External Examiner Induction Iain Rowan Chris Marshall Stuart Sutcliffe Sue Emery Sue Patience External Examiner Induction Iain Rowan is Assistant Director, Academic Services Chris Marshall is Head of Department, Sunderland Business School David Blackwell is Associate Dean, Faculty of Applied Sciences Sue Patience is Collaborative Provision Manager, Academic Services Stuart Sutcliffe is Academic Quality Manager, Academic Services Sue Emery is Senior Quality Assurance and Enhancement Officer, Academic Services

External Examiner Induction University Management Structure Academic Board Committee Structure Modular Credit Scheme and Academic Regulations Roles and Responsibilities External Examiners’ Reports External Examiner Induction

About the University The vision: to be recognised as “one of a new generation of great civic universities – innovative, accessible, inspirational and outward looking; with international reach and remarkable local impact.” About the University

About the University Third largest employer in the Sunderland area HE participation in NE below national average, uni has strong mission to widen participation. (2006/7) 98.2% of young FT UG students from state schools (benchmark 95.4%), 48% social classes 4-7 (benchmark 39.7%) About the University

About the University (2009 HESA) 9750 on campus FTE of whom 16% are international 86.0% undergraduate 12.5% postgraduate taught 1.5% postgraduate research 1510 students on Foundation degrees 3611 students in FE Colleges (15% of total students 5076 students in TNE Partnerships (21% of total students About the University

University Management Structure Chancellor and Governors Vice-Chancellor & Chief Executive Deputy Vice-Chancellors Deans of Faculties / Directors of Services Associate Deans Departments University Management Structure Reference - University Structure Chart Chancellor of the University of Sunderland - Steve Cram Vice-Chancellor and Chief Executive - Professor Peter Fidler Deputy Vice-Chancellor (Academic) Student Recruitment, Academic Programmes & Partnerships, Student and Learning Experience – post vacant Deputy Vice-Chancellor (Academic) Research, Knowledge Exchange & Business Engagement– Professor Peter Strike The Deputy Vice-Chancellor, Resources - Ms Shirley Atkinson Dean of the Faculty of Arts, Design and Media - Mr Graeme Thompson Dean of the Faculty of Business and Law - Dr Viv Kinnaird Dean of the Faculty of Applied Sciences - Professor John McIntyre Dean of the Faculty of Education and Society - Professor Gary Holmes Director of Academic Services - Ms Beatrice Ollerenshaw

University Academic Strategy Enhancing the Student Experience Focus on Student Strategic aims that characterise the student journey Quality Management – assurance & enhancement Enhancement themes

Academic Board Committees Academic Development Committee Academic Experience Committee - Quality Management Sub Committee Academic Futures Committee - Research Committee Structure mirrored at Faculty level Programme/Module Boards Academic Board Committees New Committee Structure from September 2008 supports delivery of Academic Strategy Academic Board – Highest level academic authority; chaired by Vice Chancellor ADC, AEC and AFC report directly to Academic Board ADC – strategic oversight of the academic taught programme portfolio AEC - development of processes and practice to ensure delivery of high quality student experience AFC - strategic regional partnerships; employability, life-long learning and entrepreneurship; reach-out and research activities; income generating activities QMSC reports to AEC; enhancement led approach to quality management Research Sub Committee reports to AFC FQMSCs chaired by Associate Dean or senior academic/member of QMSC FQMSC chairs meet regularly with Chair & senior members of Academic Services Programme/Module Boards of Study oversee day-to-day running of Programmes/Modules Also meet in assessment mode (see below)

Undergraduate Programme: Modular Credit Scheme Undergraduate Programme: Typically 20 credits per module Types of module core, option, elective Modular Credit Scheme References: Guide to the Modular Credit Scheme Regulations 1 credit = 10 student learning hours Academic Infrastructure Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) National Higher Education Credit Framework

MCS UG Programmes 120 credits per level 360 credits for honours 300 credits for non-classified degree intermediate awards possible Benchmark Statements (meets or takes account of)

Modular Credit Scheme Foundation Degrees: 20 credits per module core, option, elective 120 credits per level 240 credits per degree

includes workplace learning general benchmark separate regulations Fds Awards Fd + with commendation intermediate award includes workplace learning general benchmark separate regulations mostly delivered off campus

Combined Subjects Programme Major, Dual, Minor routes available Modular Credit Scheme Combined Subjects Programme Major, Dual, Minor routes available 580 students Education and Society oversees this programme Your modules may be part of Combined Subjects Modular Credit Scheme No additional regulations for Combined Subjects Programme in terms of module pass/fail/progression Set structure for number of credits required at each level for major, dual, minor Some subject specific variation

Postgraduate Programme: 180 credits Modular Credit Scheme Postgraduate Programme: 180 credits 60 each for Postgraduate Certificate, Postgraduate Diploma, Masters distinction and merit Modular Credit Scheme 1 credit = 10 student learning hours All masters credits are specified as ‘M’ level Separate regulations

Pre- and Co- requisites at all levels No Pre-requisites within a level Modular Credit Scheme Pre- and Co- requisites at all levels No Pre-requisites within a level APL (Accreditation of Prior Learning) allowed Modular Credit Scheme University requires learning outcomes and core/optional modules to be defined for all awards APL Process; limit of 2/3rds of award by APL

Module Boards consider pass/fail Modular Credit Scheme Module Boards consider pass/fail Programme Boards determine progression, awards May be combined generally are for Masters Increasingly combined at Undergraduate level Modular Credit Scheme

New Academic Regulations Starting with L1/new L4 in 2008/9 then working through with that cohort Significant changes compensation within a module new degree classification modules from level below defined borderlines and use of discretion clarification of standards in progression New Academic Regulations

Pass/fail/refer/defer decisions Marking in % Module Progression Pass/fail/refer/defer decisions Marking in % Must complete ‘module requirements’ Attendance may be required Emphasis on submission Module Progression

Module Progression Referred in elements other marks stand Referred element capped at 40% Full second attempt allowed with attendance marks capped at 40% Regulation 5.3.1 Boards can allow compensation within modules by right at L1 and by discretion of Board at L2 and L3 if learning outcomes met – NB new regulations… Module Progression

Programme Progression Undergraduate Degree Only 20 credits may be trailed at L2, L3 Foundation Degrees - Only 20 credits may be trailed at L1, L2 Cannot proceed to level three unless all level one requirements are met Asked to leave if performance is ‘unsatisfactory’ Masters only carry modules at discretion of board Programme Progression

Programme Progression Compensation at programme level of one module (20 credits) per level by right and up to further 20 credits at discretion of Board provided: 45% average in other modules All assessment submitted for the module No compensation at Masters Programme Progression

Degree Classification ‘Median’ system…for now Mid-point of level three marks (60th credit) Safeguard of 100th credit Level two is taken into account Programme Specific Regulations Degree Classification NB Level two can only be used to improve grades. It is inserted at the appropriate position in the L3 credits, after the 60th credit.

Final Degree Classification Module Mean Mark(%) Credits Cumulative Credits GEO301 71 20 20 GEO304 63 20 40 GEO305 61 20 60 GEO306 55 20 80 GEO309 50 20 100 GEO318 46 20 120 Level two mark 57 Classification 2:1

Foundation Degrees with Commendation At least 65% in each module contributing to the top 100 level 2 credits FD Commendation Criteria

Masters with Distinction and Merit Distinction - 60 credits at >70% Merit – 60 credits at > 60% Programme Board specifies which modules Normally project/dissertation May be programme specific regulations Masters with Distinction and Merit

Extenuating Circumstances Must be documented Extenuating Circumstances panel used Must be submitted before board Generally deferred attempt given Module Board may award 40% MPharm model Extenuating Circumstances Procedures for Extenuating Circumstances Document Student must agree in writing to any decision other than deferred

Plagiarism Policy Statement Definition Raising Awareness Guidance to Students Guidance to Staff Procedures in Place Plagiarism Reference: Rules and Procedures Governing Infringement of Assessment Regulations Guidance note for staff Plagiarism policy Infringement Panel

Implemented for all examinations Checking procedure in place Anonymous Marking Implemented for all examinations Checking procedure in place Check tied to moderation Anonymous Marking

Module Guides Module Descriptor Contact details Module Leader and teaching team Support staff Source of key information (notice boards etc) Full reading list Relevant assessment criteria Hand in dates for assessments Mechanism for gathering feedback Recent changes made to the module Module Guides University gives guidelines for module and programme guides on web Follow the link to the Academic Quality Handbook on Academic Services page Should be given to external (by School Administration Manager or Quality Officer) Reference: Assessment Policy

Module Guides (cont.) Content of Sunspace for this module Any costs not covered by tuition fees Health and Safety information Links to: Plagiarism Extenuating Circumstances University’s Academic Regulations Other relevant guides

Programme Handbooks Introduction from the programme leader Contacts specific to the programme The programme specification Requirements – anything the student is required to have access to Study and Learning Support Student support and guidance Assessment guides and policies etc. Programme Handbooks University gives guidelines for module and programme guides on web Follow the link to the Academic Quality Handbook on Academic Services pages Information may be on the web, and handbook may reference other documents Should be given to external Guidelines for programme handbooks for Foundation Degrees to improve consistency.

Virtual Learning Environment is Sunspace (WebCT Vista) Systems Virtual Learning Environment is Sunspace (WebCT Vista) Student Record System is SITS Systems QA procedures in place SITS integrates with Sunspace (WebCT Vista)

First, fails and sample internally moderated Moderation First, fails and sample internally moderated Similar sample sent to externals for moderation Minimum Projects, dissertations usually double marked Extent depends on subject, prior control Moderation Reference: University Assessment Policy

Roles & Responsibilities Confirmation of standards by: Scrutinising proposed assessments Sampling completed work Ensuring fairness, compliance with University regulations Advising on proposed changes Liaison with other examiners Comparing with benchmark statements and Framework for Higher Education Qualifications QAA Code of Practice for External Examiners National Credit Framework Roles & Responsibilities Reference: Policy on the role of external examiners, QAA Code of Practice for External Examining QAA code of Practice for Assessment of Students

Enunciated principles May move boundaries at programme board Adjustments to marks For whole cohort only Enunciated principles May move boundaries at programme board Advise prior to board as moderation Board is responsible for actual marks Adjustments to marks Externals are not normally ‘third markers’ and may not change the marks of individual students They may advise prior to the board to help resolve differing marks from two internal examiners

Assist board eg illness Resolve differences Viva Voce Sampling Assist board eg illness Resolve differences Viva Voce

Reporting Standards, level of challenge Free text under headings Good practice and areas for enhancement Within six weeks of final board To Chair of Academic Board via Academic Services Directly to VC if seriously concerned Boards MUST respond formally to External Examiner Deputy VC REQUIRES a response on negative issues Annual Overview Report Reporting Programme Board Report Specific headings: Academic Standards Student Performance Conduct of Assessment Operation of the Programme Assessment Board Meetings with students Collaborative partnerships (where applicable) Further comments/Key Points Final report (section to be completed in final year of office) Module Board examiners also asked to comment on Level of Challenge Module Content and Structure Learning and teaching strategy All sections – identify good practice and areas for enhancement Please be specific with comments, ie identify modules/programmes/centres to which comment refers Boards must formally respond to your report We may ask for clarification of issues Annual Overview report

Collaborative Provision Partners in the region, UK and overseas Different models of collaboration Academic quality and standards the same as or equivalent to on-campus Student experience the same as or equivalent to on-campus

Collaborative Provision cont’d Monitored by centre leader role, at least 2 visits/year through annual monitoring Partner Programme, which feeds into the main programme annual review.

Collaborative Provision cont’d An External Examiner is associated with a programme of study covers all cohorts from on and off-campus will sample assessment from all cohorts on and off-campus could be involved with assessment boards that cover on and off-campus will cover all sites where this programme is delivered in his/her report making specific reference to good practice or issues at a particular partner. Note: EEs are not required to visit partners unless there is a need to moderate work, assess practical sessions, performances, exhibitions, etc or hold vivas.