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Understanding Award Boards and Condonement Policies for Student Degrees

This document outlines the procedures and policies regarding Award Boards that specifically affect student outcomes. It explains how degree classifications are calculated based on aggregate mean scores, the treatment of Level 1 credits in the GPA pilot, and the implications of condonement for failed modules. Key aspects include the conditions for Graduate Attainment Standards (GAS), shortfall allowances for extenuating circumstances (ECs), and the discretionary elevation of classifications close to higher thresholds. Understanding these policies ensures students are informed about their academic pathways.

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Understanding Award Boards and Condonement Policies for Student Degrees

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  1. Award Boards

  2. Student-facing as distinct from module-facing Field Boards • Degree class calculated on the basis of an aggregate mean score • Level 1 does not count (under review as part of GPA pilot) • 100 credits (not 120) count; only best overall module marks included • Weighting (for exit velocity): Level 3 : 2 = 3: 1

  3. Award Board Discretion Condonement and GAS

  4. Boards can condone a failed module within a framework of restrictions if student has GAS • GAS = pass at least 50% of the credit take at the same or higher level as the failed module • GAS allows an exceptional retake to be granted at the Board’s discretion if there are ECs • Shortfall: if there are ECs, an award can be offered where the shortfall does not exceed 20% of total credit requirements

  5. Award Board Discretion Elevation (under review)

  6. Any overall mark that falls within 0.5% of a classification should be considered for an automatic uplift to a higher class or differential. • Any overall mark that falls between 0.5% and 1.0% of a classification or differential if the Award Board is content that there is sufficient evidence of achievement in the higher classification or differential which may be supported with approved extenuating circumstances (but these are not a requirement). • Any overall mark that falls below the 1.0% of the higher classification or differential, but where there is strong evidence to which the board may refer meaning an uplift may be merited. For example this may be a series of ongoing approved extenuating circumstances, or evidence of academic achievement in a higher classification/differential.

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