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External Examining at Northumbria

Alan J Gregg Academic Development OfficerQuality & Student LearningAcademic Registry

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• To provide:

– A brief instruction to Northumbria University

– An introduction to being an external examiner at

Northumbria

– A brief overview of Assessment Regulations for

Northumbria Awards (ARNA)

– An overview of future Programme Development at

Northumbria.

AIMS for today

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About Northumbria

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Understanding Northumbria

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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

QAA, UK Quality Code, Chapter B7: External

Examining

External Examining: The Role

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……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 and applicable subject benchmark statements

the assessment process measures student achievement rigorously and fairly against the intended outcomes…. and is conducted in line with the institution’s policies and regulations

the academic standards and the achievements of students are comparable with those in other UK higher education institutions of which external examiners have experience.

• QAA Quality Code for Higher Education Chapter B7: External Examining – October 2011

The Role

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Web Pages: Information for External Examinershttps://www.northumbria.ac.uk/sd/central/ar/qualitysupport/assessment/ee/infoee/

Assessment Regulations for Northumbria Awards (ARNA), 2014/15

Examiners’ Handbook, published January 2009 Updated October 2014

External Examining at Northumbria: an Introductory Guide

Report Templates

Key Resources

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Module marks are considered and confirmed at

the Module Examination Board (MEB)

Student profiles are considered at the

Progression and Awards Board (PAB)

External examiners normally appointed to MEB,

PAB or combined MEB/PAB

Statistical reports integral to MEB & PAB

Exam Board Structures

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Externals examiners are: expected to comment on assessment process

and academic standards

not required to comment on learning

resources, although such comments will be

welcomed and considered

regarded as ‘critical friends’

Wider Aspects

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Levels contributing to the award all modules on PG programmes level 5/6 of honours programmes level 5 of Foundation Degrees exceptionally at level 3/4 if contributing to award or

required by professional body Comment on provision delivered in

Partnerships MEB discussion, decision-making for

technical extenuating circumstances (TECs) and academic misconduct cases

PAB external overview of operation, handling of personal extenuating circumstances (PECs)

Level of Involvements

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Samples of assessed work Internally Moderated square root of student cohort, minimum 6

Dissertations UG following mark-concealed second marking

of all dissertations, standard sample plus confirmation of process sent to external examiner

PG possibly larger sample by agreement at MEB

All work (including exam scripts) is returned to students

Moderation of Standards

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The external examiner may wish to recommend, either formally at the MEB or

informally in advance of it, that module marks are changed e.g. by scaling a set of marks, for the whole cohort, either up or down

recommend the correction of marks that have been determined incorrectly, where both internal and external markers are in agreement

But may not recommend adjustments to individual marks

Adjusting Marks?

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Standard template Electronic format Students & staff should not be named Normally required by 31st July Written response by Northumbria must be

provided Shared with student representatives Reports, and responses to them, form part of

the University’s formal review process

Your Report

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• Your appointment letter should indicate:

Faculty Contacts

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• We hope you enjoy your time as an External Examiner at Northumbria

Alan J GreggAcademic Development OfficerQuality & Student Learning Academic Registrya.gregg@northumbria.ac.uk+44(0)191 2274517

Thank You

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External Examining at Northumbria

Assessment Regulations for Northumbria Awards (ARNA) A Brief Introduction

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Available at:

https://www.northumbria.ac.uk/static/5007/arpdf/aq/arna1415

Assessment Regulations for Northumbria Awards (ARNA)

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Awards are made up of a particular number of credits at specified level/s eg

Honours degrees normally comprise 360 credits: 120 at levels 4, 5 and 6

Masters degrees comprise 180 credits at least 150 at level 7 All modules must be passed to progress to next

level or stage Where modules failed, referral or compensation may be possible

Any variations to ARNA will be approved by the University and made clear by Faculty

AWARDS

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Each module contributes an approved number of credits

All assessment components in a module must be completed

Module pass mark normally 40% for UG (level 6 and below) 50% for PG (level 7) where clearly specified, component pass may be required modules/components can be pass/fail

All module marks (and level average) rounded to nearest integer %

Modules

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Different regulations for FT & PT programmes from 2013/14

Automatic referral opportunity on PT programmes FT programmes:

If level average requirement met, no limit to number of referrals

level 3/4 - 30% levels 5/6 - 40% level 7 (Integrated Master’s) - 50% PG programmes - 45% from level 7 modules only (level 6

modules excluded from average) no level average requirement for referral of dissertation

All programmes, module pass mark (40/50%) and credit awarded for successful referral (but at award stage change in mark does not improve classification

Referral

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Regulations simplified from 2013/14 Not available at intermediate stages of PT

programmes Otherwise non-discretionary On FT programmes, level average requirement

must be met Module mark must be at least 30% Maximum 20 credits per 120 credit level All assessment components must be completed Credit awarded (and module pass mark) but, at

award stage, any change in mark does not improve classification

Compensation

Programme Framework for Northumbria Awards

Alan J GreggAcademic Development Officer

Quality & Student Learning

To establish clear criteria for programme design and delivery that will produce Northumbria graduates fully prepared for employment or future study at their point of graduation

To ensure programmes are designed to align with, and deliver, the desired outcomes of the Northumbria Corporate Strategy 2013-18

To bring a consistency to the structure and delivery of Northumbria programmes whilst retaining flexibility to enable individual programme identity

Overview

To recognise the Programme as the main vehicle through which the student journey is undertaken and from which their achievements and satisfaction derive

(and through which compliance with the UK Code for Higher Education (QAA) will be demonstrated and confirmed at Institutional review)

To ensure all Northumbria programmes are designed to engage students in a learning process which will enable them to maximise their potential

Contribute to the outcomes of the Northumbria Corporate Strategy 2013-18.

To provide a common goal of the “I am a Northumbria Graduate” as the outcome of all Northumbria Programmes.

To provide synergy between Northumbria’s research and teaching excellence through enjoining students as co-producers of knowledge through the integration of Research Rich Learning

Why a new Framework

To ensure that the key programme design consideration of the Northumbria Internationalisation Plan are integrated into the programme i.e.: offer a learning experience that explicitly meets the needs and expectations of

international as well as uk students. provide opportunities for students to benefit from an international experience and to

increase participation in study abroad prepare students to be global graduates with the knowledge, skills, behaviours and

attitudes to contribute positively to a global community To ensure relevant Northumbria Design Pillars (policies) are considered within the

design process Technology Enhanced Learning Assessment & Feedback Research Rich Learning Employability, Enterprise and Entrepreneurship

To engage students in programme design and approval

Why a new Framework

Articulation and adoption of the “I am a Northumbria Graduate” as the aim of all Northumbria Programmes

The formulation of programme learning outcomes for each level / stage (PGT) as the starting point and central focus of all programme design.

Consideration of the process of learning as an equally important element as the content of learning within all programmes

Establishment of teams, including students and other stakeholders, to undertake programme design

Design of modules to deliver programme requirements / learning outcomes rather than free standing learning activities.

* Module learning outcomes linked to programme (Level) learning outcomes.

The development of students as Applied Critical Scholars via Research Rich Learning as a process and an outcome of Northumbria learning at each level / stage of the programme

The Framework

40 credit project / dissertation in all Honours Degrees* With the exception of completion pathways, as

defined in PFNA 60 credit project / dissertation in all taught Masters Degrees

20 credit modules or multiples there of as the building blocks of all undergraduate programmes

Encourage the use of programme frameworks and pathways to offer flexibility whilst maintaining the integrity of the named award

* As defined within Programme Framework for Northumbria Awards

The Framework

Option modules must contribute directly and positively to the Programme learning outcomes, and there should be no more than:

No options at level 4 40 credits of option at level 5 80 credits of option at level 6

20 / 30 credit modules or multiples there of as the building blocks for taught post graduate awards.

Semesterisation of all programmes at level 5 of all undergraduate degrees to enable study abroad / placements

Year Long modules can continue but clear semesterised step on step off point & process has to be approved with module design

The framework