/public? • First priority is fairness to current cohort, according to their experience • Next is collegial discussion of need for change and form of change • If this is agreed, and seems likely to be in place for next year, so report - but only in general terms • If a problem persists, report detail formally and illuminatively to the QA system

  11. Consult a friend?

  12. Problem 7: Incompetence • Present observed facts for which data is available • Offer no judgement • Ask for/expect a judgement to be made and action taken by the line manager • Decide if you do or do not support that decision

  13. Problem Area 8: Lack of action • Sleep on draft correspondence • Concentrate on facts, not judgements • State clear recommendations • Use recorded delivery • Ask for decision on recommendations • Move steadily up seniority levels • Maybe opt to resign, stating why • That usually leads to prompt action

  14. Two last questions to wrestle over, then

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