1. External Examiner Induction 4 April 2019
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External Examiner Induction 4 April 2019
Professor Alyson Tobin
Vice Principal of Learning and Teaching
Pamela Calabrese
Quality & Standards Manager
Elise Russell

2. Agenda External Examining in the UK
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Agenda
External Examining in the UK
Quality & Standards at Edinburgh Napier
Edinburgh Napier Academic Regulations
The role of the External Examiner at Edinburgh Napier

3. External Examining in the UK
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External Examining in the UK
Universities UK & GuildHE Report on external examining arrangements (‘Finch Review’) (2011)
HE Academy’s A Review of external examining arrangements across the UK, 2015 (Commissioned by HEFCE), (2015)
QAA Quality Code: External Expertise (2018)
HEFCE project on degree standards, (professional development for external examiners)
UKSCQA Degree Classification: transparent, consistent and fair (2018)
The recent UKSCQA Degree classification consultation confirmed that external examiners play an important role in the process of assuring academic standards within the sector. Advanced HE is developing training packages to support the practice of external examiners.

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The UK Quality Code
A degree-awarding body is responsible for the standards of its qualifications. The engagement of an external examiner…will provide assurance to the provider…that the academic standards and quality achieved are in accordance with national qualification frameworks and other requirements.
External examining is therefore an integral and essential part of institutional quality assurance.
Source: External Expertise- Advice and Guidance, UK Quality Code, QAA (2018)
Taken from the new UK Quality Code, Advice and Guidance section published November 2018 of this year.

5. The Quality Code – Threshold Academic Standards
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The Quality Code – Threshold Academic Standards
Threshold academic standards are the level of achievement that a student has to reach to gain an academic award. For equivalent awards, the threshold level of achievement should be the same across the UK.
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.
Source: External Expertise- Advice and Guidance, UK Quality Code, QAA (2018)

6. Quality & Standards at Edinburgh Napier
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Quality & Standards at Edinburgh Napier

7. Our structure Six Schools across three Edinburgh campuses
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Our structure
Six Schools across three Edinburgh campuses
School of Applied Sciences (SAS) - Sighthill
School of Health & Social Care (SHSC) - Sighthill
School of Arts & Creative Industries (SACI) - Merchiston
School of Computing (SOC) - Merchiston
School of Engineering and the Built Environment (SEBE) - Merchiston
The Business School - Craiglockhart
c.14,000 students on campus in Edinburgh
c.4,300 students at about 25 Collaborative Partners worldwide
c.1,500 online distance learners (predominantly in the Business School)

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The Quality Framework
qualityframework/Pages/qualityframework.aspx
Our approach to quality and enhancement is set out in the Quality Framework, the definitive source of information which draws together a series of inter-linked activities which support the design, development, delivery, monitoring and review of taught awards or credit-bearing provision.
It is applied under devolved arrangements University-wide (operational procedures devolved to Schools), overseen/managed by the Quality & Standards team, and it ensures a consistent approach to the assurance and enhancement of the student learning experience by defining key activities and responsibilities.

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Key Quality Processes
There are four key quality processes at Edinburgh Napier:
Annual Monitoring
Programme Review
Programme Approval
First year review of collaborative provision
Each of these is described in the Quality Framework.

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External Examiners
Reports from External Examiners inform each of these key quality processes.
External Examiners play a vital role in:
assuring quality and academic standards
supporting the enhancement of our programmes.

11. University Academic Regulations
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University Academic Regulations
gulations/Pages/Regulations.aspx
The Regulations can be found on the Department for Learning & Teaching Enhancement website via the University’s homepage.
Please note that references to the Regulations are given throughout the presentation. It might be useful to look at the actual Regulations for more information following the induction session.

12. University Academic Regulations
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University Academic Regulations
All members of examination boards are expected to be familiar with the contents of Sections A-C of the University Regulations.
You are not expected to know all of the Regulations off the top of your head!
All members of examination boards, including our external examiners, are expected to be familiar with the contents of the Regulations. The Academic Regulations are the rules governing all of our academic programmes and set out the details of how a student can proceed through and be awarded our degree programmes at Edinburgh Napier.
The Regulations have seven sections (A-F and Exemptions). Most external examiners will only really need to be aware of the first two or three sections – Sections A, B and C. However those supporting Nursing & Midwifery, Occupational Therapy, Physiotherapy and Social Work programmes, will also need to be aware of Sections E and F.
Section A is the overarching regulations that govern all of the University’s provision. You should also be aware that Section A also defines the University’s expectations of the roles and responsibilities of our external examiners. Section B relates to our undergraduate provision, including the integrated masters programmes that we offer, whilst Section C is for our taught masters provision.
A copy of the Regulations should always be made available during meetings of the Board – along with any approved exemptions to the Regulations which some programmes and/or modules may have.

13. University Academic Regulations
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University Academic Regulations
Regulations A3, B2 and C2 include definitions of the terms commonly used within our Boards at Edinburgh Napier.
compensatory
pass
programme specific
requirements
stage of study

14. Assessment Regulations
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Assessment Regulations
Overall Grade
Scale Grade
Distinction D5 D4 D3 D2 D1
Pass P5 P4 P3 P2 P1
Fail F1 F2 F3 F4 F5 F6
Our undergraduate provision is assessed using a percentage mark system (0-100%).
Our postgraduate provision is assessed on the basis of a 16-point grading scale incorporating three standards: Distinction, Pass and Fail.

15. Assessment Regulations
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Assessment Regulations
To pass a module at the first attempt, students must achieve a minimum mark of 40% (SCQF 7-10) or P1 (SCQF 11).
If two components of assessment are used, a student must achieve at least 40%/P1 on the weighted marks achieved for each component, with no individual mark for a component falling below 30%/F1.
There is no minimum mark requirement for individual elements making up a component (Regulations B5.3 & C5.2).
There are exclusions to this Regulation, for example the Nursing and Midwifery Council would not permit students to pass with any component at less than 40%, so our pre-registration Nursing and Midwifery programmes operate with slightly different regulations.

16. Assessment Regulations
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Assessment Regulations
Students are entitled to 1 compulsory opportunity for reassessment in July.
The overall mark for a reassessed module is capped at 40%/P1.
In exceptional cases a Programme Board has the discretion to permit one further attempt (Regulations B & C5.5- C5.12).

17. Continuation of Study Regulations
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Continuation of Study Regulations
Exceptionally students may be permitted to progress to the next stage of study carrying a failure in no more than 20 credits.
(Regulation B6.2)
However…

18. Continuation of Study Regulations
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Continuation of Study Regulations
Programme Boards must not permit a student to progress to the next stage of study carrying a fail in any programme specific compulsory or option module from a preceding stage of study.
(Regulation B6.4)

19. University Academic Regulations
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University Academic Regulations
Practical Session 1
In pairs or small groups, take a look at scenarios 1 and 2 in your packs.
Board sheet:

20. Continuation of Study Regulations
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Continuation of Study Regulations
Programme Assessment Boards may award a compensatory pass where the student has:
achieved a minimum of 35%*/F1 in a module;
submitted in each component of assessment in that module and;
passed all other modules in that stage of study.
*In exceptional circumstances which MUST be noted in the minutes, the Board has the discretion to award a discretionary pass to a student who achieves a minimum of 30% in the module (Reg B6.3/C6.3).

21. Continuation of Study Regulations
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Continuation of Study Regulations
A student not permitted to progress to the next stage of study may be permitted to continue their studies at the same level either in the same programme or on an alternative programme of study provided that the students meets the admission requirements.
(Regulation B6.5)

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Award Regulations
Regulations B3 and C3 define the criteria which must be satisfied to receive an award of the University.
(Reg A10) All approved modules at SCQF levels 9, 10 & 11, and all approved programmes which lead to these awards will be allocated to an external examiner.
Programme external examiners are required to consider and support exit awards.

23. University Academic Regulations
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University Academic Regulations
Practical Session 2
Please try out scenarios 3-5 in your pairs/groups.

24. Single Tier Board System
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Single Tier Board System
At Edinburgh Napier University, we operate a single tier system with student profiles being considered at:
Programme Assessment Boards, (PAB)
Some external examiners will only be responsible for maintaining oversight of module provision.
Some external examiners will maintain oversight of both modules and programmes.
The University has just moved to a single tier board system. Implementation is due in June If you are a programme examiner you will be asked to attend the PAB.
Module external do not have to attend the Programme Assessment board.

25. Single Tier Board System
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Single Tier Board System
The academic year:
Consists of three trimesters
two main intakes of students:
September – referred to as ‘Occurrence A’
January – referred to as ‘Occurrence B’

26. Programme Assessment Boards
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Programme Assessment Boards
Programme Assessment Boards are held at the end of each of our three trimesters.
Schools use the ‘Key dates calendar’ to identify appropriate timing of Boards and we ask Schools to inform external examiners of Board dates as soon as possible.

27. Modules You will be expected to: Moderate assessment briefs
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Modules
You will be expected to:
Moderate assessment briefs
Review assessed work and provide an oversight of module mark or grade distribution.
It is important that External Examiner feedback is responded to, acted upon and incorporated as part of the module evaluation report.

28. Programme Assessment Board Responsibilities
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Programme Assessment Board Responsibilities
Who attends?
a Convenor (the Dean of School or a designated senior member of academic staff from the same school)
a Clerk (who has undertaken the mandatory training and updating)
the programme leader of all programmes of study associated with the students being considered;
the external examiner responsible for the oversight of programmes of study associated with the students being considered.
A member of staff may not serve as Convenor when it is considering a programme in whose assessment he or she has been involved.
Section A of the Academic Regulations specifies the Board constitution. A11.2 programme leaders attend, along with the Convenor who is normally the Head of School, a Clerk, you as external examiners as well as other colleagues who provide adequate representation of the programme.
The Code of Conduct for Boards of Examiners provides further information about criteria for quoracy for these Boards and I should highlight that there is an expectation that the External Examiner should attend all of the Board, but on any occasion when this is not possible, then your views should be communicated to the Convenor who is then responsible for sharing these with the rest of the Board.

29. Programme Assessment Board Responsibilities
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Programme Assessment Board Responsibilities
Reporting by exception to consider the profile of each student studying on the programme taking account of the confirmed results and recommendations made during module assessment. Programme Assessment Boards have responsibility for formally ratifying marks agreed through module assessment by confirming due process regarding marking and internal and external moderation has been satisfactorily completed.
(Regulation A11.2.8)

30. Programme Assessment Board Responsibilities
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Programme Assessment Board Responsibilities
Permitting a student with valid extenuating circumstances, (ECs) to take the assessment at the next opportunity as a first attempt.
Deciding if a student will progress, continue or exit the programme
Deciding on the award and classification taking account of ECs, cusp regulations etc.
Compensation
(Regulation A11.2.8)

31. University Academic Regulations
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University Academic Regulations
Practical Session 3
Scenario 6
This final scenario is a complex, but interesting one. It includes a student impacted by valid extenuating circumstances, and a programme which operates with an approved exemption to the academic regulations. The University Regulations Committee is responsible for approving any exemptions to the regulations and these are usually due to PSRB requirements. As an external examiner, you should be alerted at the board, if the programme has exemptions.

32. The Role of the External Examiner
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The Role of the External Examiner
The role and responsibilities of external examiners are defined in Regulation A10.
External examiners advise the Programme Assessment Board, but decisions on student performance and awards are those of the Board as a whole, i.e. the external examiner does not get a casting vote.

33. The Role of the External Examiner
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The Role of the External Examiner
Regulation A10.3
As a minimum, external examiners are asked to review a square root sample of completed assessment assignments and comment on:
Whether the academic standard of each module or programme of study being considered is set and maintained at the appropriate level;
Whether the standards of student performance are properly judged against the level set.

34. The Role of the External Examiner
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The Role of the External Examiner
Regulation A10.3 cont’d
Whether the assessment process is appropriate, rigorous, equitable and conducted in accordance with University guidance;
The comparability of the standard and level of student achievement with those in other higher education institutions.

35. External Examiner Reports
19/04/2018
External Examiner Reports
External examiners are asked to report annually to the University on issues relating to the ‘Academic Good Health’ of our provision (set out in Regulation A10.5) and good practice identified.
Once received in the School, the annual report is distributed to appropriate staff to identify any issues raised that require investigation and consideration.
A response should be sent to the external examiner.
The annual report template is ed out to all external examiners and is also available on our website.
The annual report template includes ample space for you to document aspects of practice that you would like to raise concerns about, or indeed praise as good practice.
Once received by the School, the report is distributed to appropriate colleagues with the intention that it is shared widely with staff and students. The Quality & Standards Team reads all of the reports and compiles a report that goes to the University’s Quality & Standards Committee on any general trends particularly involving University wide issues. This report is then shared with colleagues via School committees.
Please be aware that all External Examiner reports are available on request, including to students, and so must be suitably anonymised and any personal details about members of staff should be removed.
If you raise areas of concern within your report, these will be discussed appropriately and you should be sent a response to let you know how your comments will be taken forward.
Whilst we would hope that you would not need to do this, you should be aware that should you have serious concerns about our provision, you are entitled to address this directly in writing with the Convenor of Academic Board, who is the Principal and Vice-Chancellor of the University.

36. External Examiner Reports
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External Examiner Reports
Return dates:
1 July undergraduate provision
7 October taught masters provision
Information about the Annual Report can be found on the Department for Learning and Teaching Enhancement’s External Examining webpages.
Completed reports should be submitted to the School.

37. External Examiner Payment and Expenses
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External Examiner Payment and Expenses

38. Thank you Visit the External Examining webpages at:
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Thank you
Visit the External Examining webpages at: