1. External Examining at Northumbria
Ann Macfadyen and Alan Gregg
Academic Development Officers
Quality & Student Learning
Academic Registry

2. AIMS for today To provide:
A brief instruction to Northumbria University
An introduction to being an external examiner at Northumbria
A brief overview of the Northumbria University Assessment Regulations
An overview of Programme Development at Northumbria.

3. About Northumbria

5. External Examining: The Role
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

6. The Role
……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

7. Aspects of the role 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’

8. Levels of involvement Levels contributing to the award
level 5/6 of honours programmes
exceptionally at level 3/4 if contributing to award or required by professional body
level 5 of Foundation Degrees
all modules on PG programmes
Comment on provision delivered in Partnerships
PAB external overview of operation, handling of personal or technical extenuating circumstances (PECs and TECs)

9. Single tier exam board Module Exam Board (MEB)
Publication of results
PAB
MEB
Module Exam Board (MEB)
Progression and Awards Board (PAB)
Publication of results
PAB
Programme Assessment Board (PAB)

10. Why have we changed? Streamline University processes
Getting things right first time
Engage external examiners more effectively in the evaluation of programmes
Building on changes from PFNA

11. Programme Assessment Board
PAB
Chair - FPVC
Secretary
Prog.
Leaders
External Examiners
Module Leaders can attend
Head of Dept
FAPVC
(L and T)

12. PAB processes Summary lists of majority of students
Results which would normally be acknowledged without detailed or individual discussion
Detailed reporting for students
Those who are borderline or have PECs that have been accepted
Statistical summaries
Module and programme results
Discussion
Instances of significant deviation from modular benchmark norms
Reports from departments
Concerns flagged by an External Examiner as part of their sampling process.

13. Exam Board Structure Programme Assessment Boards
To confirm the progression/award status for individual students
To confirm that pre-PAB scrutiny of module marks has taken place
To receive confirmation from the External Examiner(s) that the PAB has been conducted in accordance with points 1 and 2 as mentioned above.

14. Pre-PAB scrutiny of marks
Satisfactory internal and external moderation
Trends, anomalies, missing information and benchmark norms
PEC Sub-committee recommendations noted on the PAB report
Anonymous marking
Release of marks by each department, noting any issues arising including TEC decisions, Academic Misconduct cases and ratification of mark changes from Heads of Department (HODs)

15. Key Resources
Web Pages: Roles and responsibilities of external examiners
Assessment Regulations and Policies
External Examiners Annual Report Guidance
Report Templates

16. Assessment approval
Review of assessment tasks – 10 days

17. Moderation Standards 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
All work (including exam scripts) is returned to students

18. Module reporting Assessment brief / copy of examination paper
Marking scheme / solutions / grade descriptors / assessment criteria
A sample of scripts
A list of students and marks for the whole cohort which should be added as an appendix to this template, including markers names and appropriate breakdown of marks between questions / sections / components answered

19. Module reporting form

20. Adjusting Marks? 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

21. Your Report 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

22. Faculty Contacts
Contact Information
Description of duties
Academic Contact
Name, Position, Telephone
Liaison over assessment strategy, professional requirements, programme structure and module content
Academic Contact for Franchise provision
Liaison in relation to assessment strategy, moderation and module content for delivery at our partner institution.
Faculty Registrar
Advice on regulatory issues
Administrative Contact
Exam Board dates, marking schedule, approval of assessments, moderation of samples
Administrative Contact for Franchise provision
Exam Board dates, marking schedule, moderation of samples in relation to delivery at our partner institution

23. Thank You
We hope you enjoy your time as an External Examiner at Northumbria
Ann Macfadyen
Academic Development Officer
Quality & Student Learning
Academic Registry
+44(0)

24. Programme Framework for Northumbria Awards
Alan J Gregg
Academic Development Officer
Quality & Student Learning

25. Why a new Framework
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
To provide a common goal of the “ Northumbria Graduate Characteristics” 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

26. The Framework
Articulation and adoption of the “Northumbria Graduate Characteristics ” 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 Critical Scholars via Research Rich Learning as a process and an outcome of Northumbria learning at each level / stage of the programme

27. Northumbria Graduate Characteristics
A Northumbria graduate will be able to:
Be able to think independently, understand and justify their own opinions, and will recognise the need to challenge their thinking, and the thinking of others
Be able to apply their disciplinary knowledge to complex problems in their discipline and its professional or industrial practice in order to identify appropriate solutions which are sustainable and justifiable.
Value curiosity, collaboration and analysis as keystones in the creation of new knowledge and practice
Be able to communicate effectively to diverse audiences utilising a range of formats and media
Display the attitudes and skills to engage and work constructively and sensitively in multi-cultural environments and teams and have an awareness of ethical considerations
Combine all of the above to support their future employability and long term career prospects

28. Northumbria Graduate Characteristics
In addition, a Northumbria Masters graduate will be able to:
PG Cert / Diploma will be able to:
Critically reflect on their own work and that of others
Present and justify their work, in the context of wider theories and practice, to their peers
Display and critically apply expert knowledge within areas of their discipline and /or its practice
Master’s degree will further be able to:
Conceptualise, theorise and undertake research which addresses complex issues and which advances understanding within the discipline or practice
Contribute to the creation of new knowledge and /or applications to practice within their discipline through a critical understanding of the processes through which knowledge is created.
Formulate balanced judgements when considering incomplete or ambiguous data and can communicate these judgements clearly to both specialist and non-specialist audiences

30. Design Pillars

31. The Framework – Key Features
A minimum of a 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

32. The framework – Key features
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.
Provision of opportunity all programmes at level 5 of all undergraduate degrees to enable study abroad / placements (Semester or Full Year)
Year Long modules can continue but clear semesterised step on step off point & process has to be approved with module design

33. Revised Programme Documentation Designed to be Student Facing

34. Programme Learning Outcomes: Students undertaking the programme are expected to achieve the following learning & educational outcomes at each stage of the programme prior to progression to the next stage.

35. Further Information www.northumbria.ac.uk/PFNA
Academic Development Officer
Faculty Directors of Approval and Review
Academic Development Officers

36. External Examining at Northumbria
Assessment Regulations: A Brief Introduction

37. Assessment Regulations
Available at:

38. AWARDS
Awards are made up of a particular number of credits at specified level/s
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 AR will be approved by the University and made clear by Faculty

39. Degree Classification
Based on best 100 credits from level (i.e. disregarding 20 credits with lowest mark)
3 Year Degree (Hons) Programmes: Either the average mark of the best 100 credits in levels 6:5 weighted 60%:40%; or marks of the best 100 credits in level 6 (whichever benefits the student)

40. Modules 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 %

41. Referral 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

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

43. Compensation 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