Department of Theatre, Film and Television

Transcription

1 Department of Theatre, Film and Television 1. Learning and Assessment BSc in Film and Television Production Statement of Feedback and Assessment 1.1 Learning Principles and Assessment The BSc in Film and Television Production is designed around the belief that it is essential, to combine analytical and historical exploration with hands-on practical training and experimentation. Consequently, the assessment methods for the programme respond to this diversity and include essays, examinations, workshop presentations, practical production exercises and projects. There is also a combination of individual and group assessment. 1.2 The University and Assessment The Department's choice of assessment procedures has been framed with careful reference to the University's Guide to Assessment, Standards, Marking and Feedback, which defines the principles underpinning the University's regulations on assessment and lists and describes those regulations. The Guide can be consulted online at 2. Feedback 2.1 Feedback Principles The Department s objective is that you will receive, throughout your course, as much detailed and helpful feedback as possible about your current achievements and progress, as well as precise guidance about the next steps you need to take in order to address any underperformance and/or develop further your skills and knowledge. Feedback will be co-ordinated throughout the three years to the aims and objectives set for your current modules. 2.2 Written Feedback Written feedback (provided within six weeks of the deadline for the submission of the relevant work) is designed to be practical and accessible. It will concern all aspects of your academic work and be designed to enable you to realise your potential and maximise the advantage you can derive from the stimulus, challenges, and opportunities offered by the Department and by the degree programme. 2.3 Oral Feedback In addition to this written advice, oral feedback will be provided as a constant and fundamental part of seminars, workshops and practicals. A great deal of this will come from your tutors but other valuable pointers can often be derived from the responses and comments of your fellow students. Collaboration and group working are central to the degree programme and will regularly generate input from your peers, from which you can gain invaluable stimulus and direction. 3. Patterns of Feedback and Assessment 3.1 Patterns in Year One None of your work in Year 1 counts towards your final degree classification. However, good performance is important your work in Year 1 will be formally assessed and those marks will be used to determine whether you have reached a satisfactory standard to progress into Year 2.

2 In some of the Year 1 modules you will submit procedural essays, which will be commented upon by your tutor for that module. The comments you receive on the procedural essays will take the form of a written report, of which you will receive one copy, while another will be placed on your file. You can also meet with your tutor to discuss any questions you may have about the issues raised in the report. In addition, at the end of each module, your tutor will write a report on your overall performance on the module, and a copy of this will be given to, and discussed with, you by your supervisor at your next meeting with him or her. At the conclusion of each of the Year 1 modules you will submit a further piece of assessed work - an essay, creative project or examination (described in the relevant module descriptor), which will be formally assessed by your tutor and another member of staff, with their agreed mark being recorded for progression purposes and communicated to you. You will receive feedback on these pieces of assessment in the form of a written report upon the qualities, and standard of achievement, displayed in the work submitted. Your supervisor will also receive copies of these reports and will be available, at your regular supervisory meetings, to discuss them with you and answer questions about them. 3.2 Patterns in Years Two and Three In Years 2 and 3, assessment is divided into two kinds formative and summative. Formative assessments make no contribution to your final degree result, but provide invaluable feedback on your current state of progress on the module in question, via written reports from your module tutor. This feedback will offer you especially important guidance as you develop your skills and knowledge. All summative assessments, in contrast, are factored into the calculation of final degree classifications. With these, you will receive notification of the mark awarded and written reports that explain the reasons for the grade the examiners have assigned. So, here too, feedback is provided to offer you important and positive guidance about your future development. 4. Variety of Assessment 4.1 Year 1 Across the three years of the BSc programme you will be asked to produce a variety of different kinds of written and practical assignments for both formative and summative assessment. In Year 1, for instance, the Image and Sound Technologies module is assessed by an examination, the Introduction to Film and Television Production Methods is assessed by way of two group assignments plus individual reports, while the Cinema: History and Analysis and Television: History and Analysis modules are assessed by way of essays. On each module, clear instructions will be provided in the module documents as to the detailed aims of these assignments and the specific criteria by which they will be assessed. 4.2 Years 2 and 3 In Years 2 and 3, some of the written assignments you will be asked to complete will be on topics and projects you design for yourself, assisted by thorough discussion with, and careful and precise advice from, your module tutors. But once again you will experience a broad range of types of assessment and you will also receive detailed guidance as to the desired design, and specified aims, of these different kinds of project, as well as the criteria by which they will be assessed, in the documents for each module. 4.3 Assessment of Practical Skills Practical skills will be assessed using clear marking criteria provided to you when the assignment details are made available. In production areas, this typically involves a comparison of the technical production quality (such as image quality, smoothness of camerawork, clarity of sound, etc.) against established industry norms. This type of assessment represents only one component of an overall mark for assignments and is never the sole criterion used to determine a module mark.

3 5. Module Assessment Requirements, Deadlines, and Penalties 5.1 Responsibilities Information about the nature of the written and practical work required for each module (including word-lengths for written submissions), and about the deadlines for their submission, are published both in this handbook and on the departmental website. It is your responsibility to find out, from these sources, what forms of assessment are required for each of your modules, and the date(s) by which work for them must be completed and handed in. 5.2 Word and Programme Lengths You must observe, and comply with, the word- and/or programme-length requirements (i.e., duration of finished film or television projects) specified for the submissions for each module. These will vary from module to module. You need also to note carefully what is included in, and excluded from, those limits. The relevant information will be clearly laid out in the module descriptors issued in advance of the teaching for each module. Examiners will regard failure to meet the prescribed word-length requirements as a defect and will mark accordingly. 5.3 Format of Written Submissions All written material submitted in the department must be provided in hard copy. The Department does not accept such material in electronic format. You are, however, advised to retain all work that you submit for summative assessment until after your overall degree result has been announced and ratified in the summer of Year Closed Examinations The Examinations Office issues a Students Guide to University Closed examinations for students sitting formal examinations at York for the first time. The Guide is available from the TFTV Administration Office, Examinations Office, in the YUSU and GSA offices and online at Examination Candidate Numbers As part of the operation of the University s anonymous marking policy students are identified only by their examination candidate number until marking has been completed. Examination candidate numbers, the only 7-digit number appearing on the student s University card, are automatically generated from the student records system at enrolment and are carried forward from year to year. Submitted written work should contain only your examination number, not your name. This procedure ensures fairness of marking by making the marking process anonymous. By definition, anonymous marking cannot be employed for summative practical and performance work; but all summative written work will be marked anonymously. 5.6 Submission Deadlines Summative written work must be handed in to the Departmental Administrator on or before the published deadline. N.B. You must not submit written work to individual tutors. 5.7 Responsibility Regarding Deadlines Being able to plan, and carry out, assignments in a way which ensures you meet advertised deadlines is a crucial skill to acquire. The Department must safeguard parity of treatment between students, and therefore treats assessment deadlines very seriously. Failure on your part to comply with a deadline, without acceptable cause, can result in severe penalties (see 5.8). Acceptable causes are usually compassionate or medical ones and require to be supported by appropriate certification (for example, a doctor's or counsellor's letter). Computer problems, failure to locate books or access resources in time, or bad time management generally, do not qualify. Full

4 details about the University s support in this regard can be found at In the case of circumstances arising which do qualify as "acceptable cause", you should notify the Chair of the Board of Examiners immediately and provide her/him with any relevant information (medical notes, etc.), so that s/he can adequately present and document your case at the relevant meeting of the Board of Examiners. 5.8 Penalties for Late Submission University regulations state that All work submitted late, without valid mitigating circumstances, will have ten percent (10%) of the available marks deducted for each day (or part of each day) that the work is late, up to a total of five days, including weekends and bank holidays (e.g. if work is awarded a mark of 30 out of 50, and the work is up to one day late, the final mark is 25). After five days, the work is marked at zero. Note, however: the penalty cannot take the mark into a negative result. Where a student, with no valid mitigating circumstances, has failed to submit an assessment by the deadline +5 days or has failed to attend an examination a mark of 0 will be awarded. The student will be given the opportunity for reassessment in accordance with Regulation 5.2 (c) and (d). 6. Special Mitigating Circumstances which may affect Assessment You should inform your supervisor and the Chair of Examiners, at the beginning of Year 1, of any special requirements or medical or other conditions you may have (or think you may have) which could affect the assessment of your work. If you have been diagnosed with any condition which may affect your performance in assessments, you should ensure, via the Chair of Examiners, that full details are included on your file. It is your responsibility to ensure that this procedure is activated. Unless formally notified in this way, the Department cannot be expected to make the appropriate arrangements for you. If, during your time at York, any circumstance subsequently arises -- bereavement, for example, or other personal, medical, or compassionate matters -- which could affect the assessment of your work, you should inform your supervisor and also ensure that the Chair of Examiners is notified of the relevant information. Full details of the Mitigating Circumstances procedure can be found on pages of this handbook. Information on the University s support in such instances can be found at 7. Illness and Assessment of Performance If you are ever ill and will miss any scheduled session, you should contact the Departmental Administrator to inform the department. If the illness persists and begins to affect your studies (i.e., missing multiple sessions, getting behind on assignments, etc.) you should contact your pastoral supervisor as soon as practicable to discuss your situation. He or she can advise you on the best way to proceed. The department has a number of ways in which it can support students whose studies have been affected by illness but we do require medical documentation. The key is communication so please keep us aware of your situation and we will do our best to assist. 8. Notification of Marks Notification of the provisional marks for summative work is in printed form. When the results become available, students will be informed by that they should collect the envelope containing their results from the Departmental Administrator.

5 These marks, however, remain provisional until they have received the scrutiny of the external examiners and the approval of the Finals Board of Examiners. 9. Academic Misconduct 9.1 Responsibility The University and the Department take academic misconduct extremely seriously. It is your responsibility to ensure that the work you submit for assessment, whether formative or summative, does not contravene the University's rules on academic misconduct, which are set out in Regulation 5 of the University Statutes. (The latter can be consulted at At the start of your first term, you are required to sign a form, which affirms your intention not to contravene university and departmental rules on plagiarism. You will also be asked to complete an online academic integrity tutorial, which concerns issues around plagiarism. If you subsequently have any queries or worries about plagiarism or referencing, you should always discuss them with your module tutor. 9.2 Key Definitions University regulations state that students must not, at any stage of their programme: (i) (ii) (iii) (iv) (v) (vi) cheat i.e. fail to comply with the rules governing assessments e.g. by making arrangements to have unauthorised access to information; collude i.e. assist another student to gain an advantage in relation to assessment by unfair means, or receive such assistance fabricate i.e. mislead the examiners by presenting work for assessment in a way which intentionally or recklessly suggests that factual information has been collected which has not in fact been collected, or falsifies factual information; personate i.e. act, appear, or produce work on behalf of another candidate in order to deceive the examiners, or solicit another individual to act, appear or produce work on their own behalf; plagiarise i.e. incorporate within their work without appropriate acknowledgement material derived from the work (published or unpublished) of another; deceive i.e. intentionally or recklessly present fabricated or misleading information (e.g., relating to medical and compassionate circumstances) in order to gain advantage in regard to an assessment or progression or procedural requirements. 9.3 Avoiding Academic Misconduct Some key principles to observe: You should at all times present only your own work for assessment, and you must never represent the work of others as your own. You should reference all quotations, ideas, and arguments, derived from other sources, clearly and correctly. You should not copy or paraphrase another person's ideas or writings, including the essays of other students, without adequate identification and reference. Even if it only affects a single paragraph, any instance of plagiarism risks attracting a serious penalty. You should take care not to repeat yourself (i.e. submit, effectively or literally, the same work in two or more assessments). The penalties for this are severe and can potentially affect the final classification of your degree. You can write twice upon, say, the same filmmaker, or explore different aspects of the same topic; but you must not duplicate material or seek credit more than once for the same ideas. If you are in doubt about the specific application of this rule to a particular piece of work you are developing, make sure that you discuss the matter with your module tutor or supervisor.

6 9.4 Collaborative Project Work Given its subject, this degree programme inevitably includes a substantial proportion of collaborative work and aims to develop and instil teamwork skills to a very high level. In all modules that involve the assessment of practical work, there is typically one written report for the group as well as reports for each individual crew member. In researching, planning, and composing the latter, you need to be especially watchful that you do not claim responsibility for initiatives or suggestions made by other students. 10. Assessments and Marking 10.1 Introduction We set you assessments for three reasons: 1. So you can demonstrate what you ve learned, and practise your skills. The assessments also give you something to aim for, and an extra reason to learn. 2. So that we can assess how you re doing, and help you in areas where you are weaker. 3. So that we can use the average marks that you get to award you an appropriate qualification at the end of the degree course. There are two types of assessment: formative and summative. Formative assessments are for practice. The marks DON T count towards your degree it s an opportunity to get feedback from your tutors. Summative assessments are the real thing. In the first year you have to pass all your assessments to continue on the course (with one exception if your average mark is over 40%, we ll let you have one fail, as long as you still get over 30%.) In the second and third years, the marks from the summative assessments will be used to calculate what degree you are awarded. You will come across four methods of assessment in this department. 1) Essays. These are used to assess the academic modules (such as Cinema: History and Analysis), and they have clear marking criteria developed over many years (see below). As with all written work, we expect essays to be clearly laid out, in a logical order, with good use of English language, and correct grammar, spelling and punctuation. There are also welldefined rules about referencing (see university website); but just obeying the rules won t get you good marks; we re looking for evidence that you ve read widely about the subject and that you ve spent time thinking. And to get really good marks, you need to come up with interesting and original ideas. 2) Technical and Reflective Reports: These are special types of essays used in practical project work, so you can demonstrate your understanding of the technical aspects of projects, and reflect on the production process and what you ve learned. Most students find reflective reports hard to write to begin with, but module leaders will be able to provide you with resources to help you and you ll get better with practice. We want you to show that you understand the process, what worked well and what worked badly; that you ve learned lessons that you can apply elsewhere; and that you have genuinely spent time thinking about your contribution and that of others. And as with all essays, we want the reports to be clearly laid out, in a logical order, with good use of English language, and correct grammar, spelling and punctuation.

7 3) Practical Work: These assessments are sometimes individual, and sometimes done in groups. They are designed to test your ability at the practical skills we ve taught you, and how you work as part of a team. Can you make a film to a professional standard? Can you mount a play in the theatre? Can you operate a particular piece of equipment? Can you write a screenplay, or scene for a TV soap? It s difficult to give general marking criteria for this type of assessment, as each one is different. So detailed briefs and assessment criteria are issued for each practical assessment, tailored to the particular requirements of the project from directing in the TV studio to performing as an actor on stage. On the whole, we re looking for originality; a professional approach; and good attention to detail, including keeping to the brief. And once again, all paperwork should have good use of English language, and correct grammar, spelling and punctuation. 4) Exams: This department doesn t set exams where you are asked to write an essay in exam conditions; our exams consist of short factual questions about the more technical aspects of the modules. We use the full marking scale, from 0 to 100; and the markers are looking for evidence of understanding, so will give marks for working out as well as for the final answer Marking Scale The Department (in common with most UK universities) uses the following undergraduate marking scale: First-Class Honours Upper Second-Class Honours Lower Second-Class Honours Third-Class Honours Fail 0-39 Most marks awarded in this department are between 40 and 80. It s rare for students to get over 80 for an outstanding piece of work; luckily it s equally rare for people to get below 40 and fail (though it does happen for instance in exams!) Marking Criteria Below are descriptions of the typical characteristics of work in the different marking bands. The main classifications (First, Upper Second, Lower Second, Third and Fail) are broad, and there s a wide variation between scores of (say) 61 and 69. So we ve tried to give some indication below of why you might be marked at the lower or higher end of the scale. Note that technical command means correct English, grammar, spelling and punctuation in written work; and the skill to perform practical tasks correctly and professionally in project work. First (1): Impeccable work that is ambitious and original. Demonstrates an exceptional capacity to organize and focus. Displays originality of conception and response, and shows the intellectual, theoretical, and technical command required to carry the essay or project through to completion in an exemplary fashion. In practical work, achieves a complete professional standard, including finishing on time and on budget

8 80-89 Outstanding work that surpasses what can normally be expected of an undergraduate; showing technical accomplishment of a high order, and productive engagement with the material analysed or performed. Generates novel approaches, and has impressive theoretical and technical sophistication. In practical work, some aspects demonstrate professional standard ability. However, there are other areas that could be improved to take it to the next level Excellent work that demonstrates a confident ability to tackle complex challenges, using a range of different skills and knowledge. Shows clarity of thought and good analytical ability. In practical work, is almost to a professional standard. To get to the next level, needs to demonstrate higher ability in more than one area: originality; or organization; or clarity; or professionalism. Upper Second Class (2.1): Very good work that shows a secure ability to use a range of skills, and to develop an individual perspective on the material and themes explored. There s clarity and cogency in presenting the results of those explorations; evidence of original thought, and the work is clearly laid out. In practical work, achieves an almost professional standard in several areas. It has at least one clear aspect that needs improvement to take it to the next level Good work, that demonstrates some ability to use different skills in the service of the project in hand. Some evidence of original thought, with some attention to layout and clarity. In practical work, doesn t quite achieve a professional standard. There are several areas that could be improved to take it to the next level, and often lack of attention to English, grammar, spelling and punctuation in written work. Lower Second Class (2.2): Adequate work, displaying limited understanding of core issues and techniques, some basic analysis and interpretation, and some ability to unite different approaches. In practical work, lacks professionalism in several areas. But not clear and precise in execution; lacks clear evidence of acquired knowledge and thinking around the subject; generally lacking in originality; lacks attention to structure; has mistakes in English, grammar, spelling and punctuation; and has clearly identifiable areas for improvement. Third Class (3): Barely adequate work, demonstrating only very basic analytical and technical skills, and only limited capacity to bond different skills together in the handling of the challenge. Doesn t generate a cohesive argument or performance, and lacks a sense that the student fully understands the subject. Fail (F): Poor work, with only a rudimentary grasp of core skills and knowledge. NB: you can fail one module in a year and still progress, so long as a) you have an average mark of 40 or more overall; b) you don t score less than 30 in any one module; and c) you have failed no more than 40 credits. In university jargon, this is called a compensatable fail, and you are said to carry the fail through to the next year Work that falls well short of the standards required on all fronts, or has elements of plagiarism or other academic misconduct. Not compensatable. 0 There are only two ways to get a 0: you fail to hand the work in; or there is evidence of academic misconduct, including plagiarism. Not compensatable.

9 11. Marking Processes All marking procedures for summative work on the BA & BSc are designed to ensure equity and consistency. Various techniques are used, including: 11.1 Moderated Marking In moderated marking, a member of staff awards marks anonymously (ie without knowing the identity of the students), then a second member of staff reviews a sample of the marked papers to check that the marking is fair and consistent Second Marking This where one member of staff marks anonymously; then all the marks are checked by a second marker Blind Double Marking In the case of summative written work, the Department normally employs anonymous blind double marking. Two markers award marks independently of each other; the final mark is agreed after discussion between the two markers. If the two markers cannot agree, a third marker make a decision. The process by which marks are resolved is open to the scrutiny and comment of the external examiner Marking of Practical Work Summative practical work cannot be marked anonymously, but it is normally still blind double marked. Each marker records a provisional mark and writes a report on the reasons for awarding it, before seeing the marks from the other marker. The final mark is then agreed after discussion between the two markers. If the two markers cannot agree, a further internal marker or moderator will be appointed. The process by which marks are resolved is open to the scrutiny and comment of the external examiner. All BA summative practical work is also filmed, so that it can, as and when necessary, be made available to the external examiners. 12. Progression 12.1 Stage Progression A student must satisfy the requirements of each stage of his/her programme (a stage is equivalent to a year's full-time study) before progressing to the next stage. If a student does not meet the stage requirements, s/he will be required to leave the University. S/he may be eligible for a lower volume award: see 15.1 and 15.2 below Progression Requirements To progress from one stage to the next a student must achieve 120 credits as specified in the Programme Information. Credit will be awarded upon passing a module s summative assessment(s) (but see below regarding compensation and reassessment). See 10.1 & 10.2 above regarding the marking scheme Credits and Classification Every stage of a programme generates, alongside the profile of module marks, a credit-weighted total mark that is carried forward to degree classification, as appropriate (see below), a process that occurs

10 only if a student has met the progression requirements for each stage (see below) Penalties and Classification Final penalties arising from academic misconduct are subtracted at the point of degree classification. A student may meet the progression requirements for all stages, but nonetheless fail the award for this reason Transfers to Other Programmes A student will only be considered for transfer to a different programme, if s/he has met the progression requirements plus any additional programme requirements relating to the new programme of study. This may entail having made particular module selections to meet Professional, Statutory or Regulatory Body or later pre-requisite requirements, where these are essential to meet the overall programme learning outcomes. Requests to transfer must be approved by the receiving department. 13. Compensation In the following circumstances credit may be awarded for failed module(s), where the failure is compensated for by achievement in other module(s): In stage 1, if a student fails one or more modules (i.e. achieves a module mark below 40) in the stage s/he may still receive the credit for the failed module(s) and progress provided that: (i) s/he has failed no more than 40 credits, and (ii) no module marks are lower than 30, and (iii) the rounded credit-weighted mean over all modules taken in the stage (including the failed module(s)) is at least 40. In stage 2, if a student fails one or more modules (i.e., achieves a module mark below 40) in the stage s/he may still receive the credit for the failed module(s) and progress provided that: (i) s/he has failed no more than 40 credits, and (ii) no module marks are lower than 30, and (iii) the rounded credit-weighted mean over all modules taken in the stage (including the failed module(s)) is at least 40. In stage 3, if a student fails one or more modules s/he may still receive the credit and progress to classification provided that: (i) s/he has failed no more than 40 credits, and (ii) no module mark falls below the threshold for compensation appropriate for its level, 1 and (iii) the rounded credit-weighted mean over all modules taken in the stage (including the failed module(s)) is at least Reassessment 14.1 Entitlement Reassessment is an opportunity for students to redeem failure for the award of credit to meet progression or award requirements. In Stages 1 and 2, where a student fails modules and the progression requirement for the stage cannot be met by application of the compensation rules, the student is entitled to reassessment in a maximum of 90 credits-worth of failed modules (per stage), provided that they have no more than 50 credits-worth of outright fails marks in that stage (i.e., module marks less than 30). In stage 3, where a student fails modules and the award requirements for the stage cannot be met by application of the compensation rules, the student is entitled to reassessment in a maximum of 40

11 credits-worth of failed modules Limits A student may only be reassessed in a particular module on one occasion Conditions The following conditions apply to the treatment of marks after reassessment: (i) (ii) (iii) Progression decisions following reassessment are made using the better of the original and reassessment marks for each failed module. Following progression, however, where the original credit-weighted mean did not meet the progression requirement, the credit-weighted total mark for the stage is capped to the lowest value consistent with the mean mark criterion for that stage. Following progression, where the original credit-weighted mean has already met the progression requirement, the original credit-weighted total mark for the stage is allowed to stand Discontinued Registration Where a student is not permitted a reassessment opportunity (i.e. cannot meet the specified progression requirements through reassessment as defined above) and there are no mitigating circumstances, his or her registration will be discontinued. S/he may be eligible for a lower volume award (see below). 15. Awards 15.1 Award Requirements The University award requirements applicable to this programme are: Award Credit volume Credit levels Honours Degree (Hons) 360 at least 100 credits at level H/6 (over stages 2 and 3) Ordinary Degree 300 at least 60 credits at level H/6 (over stages 2 and 3) Diploma of Higher Education (DipHE) 240 at least 90 credits at level I/5 (or higher) Certificate of Higher Education 120 at least 90 credits at level C/4 (or higher) (CertHE) 1 For level C/4, I/5 and H/6 modules, the threshold for compensation is 30. For level M/7 modules, the threshold is Diplomas and Certificates A University of York degree will only be awarded on the basis of credits accumulated as part of an approved programme of study. However, a student may be eligible for a lower volume award than the award for which they are registered (for example, where they have left the programme early or have not achieved the required credits), provided that they have met the requirements and are in good academic standing. These awards are generic University awards (for example, Certificate of Higher Education) and will only be recorded as having been passed. 16. Degree Classification

12 16.1 Degree Classification The bachelors honours degree is a classified degree Calculating Degree Classifications The mechanism for calculating degree classifications is as follows: (i) (ii) (iii) (iv) (v) Stage 1 marks are excluded from the classification calculation. The mark, rounded to the nearest integer, is computed with the credit-weighted total marks for stages 2 and 3 weighted in the ratio of 2:3. The classification will be determined by the position of this mark on the University scale (see 5.1), unless it lies in the borderline region, defined as the two points below a classification boundary. In borderline cases, the next higher classification will be awarded if, and only if, the mark, rounded to the nearest integer, with the credit-weighted total marks for stages 2 and 3 weighted in the ratio 1:1 OR 1:2, lies in a higher classification band. No further second order conditions will be applied. Final penalties arising from academic misconduct (see section 9 above) are subtracted at the point of degree classification. A student may meet the progression requirements for all stages, but nonetheless fail the award for this reason. Ordinary degrees, Certificates and Diplomas of Higher Education are not classified. 17. Board of Examiners 17.1 Members The Board of Examiners comprises all academic staff of the Department involved in the examination process, plus the external examiners. Meetings are chaired by the Chair of Examiners, who is appointed by the Board of Studies from among the academic staff Responsibilities The responsibilities of the Board of Examiners are to: (i) (ii) (iii) (iv) (v) ensure that assessment processes and decisions adhere to the University's principles of assessment; consider each student's performance in relationship to the University's criteria for the classification of degrees; identify and review those students who, in terms of the University's classification criteria, are 'borderline' candidates; receive and consider evidence regarding individual students whose performance may have been adversely affected by 'acceptable causes ; ratify provisional marks Anonymity During the proceedings of the Board of Examiners all candidates are treated anonymously -- i.e. referred to only by their University examination numbers -- until after the individual degree

13 classifications have been established External Examiners External examiners are usually Professors or Readers. They are selected on the grounds of their high academic standing and their accumulated experience and understanding of teaching and assessment in the subject areas covered by the BSc. They are recommended by the Department and approved and appointed by the University; The key functions of the external examiners are: (i) (ii) (iii) (iv) (v) to assess the fairness of the Department's examination modes, policies and practices; to ensure that its examination processes and procedures are clear, just, consistent and transparent; to consider whether the design, structure and content of the BA's programme is apt to its goals and objectives; to judge whether its assessment methods are apt to its modules' design and contents and to the overall aims and objectives of the degree; to ensure compatibility of procedures and standards with other institutions External Examiner Moderation In order to enable them to fulfil these functions, external examiners moderate extensive samples of work submitted for summative assessment on the BA across the whole range of the modules, and including both written and practical submissions. In addition to their indispensable presence at the Board of Examiners itself, they are involved in assessment throughout the year and write reports on individual special cases, where this is appropriate External Examiners Report Each external examiner writes an annual report, which in due course becomes a public document. In this they record their views on all the matters itemized in 17.4 and can also raise any other matters which may have arisen during a particular academic year, and which seem to them worthy of comment. In the autumn term, a Board of Studies meeting is convened to afford systematic, detailed consideration to the external examiners' reports from the previous summer. The agenda for this meeting consists of all the substantive issues raised in the reports. The meeting then explores, and decides on, the courses of action apt to each of the issues so identified. 18. Copyright The University of York owns all copyright for any work developed or created in fulfilment of a degree requirement or for any project created using university resources. Students are entitled to an unlimited license to any work they have created as well as compensation for any commercial exploitation of work they have created. Full details of the University's Intellectual Property policy can be found on the following website: