academic year 06/07 evaluation of external … year 06/07 evaluation of external examiners reports...

Institutional ReportE 1

ACADEMIC YEAR 06/07

Evaluation of External Examiners Reports (UoH)

Reporting to the HE Board of Studies March 2008

Name of Examiner

Date response sent to examiner (via faculty)

Programme/

Issues raised by the examiner (including recommendations)

Response/Action taken including date and person to action

Examples of good practice identified by External Examiner

HEALTH, CARE, SOCIAL SCIENCES AND HUMANITIES

Tim Youngs BA (Hons) English Studies

The External Examiner raised the issue that the requirement for moderation of student work by the academic link at the University before the work can be sent to the external causes difficulties in being able to carry out a thorough role as External Examiner. Examples given refer to an “impossible turn around time” and an inappropriate use of academics. The external examiner comments that as a repeat occurrence from the previous year second markers are commenting on the first markers reports rather than on the students work and should be avoided.

The programme leader and team have stressed concern over the risk of meaningful opportunities for external examiner moderation through rapid turn around times compounded by the requirement for moderation by the University. Action: Director of Division to discuss moderation code of practice at next JBoS Action taken: Programme leader has made appropriate comments in the Universities Annual Monitoring Report for 2006/07 Action: Director of Division to coordinate staff training on second marking & moderation with less experienced members of the programme team (Complete)

The External Examiner states that assessments offer a valuable mixture of practical and theoretical; that there is an innovative and imaginative mix that helps to prevent students from becoming stale and thus allows students with a good opportunity to find forms of assessment that best suits them Action: Director of Quality to discuss enhancement at the HE Coordinators Committee The External Examiner stated the degree offers a good introduction to major currents of English Studies, a synergy between theory and practice within benefits that are translated through the students critical appreciation of texts and creative writing

Sue McHale BA (Hons) Psychological Studies (and Psychology Modules from BA (Hons) Sociology with Psychology)

The External Examiner suggests that the programme team should examine the types of multiple choice exams that they use and aim to use MCQ’s which allow for more critical evaluation and less description. The MCQ exams failed to discriminate adequately between students The External Examiner requests the provision of moderation scripts for presentations.

Action taken: The programme team have acknowledged the issue with the MEQ and report in the AMR that the MEQ paper has been improved to a standard deemed appropriate Action: Director of Quality to seek confirmation with the Director of Care that moderation of all assessments including the MEQ is to occur. Further that moderated scripts of presentation are to be made available. (Complete)

The External Examiner comments that there is evidence of first class work in some cases appropriately awarded; further that there is an interesting diet of assessment. The External Examiner comments that there is “excellent teaching and the module Modern European Mind should be commended for stretching the students” Action: Director of Quality to discuss enhancement at the HE Coordinators Committee (Complete)


Name of Examiner

Date response sent to examiner

Programme/

Module




Terry O’Donnell

BA (Hons) Sociology with Psychology

The External Examiner believes that the team will benefit from building in clear overall moderation activity to allow the first and second marking that formally reviews the grading and relative spread of marks. The External Examiner would welcome sight of examination papers earlier The External Examiner would like to see evidence of preparedness to identify examples of outstanding first class work and award it appropriately by making greater use of the large band of marks available for firsts (when it is merited)

The team are to build in moderation activity that provides an overall ‘picture’ of moderation of dissertations Action: Divisional Director to address at programme leader meetings and Quality Manager to evaluate impact of changes made to moderation processes in June 08 (Programme now discontinued) Exam papers are to be sent to the external examiner earlier Action: Module Leaders(Programme now discontinued) The programme team are to be reminded of the need to reward outstanding practice appropriately particularly in the allocation of grades for first class work Action: The Divisional Director to raise within programme leaders meetings (Complete)

The External Examiner commended the team on an interesting and commendable diversity of dissertation topics and the use of a number of supervising tutors The External Examiner comments that student work largely demonstrates interest and engagement with sustentative issues and recognises the importance of rooting such issues in theoretical understanding.

Tony Parnell BA (Hons) Counselling Studies

The External Examiner comments that there are some issues in relation to the consistency of study skills issues and a number of candidates have struggled with the academic standard required at this level. The External Examiner would like to see more attention paid to the critical elements of students writing and relate this to the entry level nature of the level 1 [4] standard required for the year. The External Examiner offers comments that relate to a need to amend the weighting of taped work; to develop clarity on the assessment of presentations (this includes clarity on group or individual grades for presentations); to standardise practice relating to second marking.

Action taken: The team have identified in the AMR that study skills sessions will be delivered through tutorials and tutors reinforcing the examples of referencing that are within the programme handbook. (Complete) Action taken: The team identify in the AMR that reflective accounts in some instances have been added to presentations to allow tutors to assess whole group contribution. The team are to undergo training with the programme manager regarding second marling practices and marking of assessments Action: The Quality Manager to liaise with the Director of Care for an evaluative update of outcomes June 2008 (Complete)

The External Examiner comments that some elements of the programme are at the leading edge of counsellor training as it incorporates the new aims and objectives outlined by UK governing bodies. The External comments that the programme has the potential to enhance the candidate ability to engage in training that equips them to respond to the rapidly moving professional therapy environment. The External Examiner comments that there is evidence of impartiality and rigour of application of marking criteria in assessments.


Name of Examiner


Programme/

Module




Dr Liam Clarke BA (Hons) Early Childhood Studies- top up

The External Examiner raises concern that in some modules- particularly the dissertation, some students struggle with literacy and referencing skills. The External suggests that such issues can be enhanced by a greater understanding of the theory and practice of research methodology.

The External Examiner asks that some consideration is given to how the processes for getting scripts to the external examiner can be improved thus giving sufficient time to consider the work and provide appropriate feedback

The External Examiner asks that the programme team revisit procedures for notifying the External Examiner for changes within assessment artefacts and seeking appropriate comments before presenting them to students.

The programme leader agrees with the external examiner and equates some of these issues to the demographic profile of the students group; the cohort largely progressing from HND in Early Childhood Studies. The programme team expect the following year to be less problematic with the progression of Foundation Degree students onto the award.

Action: The Quality Manager to liaise with Director of Care and programme team in June 2008 to evaluate outcomes (Complete)

Action taken: More emphasis within the Research Methodology module has been planned within the programme outline.

The team agree that the constraints of moderation by the University compound the timeline of passing work on to the External Examiner.

Action: The Director of the Division and programme leader to discuss moderation processes at the JBoS

Action: The Director of Care to discuss procedures at programme leaders meetings

The External Examiner comments that cooperation between the course tutor and external is excellent.

The External Examiner comments that the marking of students work is performed with rigour and fairness

The External Examiner comments that good written feedback is given to students

Saffron Karlsen

17th

October 2007

BA (Hons) Health and Social Care- top up

The External Examiner comments that no opportunity has been given to approve the assessment tasks and that there was some delay in the receipt of documentation for examining the assessments. The External Examiner also comments that guidelines regarding the Externals own approach could have been made explicit earlier by the External.

The team concur that there was some delay and omissions in administrative processes due to the late appointment of the External Examiner. This has been discussed with the External

Action: The Director of Care to reinforce at programme leader meetings (Complete)

The External Examiner comments that internal marking was conducted with rigour and impartiality and that the schemes for marking and classification have been consistently applied.

The External Examiner comments that there is evidence of effective teaching in the work examined.


Name of Examiner


Programme/

Module




Dr. Claire McGourley FdA Crime and Disorder The External Examiner reiterates as said in the previous year that there is a need to see assessments before they are taken to agree the content in conjunction with the academic contact within the partner University Faculty. An example of the External not being given access to examination papers is given.

The External Examiner comments that the tight deadlines imposed by the University means that the External is not able to turn around the papers in time. The External comments that justice is not being given to the role of the External and that the University need to address this.

The External Examiner comments that there needs to be more evidence of journals and case law on the reading lists (despite improvement from last year).

The External Examiner comments that in the following year improvements need to be seen in Module: Connecting Community & Crime as results where low.

The programme leader identifies in the AMR that all assessments and exams are to be forwarded to the examiner.

Action: Director of Care to evaluate and ensure effectiveness of administrative processes with programme leader (Complete))

Action: The Director of Care to discuss with University partners at the JBoS (Complete)

Action: The programme leader to confirm reading lists are updated for 07/08 and Director of Care to evaluate with the librarian areas of omission within reading lists (Complete)

Action: The Quality Manager to carry out a specific review of students experiences within this module by April 2008 (Complete)

The External Examiner comments is impressed with the range of skills that the students have developed over the year and the development of the students in the second year.

The External Examiner comments that some students produced excellent work, that the structure of the programme and content is excellent and that vast improvements have been made since last year.

The External Examiner comments on the noticeable investment in resources ( via Athens)

Dr. Liam Clarke

FdA Early Childhood Studies

The External Examiner comments that the teaching team are encouraged to re-visit their procedures for notifying the External Examiner for changes within the assessment artefacts and seeking appropriate comments before presenting them to students.

Action taken: The programme leader comments in the AMR that processes have been developed to overcome administrative omissions.

The team comment that changes to the programme (the inclusion of a research and study skills module) was a result of previous years recommendations from the External Examiner and feedback from students. This was agreed at the JBoS.

Action: the Director of Care to reinforce the importance of communicating proposed changes to the External and not leaving this until after changes have been approved through the faculty (UoH). (Complete)

The External Examiner comments upon the strong links between the teaching team and work based learning providers

The External Examiner comments that students are covering an appropriate range of employment related skills integrated through academic work.

Action: Quality to carry out an enhancement review; the report to be disseminated at the HE coordinators meetings by June 2008.

The External Examiner comments that feedback on assessed work is thorough; second marking is rigorous.

The External Examiner comments that


The External Examiner comments that moderation reports should be completed for all modules to ensure that the External Examiner is made aware tutors written feedback, which should not only include marks but comments for the intended developments of the module.

The AMR identifies that moderation reports will be made available to the External.

Action: The Quality Manager to evaluate outcomes of actions in June 2008 (Complete)

teaching staff have a mix of relevant, appropriate teaching and professional industrial qualifications to support the programme.

Name of Examiner


Programme/

Module




Christopher Moore

FdA Health and Social Care

The External Examiner comments that the programme has developed into a social care course rather than a health and social care course and this should be considered in future reviews.

The External Examiner comments that the module Social Policy needs revising for September 2007.

The External Examiner comments that over-use of web based sources in the student work must be challenged in written feedback and marking.

The External Examiner comments that explicit consideration of the values of AOP and ADP should be made and that study skill interventions occur for weaker students.

Action taken: the change of title of the award has been discussed with the faculty Dean and considered appropriate.

Action: Director of Care and programme leader to consider for major amendment 2007/2008 (Complete)

Action taken: the programme leader has made amendment to the module through the University Faculty. This is confirmed in the AMR.

Action: the Director of Care is to discuss at Divisions curriculum meeting (Complete)

Action: the programme leader and team are to consider who AOP/ADO can be explicitly driven forward in student work via course team meeting and that study skill interventions occur through the year. (Complete)

The External Examiner comments that the programme has many strengths and is clearly preparing students for work in the social care sectors and for further study in HE. The students show clear progression over the two years of the programme.

The External Examiner comments that the standard of work at level 5 amongst the higher achieving students is often excellent and staff should be encouraged to consider the use of the whole range of grades available to them.

John Rowe

7th

September 2007

FdA Mental Health Studies

The External Examiner comments that in giving feedback to students there is a need for all markers to adopt examples of good practice evident in other modules. It would also be helpful to give students guidance on written feedback about how students gain marks and where they are missing out on marks.

The External Examiner comments that the

The programme leader is to share examples of student feedback (in the programme team meeting) deemed good practice to ensure all module tutors adopt a similar approach.

Action: the Director of Care is to reinforce the importance of sharing practice and standardisation at the curriculum meeting(Ongoing)

The External Examiner comments that the programme content should enable the students to develop an consolidate a sound understanding of a range of issues that impact on mental health and how practice is implemented, drawing on diverse perspectives: this can be seen in Contemporary Issues, Models of Mental Health and Sociology of Health and Illness.


tone of the student feedback needs consideration: the student is addressed in the third person and should be addressed by their first name as part of a nurturing process.

The team have raised the issue that marking of student assessment is anonymous and thus the Externals comments cannot be adopted into the programme. However staff do, give one-to-one feedback to students and can address the concerns of the External Examiner through this.

There is evidence of student work progressing from the descriptive to the evaluative as a response to efforts by tutors.

Name of Examiner


Programme/

Module




BUSINESS

David Tranter BA (Hons) Business Management Modules within the BA (Hons) Business and Tourism Management where common

The External Examiner comments that there is a high level of international students within all levels of the programme and many of these students do not ‘initially’ perform to the required standard. The External Examiner recommends that the timetable for assessing work takes into account the need to contact and liaise with the external to ensure advanced organisation and planning The External Examiner comments that feedback to students could be further improved in relation to supportive comments Proper academic referencing is a problem for all but the most able students with excessive reliance on the internet, improperly cited and with the inclusion of sites and sources without sufficient academic rigour and underpinning

Module board discussed initial performance of students and agreed that there is evidence that as students progress through the programme they are able to adjust, develop and take advantage of support mechanisms available. The programme team acknowledge in the AMR that an ‘open door policy’, tutor availability, tutorial weeks and more rapid feedback of work is occurring. The team comment in the AMR that more qualitative feedback is planned and the use of duplicate feedback sheets will enhance this process. Programme Team have incorporated as discussed in AMR the incorporation of additional referencing skills input at level 5. Action: Quality Manager to evaluate outcomes of intervention in June 2008. (complete)

The External Examiner comments that a wide variety of assessment methods are employed across the three levels of the programme. Further that the applied nature of some assessments reduces the opportunity for plagiarism.


Name of Examiner


Programme/

Module




LEISURE INDUSTRIES

Robert Burton (and David Tranter)

BA (Hons) Tourism and Business Management

The External Examiner states that the team may wish to consider making a requirement for Harvard referencing a more explicit requirement of their assessment criteria and applying this more consistently and rigorously across the programme. The External Examiner comments that examples of semester 2 assessments were sent very late only giving the External I day to look at them. The External Examiner comments that no opportunity was given to comment on examinations and coursework set prior to students receiving them in the year. Further that in some instances old unit descriptors were sent that did not have updates of minor modifications. The External comments that it would be helpful for arrangements to be established earlier and a midyear visit arranged. The External Examiner comments that the course team could improve upon the depth and quality of the feedback given on assessed work and that little script annotation had been used. Comments on the feedback sheet to students were too generalised and did not clearly indicate to students what could be done to improve.

The Annual Monitoring Report does not appear to address the issues raised in the External Examiners Report. Action: Immediate investigation by Quality Manager and action plan submitted (Complete) : AMR to be verified in 07/08 (Complete)

The External Examiner comments that programme objectives are congruent with QAA Subject Benchmark for Unit 25 and the FHEQ. The External comments that assessment methods are varied and interesting. Further that marking is conducted rigorously and appropriately (including second marking). There is clear development of depth and analysis of student work as they progress from level 4-6.


Name of Examiner


Programme/

Module




ART, DESIGN, PERFORMANCE MUSIC

Kate Buchanan

BA (Hons) Creative Music

The External comments that it may be worth reviewing possible duplication in the assessment methods adopted in ‘Music Theory and Listening 1’ The External comments that the team may wish to clarify to the students the requirements in terms of making explicit what does or does not constitute a collaboration for module Collaborative Media Studies.

The team in their action plan have indicated that the presentation and essay seem to focus on the same elements and that in the following year appropriate amendments will be made. Action: Quality manager to evaluate the process adopted and outcomes of suggested changes in September 2008 (Complete) The team within their action plan have indicated that within the module handbook for next year, explicit information (beyond the learning outcomes) will be included in order to enhance students understanding of ‘collaboration’ Action: Quality manager to evaluate the process adopted and outcomes of suggested changes in September 2008 (Complete) The team have also amended feedback sheets to include the name of the second marker: this has been evaluated in the AMR as beneficial. The team have already made changes to the module handbook for Song Writing and Composition 1 replacing the terms ‘pastiche’ for ‘Imitating the style of’.

The External comments that the quality of presentations given at year 1 American Roots Music is to be commended. The External also comments that the “programme has much to offer especially to students who have entered the programme through non traditional routes and for those with limited prior formal training in music” and thus the programme is uniquely placed. The External also comments that creative opportunities within the programme have clearly been strengthened. It should also be noted that the AMR reflects a detailed account of External Examiner feedback given at the exam board (and not necessarily through t he report) in addition to student feedback. The AMR is an example of good practice in terms of writing reports that are detailed and thorough. Action: Director of Quality HE to liaise with tutor and seek consent to disseminate at the HE coordinators meetings by June 2008. (Complete)


Name of Examiner


Programme/

Module




Peter Barker

BA (Hons) Design

The External Examiner comments that at level 2 students are being asked to deliver far too much written work; “practically each unit required both a written plan and evaluation as well as submitted items of design course work. The constant written reporting on design work is slowing down the flow of the course and the students learning. Good design course work will speak for itself” The External comments that the level 2 module ‘Interdisciplinary Design’ is too complex for a 20 credit module. Further that students are being asked to submit 6 different items with evidence of double marking for all but one of the items. The External feels that this is too great a burden on both staff and students. The External also comments that there was some confusion with the sharing of a project between modules ‘Interdisciplinary Design’ and ‘Marketing and Promotion’ which makes it hard to disentangle which work was being assessed for either module. The External comments in relation to year 1 that there was a low pass rate at first attempt and that only 2 out of 10 students passed at their first attempt. The External recommends that the course team should look hard at their recruitment strategies in order to recruit a level 1 cohort in 07/08 that have aspirations and

It is not clear in the AMR how this has been dealt with Action: Quality Manager to obtain evaluation plan from programme team detailing changes and outcomes and student feedback by September 2008 (Complete) The AMR highlights that students found modules Design Practice and Management and Visual Research confusing and that changes have been made for 07/08. The team also indicate in the AMR that the module Interdisciplinary Design has been simplified and clarified in relation to Marketing and Promotion. Action: Quality Manager to obtain evaluation from programme team detailing changes and outcomes and student feedback by September 2008 (Complete) The AMR states that the issue of the abilities of the student cohort and recruitment will be discussed at the team meeting and an action plan produced. Action Quality Manager to obtain evaluation from programme team

The External Examiner comments that the standard of work for the award is highly commensurate with national standards and in some aspects (such as academic wiring) above national standards. The External Examiner comments that methods of assessment are carried out with impressive rigour by Grimsby staff.


abilities that correlate to the stated aims of the course. It should be noted that the External feels that the programme does not need any fundamental change.

(Complete)

Name of Examiner


Programme/

Module




Dr.Judith Tucker 17

th October 2007

BA (Hons) Fine and Applied Arts 17

th October 2007

The External Examiner raises the issues that trips must remain a planned focus for the students as there is little visual art available to view in Grimsby and that most students have to travel some distance to see contemporary art “it is important to maintain and/or extend these”. The External comments that students despite a lot of effort received low results in module Professional Practice. The external recommends that aspects of emphasis need to be reconsidered so that students are more able to score more highly

Action taken: The action plan for the programme details the intention to maintain the current programme of residential trips. (Tate Modern, Royal College of Art, 20:21 Gallery). The AMR also states that a budget has been provided for visiting speakers to maintain an external stimulus into the programme. Action taken: The action plan indicates that the team are to revise the content and assessment material for this module.

The External Examiner comments that the level of qualification is in line with QAA benchmarks for Art & Design. The External Examiner comments that there is a balance of peer critique and students input into the assessment process. The External further comments that there is a strong emphasis on students centred learning and on the nature of the creative process. Additionally that the programme fosters intergenerational dialogue through mature leavers in relation to college or school leavers. The External also comments that the commitment of the programme team is palpable (which should be commended). “It is clear that students are full and critical feedback at suitable stages of each module” The External states that she is “impressed by the quality and standard of written feedback each student receives” Action: anonymised example of written feedback to upload on HE Useful templates by Director for Quality by March 2008. (Complete) The External comments that she is impressed by the quality of the module briefs and ambition of tasks set and that the quality of the final show is to be applauded. It should also be noted that the AMR reflects a detailed analytical account of programme review. The AMR is an example of good practice in terms of writing reports that are detailed and thorough. Action: Director of Quality HE to liaise with tutor and seek consent to


disseminate at the HE coordinators meetings by June 2008. (Complete)

Name of Examiner


Programme/

Module




Dr. David Jones

BA (Hons) Performance

The External Examiner comments that the team should seek more information on what is meant by a ‘proactive practitioner’ The External raises the question about the ability of the programme to deliver appropriate technical skills given the comparatively little limited time which the programme is able to devote to this skillset.

Whilst the AMR details a critical reflection of adjustments made to the programme and associated actions- it is not clear how the Externals comments have been actioned. Action: Quality Manager to collect an updated action plan regarding the two comments detailed by the External and review outcomes by June 2008. (Complete)

The External Examiner comments that the programme aims are entirely appropriate to the subject area and in respect of the development of skills, knowledge, understanding, self awareness, critical thinking and reflective practice.

MEDIA

Paul Rodgers 22

nd August 2007

BA (Hons) Commercial Photography

The External Examiner comments on the quantity of written materials required in the level 1 (4) of the programme at that this is outside the norm for a practice based degree in this subject area. The External states that “timing and quantity are..of the essence in balancing and managing..assessment with the output of creative practice”.

Action taken: The programme leader has responded to the External Examiner which details disagreement with the External regarding the quantity of written work. The programme leader indicates that the tariff and assessments are written in consultation with the UoH as per regulations Action taken: The programme leader has also written to the External stating that the Externals practice of carrying out individual meetings with students is not an accepted practice and that group meetings with the students are to be the preferred process in the future. The AMR refers to the high tariff within modules and details that consultation with the academic link at UoH has resulted in a slight reduction in word count for 20 credit modules. The AMR also details that the team have discussed the tariff and remain in disagreement with the externals comments Action: The team are to confirm what comments students have made following module evaluations with regard to loading of assessments and work count. Evaluations and analysis to be submitted to Quality Manager by March 2008. The Quality manager is also to liaise with the programme team and faculty coordinator to

The External Examiner comments favourably on the rigour of the assessment procedures applied. The External further comments that student feedback is formative for future work and informative regarding the reasons for the grade achieved.


clarify the role of the External (via HE Coordinators meeting by May 2008)

Name of Examiner


Programme/

Module




Michael Caddis

FdA Advertising and Promotion

No particular issues raised by the External Examiner only a recommendation that the programme team develop the website for recruitment purposes.

Action pending: The Institutes web site is being reviewed, rebuilt and relaunched for February 2008. Marketing and Communications Action taken: the programme team have discussed the Externals comment evidenced in minutes, and are incorporating changes into the Design on line module for 07/08 (regarding the production of a web page). The AMR demonstrates reflection upon the Externals comments regarding WBL and concur that the success of the WBL as an outcome of the programme teams effort.

The External comments that a “very positive picture has emerged from this initial visit to this new Foundation Degree; assignments sampled confirmed that there are a good range of well designed assessment opportunities”. The External comments that of particular note is the WBL aspect of the programme that exists as a defining characteristic of the FdA

Michael Caddis

FdA Applied Digital Media

No particular issues raised by the External Examiner

The AMR confirms the good practice relating to WBL on the programme and identifies that all students carried out work placements with Channel 7, some with Propeller Shy Digital and others gaining experience at ITV, Yorkshire and BBC Hull.

The External comments that the out of timetable hours availability for students to access their learning environment is an example of good practice. The External comments that of particular note is the WBL aspect of the programme that exists as a defining characteristic of the FdA The External also comments that the students on the award compare favourably with standards achieved elsewhere.

HUMBER INSTITUTE FOR FOOD AND FISHERIES

Ian Brown

BSc (Hons) Logistics Management (top up)

No issues of concern are raised however the External comments that there was only one student on the programme and thus it is unfair to comment on the comparability of standards in terms of student performance.

The AMR identifies that out of 6 students, 5 completed the stage of the award. The AMR consistently refers to students (in the plural). Action: Director for Quality HE to investigate the disparity in External comments and tutor comments on the AMR regarding student numbers by January 2008. (Complete)

The External comments that for the one module that was seen, rigour and impartiality via the internal moderation process was evident.


Name of Examiner


Programme/

Module




Dr. Rob Trimble

BSc (Hons) Manufacturing Management (World Class Systems)

Anthony Birch

FdA in Logistics Management

No issues or recommendations raised

The AMR highlights the relevance of input from the Logistics Steering group, DEFLOG VQ trust, the Chartered Institute of Logistics and Transport, and the Institute of Logistics. The AMR recognises that retention remains an issue on the programme with students often being deployed to Iraq/ Afghanistan (Guttesloh & Wattisham)

The External comments that some modules indicate a high level of tutor support with extensive feedback on all assignments Action: Director for Quality HE is to collect anonymised examples of good practice by April 2008 (Complete)

Institute Level Issues for HE Quality Office/Others to consider: Timely receipt of EE reports and AMRs in September 2008. QA need to ensure responses to externals are copied to the department.


ACADEMIC YEAR 06/07

Evaluation of External Examiners Reports (Huddersfield University)


Name of Examiner


Programme/

Module




Karen Stockham BA/BA (Hons) Education and Training

• Introduction to Research & Academic Writing (DIAO120)

• Improving Teaching & Learning (DHAo320)

• Mentoring in Education, Training & Professional Contexts (DHA3120)

• Organisational Project (DHL 1020)

• Empirical Study Project (DHLo730)

The External Examiner discussed with the team the possibility of creating a more innovative assessment mix, which is heavily weighted in favour of essay type work: a more diverse assessment mix would develop student’s wider skills and enable greater diversity of assessment opportunities and enhanced student performance. The External Examiner comments that the mix of learning resources within the module handbook would benefit in some cases from being updated and diversified The External Examiner recommends that tutors use the full range of marks available (0-100%) and have confidence that exceptional work deserves an exceptional grade. Tutors are to use high grade judgements judiciously; work that contains grammatical and presentational is exceptional. The External Examiner recommends that students should be encouraged to construct well worded, appropriate assignment titles in order to clearly signpost the work and aid marking, moderation and external examination. The External Examiner recommends that minor adjustments to the MAP are made; to make explicit which piece of work the tutor feedback relates to (particularly in modules which have more than one assessment). The External Examiner recommends a clear

Action: Quality department to review progress made in the next external examiners report The AMR action plans the forwarding of reading lists to be sent to the library for review and resourcing (completed) The AMR action plans for better use of the assignment proposal form by all students and refers to the teams intention to continue developing feedback and use of annotation

The External Examiner comments that moderation activities work well in ensuring quality assurance is maintained across the network. The External Examiner states that the programme and training network is well established and is a good model for collaborative working and a community of shared practice. The External comments that the assignment proposal form supports a high level of student autonomy in articulating and designing assignment topics. In all modules the External Examiner comments that there are examples of students producing high quality, well informed assignments- this is to be commended. The External Examiner comments that the recruitment of a variety of students from a diverse range of professional backgrounds is a strength as it encourages a wide community of students to share practice. The External Examiner comments that events are held for tutors across the network which enables tutors to work collaboratively on course development which is good practice.


policy exists for marking students whom English is not their first language; to reference this policy overtly when the work is marked.

Valerie Austin BA/ BA (Hons) Education and Training

• D101032

• DHE0620

• DHL0930

• DHL1120

The External comments that in a few cases there are issues in relation to the students use of English in assessed work and that there continues to be examples of work that are inaccurately referenced (although his was less of a problem that in previous years). Further the requirement for students to provide both a bibliography and reference list continues. The team are encouraged to consider ways in which these can be addressed. The External comments that in a few instances feedback could be more specifically targeted towards the assessment criteria. Where the student work falls short of a grade boundary, it should be made clear why the higher mark was not achieved. The External Examiner comments that tutors should be encouraged to use the whole range of marks available. The External Examiner recommends that the tutors should consider ways in which students can be encouraged to engage with paper based sources as well as those that are web based The External comments that the work of some students can tend towards the pedestrian, particularly in D10 1320.

The AMR refers to the development of study packs.

The External Examiner comments that students are being taught well overall and benefit from high levels of support in the form of formative assessment evidenced by copious written feedback on draft scripts. The External Examiner states that the best (student) work has real flair and originality, engaging deeply and critically with current literature.

Rob Griffiths BA/ BA (Hons) Education and Training

• Management Development (DHN1320)

• Managing Organisational Learning and Knowledge (DHN1120)

• Designing and Delivering Training (D1N1220)

• Managing the

The External Examiner comments that there are no issues of concern regarding the conduct or performance of the course.

The External Examiner appreciated the effort staff have taken to dispatch samples appropriately following comments made in last year’s report.


Development & Training Function (DHA1420)

Andrew Martin Smith BA/ BA (Hons) Education and Training

• Personal & Professional Reflection & Development (D1A 2220)

• Role of New Technologies (DHA 0520)

• Quality Assurance Systems in Education & Training (DHN 0620)

• People and Teams (DHJ 1820)

• Inclusive Learning (DHA 1820)

• Skills for Life (DHA 1720)

The External Examiner comments that it has been identified in previous external examiner reports that assessment is through the traditional essay format and is an area for discussion. However, it is noted that more diverse approaches to assessment would be exceptionally difficult. The External Examiner comments that in Inclusive Learning (DHA 1820) a greater emphasis on more recent legislation would be welcome and examples are given.

Action taken: Discussion has take place at the exam board regarding the use of poster presentations as a possible alternative to formal presentations- this is evidenced on the External Examiners report.

The External comments that of particular note is the quality of feedback to students on their scripts. The quality assurance provision is very strong with a system of second making and internal moderation that is transparent, honest and thorough. Action: Quality department to collect a best practice example for training purposes (Complete) The External Examiner notes that a strength is that the students are developing academic writing skills and potential as reflective practitioners.

Ann- Marie Bathmaker In service Cert Ed and PGCE

• DFE6220/DFN6220

• DHE6220/DFN6220

• DFK6220

• DHK6220

The External Examiner comments that the different forms of assessment feedback varied across the work seen and it might be worth tutors considering the extent to which they individually offer these different forms of feedback.

Action: Curriculum Leader for Teacher Training to discuss with team. (Complete)

The External Examiner comments that the assessment feedback form includes a first section which summarises formative assessment advice and a final section that provides action point for future work: a definite benefits to students Action: Curriculum Leader for Teacher Training to provide example of feedback form to Quality (Complete). The External comments that the most useful feedback was specific about what was good and what needed attention.

Jennifer Fearon In service Cert Ed and PGCE

• DFG8110

• DFF5010

The External Examiner has no serious concerns but recommends that more testing of the internal moderation process and continuous self critical review occurs.


The External Examiner was “particularly impressed with the organisation and management of the summer school. The feedback from the students was very positive”.

Amanda Cope In service Cert Ed and PGCE

• DFD5320

The External Examiner has no concerns but recommends that to ensure consistency evidence of tutorial sessions would affirm regular student- tutor contact


The External Examiner identifies use of PDP as an effective process through which to gain an effective overview of trainees personal and professional development.


The External Examiner reports that feedback from teaching observations is summarised in a record of development which provides a clear focus for individual targeting

Chris Morecroft In service Cert Ed and PGCE

• DFA5120

• DFD6520

• DHD6520

The External Examiner comments that “there was a general concern that students occasionally submitted modules which failed but who may not have been sufficiently pre-warned that this was a likely outcome in formative stages”. “Where students are likely to fail there may be merit in tutors being more direct with students and informing them that if X or Y is not addressed then they will fail to meet the required standard”.


The External Examiner states that it is pleasing to see the increase in tutor feedback to students. Where this is done well it is excellent and provides a basis for students to make significant improvements and developments to their professional practice. The External Examiner comments that by stipulating a minimum number of texts that students should refer to within their module assignment means that this is being addressed better by students with appropriate referencing being undertaken. Action: Director of Quality HE to discuss practice at the HE coordinators meetings by June 2008. (Complete)

Fiona Copland In service Cert Ed and PGCE

• DFA5120

The External Examiner advises that students are encouraged to critically evaluate theories and best practice, cite accurately and that tutors ensure that inaccuracies in the use of English and citations are highlighted


The Examiner External Reports that moderation procedures are strong The External comments that the curriculum is strongly and rightly linked to professional standards for teachers in post compulsory sector (FENTO), further that new standards are being introduced in the following academic year.

Irena Andrews PCET Pre-Service (PGCE) PCET Pre-Service (Cert Ed)

The External Examiner advises that continued emphasis is placed on personal literacy skills and guidance in relations to font size, presentation, formatting

The External Examiner points out the high quality of feedback given to students on their written assignments by ALL tutors The External also comments that a strength is the level of individualised feedback that provides differentiated support to meet students need. Action: Director of Quality HE to obtain examples of best practice for sharing April 2008. (Complete) A further strength highlighted is the consistency of standardisation of grades


awarded/ marking (across centres). The External comments that overall course management is to be commended as the level of consistency demonstrated across the partnership has not been achieved by accident and is to be commended.

Martin Rostron Developing Personal Skills DFG8110/ Adv Studies in Curriculum DHE6220 Advanced Studies in Professionalism DHK6220 PCET Cert Ed/ PGCE

The External Examiner comments that the team should think about whether future students might benefit from looking at (but not taking away) exemplar folders from the previous year. The External Examiner comments that MOST markers comment positively on how or why students have been assessed in their portfolios in a particular way- all markers should try to do this


The External Examiner comments that the internal moderation process is effective and constructive .

Susan Stanyard PGCE and Cert Ed, PCET There are no concerns or recommendations made however the External Examiner would like to track a random section of students.


The External Examiner comments that tutor support is excellent for students and is individual and focussed; it is an outstanding feature of the programme. Action: Director of Quality HE to obtain examples of best practice for sharing cross Institute (Complete)

FdA Pre-16 Learning and Teaching Support.

The External Examiner comments that students need to utilise journals more for their research.

Action taken: Students have all been inducted to the library and given an Athens log in. The team carried out an activity in which students were asked to grade their own assessments and that of anonymised examples which enable students to identify good and poor practice.

The AMR highlights that one member of the programme team also teaches at the University which gives better scope for parity of provision The team carried out an activity in which students were asked to grade their own assessments and that of anonymised examples which enable students to identify good and poor practice.



ACADEMIC YEAR 06/07

Evaluation of External Examiners Reports (Leeds Metropolitan University)


Name of Examiner


Programme/

Module




BUSINESS

Bruce Forester 11

th July 2007

BA (Hons) Business management with English

The External Examiner commends double marking of all scripts but comments on how time consuming such practices are; that the team should consider sampling.

Action: Director for HE Quality to implement Institute CoP for assessment and moderation by April 2008.( Complete)

SPORT AND LEISURE INDUSTRIES

John Thorpe

BSc (Hons) and FdSc Health Related Exercise and Fitness

No Specific Issues Raised

The External Examiner whilst happy with the programme did not detail any specific examples.



ACADEMIC YEAR 06/07

Evaluation of External Examiners Reports (Sheffield Hallam University) Reporting to the HE Board of Studies March 2008

Name of Examiner


Programme/

Module




HIFF

Paul Ainsworth

FdSc Food Manufacturing Management

The External Examiner asks for new module handbooks when they become available.

Action: Programme leader to implement (complete for 08.09)

Dr. Robert Trimble

FdSc Food Manufacturing Management

The External Examiner raises a concern that there are 19 modules on the programme which is high The External Examiner comments that some projects need to be better structured and that work based assessments need to be reviewed

Action: Quality Department to monitor changes through prevalidation procedures as the programme transfers from SHU to UoH (complete)

The External Examiner highlights the valued of the work based learning project.

BUSINESS

Mike Molan

LLB (Dip HE Law)

The External Examiner comments that practice continues to be patchy in terms of providing any indication of the indicative content required in relation to questions set. The External Examiner comments that practice regarding the circulation of moderators reports remains uneven.

Action taken: The Faculty Quality Coordinator continues to work with the team to ensure indicative content is included which is a minimal expected standard. As above.

LEISURE INDUSTRIES

Sean Gammon

FdA Tourism and Hospitality Business Management

The External Examiner comments that it is unclear what processes are in place should there be disagreement between 1

st and 2

nd

marking

Action: HE Quality Director to discuss with Undergraduate Admissions and HE coordinators about revision of assessment submission sheets by April 2008 (Complete)



ACADEMIC YEAR 06/07

Evaluation of External Moderator Reports (Edexcel)


Name of Examiner


Programme/

Module




CONSTRUCTION

George Taylor

HNC Construction

The External Examiner comments that detailed feedback for the Merit and Distinction criteria needs to be applied more consistently The External Examiner comments that students need to be encouraged to acknowledge the sources of their information The External Examiner comments about the significance of having an independent member at the board

Action: Curriculum Leader to discuss with team Action: Quality Manager to arrange to attend the exam and programme board and to ensure arrangements made for feeding back examiner comments

The External Examiner comments that assessments briefs are vocationally relevant, that a robust internal verification system is in place and that the programme is well resourced.

ENGINEERING

Alexander Gow

HNC/D Mechanical Engineering

The External Examiner comments that he is not able to attend assessment boards. The External Examiner comments that there are issues about students tending to achieve pass criteria.

Action: Quality Manager to arrange to attend the exam and programme board and to ensure arrangements made for feeding back examiner comments June 2008 Action: Programme team to focus on the assessment title/ questions given to better enable and encourage higher grades by September 2008.

The External Examiner commends the Internal verification process.


academic year 06/07 evaluation of external … year 06/07 evaluation of external examiners reports...

Documents