1. Director of Quality and Educational Development
External Examiners’ Briefing Day Assessment and the Role of the External Examiner 5th January 2016
Dr Marie Stowell,
Director of Quality and Educational Development

2. External Examiners: Key Questions for Annual Report
In your view, are the threshold academic standards set for the award(s) in accordance with the frameworks for higher education qualifications (FHEQ) and applicable subject benchmark statements?
In your view, are the academic standards and the achievements of students comparable with those in other UK higher education institutions of which you have experience?
In your view, do the processes for assessment, examination and the determination of grades measure student achievement rigorously and fairly against the intended outcomes of the programme(s)?
Do you consider those processes to have been conducted in line with the institution's policies and regulations?

3. Assessment Policy and Practice
What aspects of assessment policy and practice might external examiners wish to comment on in their annual reports?
Are there any aspects that you might expect to be informed by a University policy or position (that have not been covered so far today)?

4. Assessment Policy and Practice: Possible matters for EE comment (1)
Assessment design: strategy, formative v summative, progression, alignment with course learning outcomes, effectiveness, innovation, student workload
Assessment criteria: consistency of approach, benchmarking, grade descriptors (process and outcomes), application
Assessment information: assignment briefings, assessment/grade criteria, word count policy, how work is moderated

5. Assessment Policy and Practice: Possible matters for EE comment (2)
Assessment management: arrangements/scheduling of moderation/ standardisation (all assessments and practice), sampling, recording of internal moderation, provision of provisional grade profiles, electronic management of assessment, use of Turnitin, use of external examiner, review of assessment practice/ outcomes, enhancement opportunities
Assessment feedback: consistency of approach, quality, alignment (with criteria/learning outcomes/grade), feed forward

6. University Development Agenda
Electronic management of assessment
Inclusive assessment
Course assessment strategy and consistency of approach
Marking in grades rather than % at PG level