UNIVERSITY ASSESSMENT REGULATIONS. October 2013

Transcription

1 UNIVERSITY ASSESSMENT REGULATIONS October 2013

2 Contents 1 Overview of Main Amendments 3 SECTION ONE: UNIVERSITY ASSESSMENT REGULATIONS 4 Introduction 5 Philosophy of Assessment and Academic Judgement 5 Progression through Programmes and Completion of Taught Postgraduate Programmes 6 Compensation 6 Failure at first diet 8 Maximum Number of Attempts at a Module 8 Failure at the re-assessment diet 8 Accumulated Credit and Repetition of Modules 9 Assessments Leading to a Named Award and Distinction 9 Honours Awards 11 Postgraduate Awards 13 Nullification of the Results of Assessment of a Single Module at H and M level 13 Conferment of University Awards 14 Additional Assessments 14 Valid Reasons for Poor Performance at any Level and Aegrotat Awards 14 Withdrawal 15 Students notified by the Finance Office as Debtors 16 Replacement Modules School Based Generic Awards 16 SECTION TWO: APPENDICES TO THE REGULATIONS Assessment Boards and Minuting of Assessment Boards and Notification of Results to Students (including Confirmation of Module Marks and External 19 Examiner Endorsement of Assessment Board Outcomes Pro Formae) 2. External Examiners Marking, the Reporting of Marks (including Normalisation of Module Marks) Examples of Automatic Compensation, Distinction and Profiling Conditions of Entry to Assessments and Assessment Scheme Consideration of Mitigating Circumstances University Regulations regarding Plagiarism and Cheating 61 SECTION THREE: ASSESSMENT AND GRADUATION PROCESSES 69 Page Number 1. Scheme of Invigilation Regulations for the Conduct of Examinations Special Examination Arrangements for Disabled Students Special Examination Arrangements for International Students Resit Examinations at Other Institutions Notes of Guidance to Academic Staff on the Information to be 83 Provided to Students to Assist Their Preparation for Unseen Assessments (Including Assessments Containing an Unseen Component) 7. Guidance Note on Assessment Loading Procedures for the Security, Approval and Retention of Examination Papers Procedure for the Submission of Examination Papers and the 89 1

3 Collection of Worked Examination Scripts 10. Policy on the Retention of Students' Work Academic Appeals Graduation and Awards Regulations Procedures for Project and Dissertation Supervision Procedure for Anonymous Marking Policy on Student Performance Feedback 106 2

4 OVERVIEW OF THE MAIN AMENDMENTS Terms and Conditions A statement on the University s the right to make reasonable changes to the Assessment Regulations during an academic session has been included on page 4. Appendix 2 - External Examiners This replaces the previous External Examiners appendix and includes the following amendments: The term of appointment is changed from 5 years to 4years with the opportunity of a 1 year extension at the end of this period (paragraph 2.3). An External Examiner has the right to raise any matter of serious concern directly with the Head of Governance and Quality Enhancement, if necessary by means of a separate confidential written report (paragraph 2.12g, bullet point 4). An External Examiner may invoke the QAA s concerns scheme or inform the relevant professional, statutory or regulatory body where they have a serious concern relating to systemic failings with the academic standards of a module, programme or programmes and has exhausted all published applicable internal procedures, including the submission of a confidential report (paragraph 2.12g, bullet point 5). Appendix 6 - Consideration of Mitigating Circumstances This appendix replaces the previous Consideration of Mitigating Circumstances procedures (page 42). Academic Appeals The provision for Retrospective Mitigating Circumstances in appendix 6 removes the retrospective submission of mitigating circumstances (previously Special Factors ) as a potential ground for academic appeal. Student Attendance Monitoring Policy This section has been removed. Information regarding student attendance monitoring is available for students and staff on the University website 3

5 UNIVERSITY ASSESSMENT REGULATIONS The University reserves the right to make reasonable changes to the Assessment Regulations where in the opinion of the University those changes will assist in the proper delivery of education. The University will normally maintain the Assessment Regulations for students within an academic session. However, the University reserves the right to introduce changes during the academic session when it reasonably considers those changes are: (a) for the maintenance of academic standards; or (b) required to secure the University s good operation and legal or regulatory compliance. Appropriate prior notice of changes will be given. 4

6 INTRODUCTION 1. All Programme and Assessment Boards must follow the general Assessment Regulations of Glasgow Caledonian University (GCU). Programme Boards must state in their programme specification/programme documentation, either: i. that there are no deviations from the University s standard assessment regulations or ii. that there are deviations from the University's standard assessment regulations; these are found in sections.. All deviations from the standard Assessment Regulations must receive formal approval by the University 1. The date and reference of each approved deviation from the general assessment regulations shall be included in the programme documentation. Students must ensure that they are aware of and understand all regulations that are specific to their programme. PHILOSOPHY OF ASSESSMENT AND ACADEMIC JUDGEMENT 2. The purpose of assessment is to enable students to demonstrate that they have fulfilled the objectives of the programmes of study and have achieved the standard required for the award they seek. The Senate requires all programmes of study to be subject to programme regulations which relate the assessment requirements of the programme to its objectives 2. It is within these programme assessment regulations that assessors make their judgement on student performance. 3. However, assessment is a matter of judgement, not simply of computation. Marks, grades and percentages are symbols used by assessors to communicate their judgements of different aspects of a student s work and provide information on which the final decision on a student s fulfillment of programme objectives may be based. They are not and should never be considered as absolute values or exact measurements. 4. Within the constraints imposed by the Senate requirements of paragraph 2 above, assessors have wide academic discretion in reaching decisions on the awards to be recommended for individual students. The assessors are responsible for interpreting sensibly the assessment regulations for a programme if any difficulties arise. Regulations cannot be expected to legislate for every eventuality. Experience, knowledge of the student and his/her overall performance together with awareness of best practice in higher education should all combine to allow the assessors to reach an academic judgement. 5. Academic judgements, which are properly and fully minuted, may override strict regulatory interpretation and it should be noted that academic judgements cannot in themselves be questioned or overturned. However academic judgement should be applied, in all cases, in the best interests of the student and cannot be used as a justification to downgrade any credit, mark or degree classification achieved by all normal regulatory calculations. 6. Assessment Boards may obtain guidance on the interpretation of the regulations from the SAS Operations Manager (Assessment & Exams) and the Department of Governance and Quality Enhancement. 1 Any proposed deviations are first submitted to Governance and Quality Enhancement for consideration and advice. Thereafter they may be submitted to the University Exceptions Committee for consideration. 2 This requirement will be described explicitly in the Programme Specification. 5

7 PROGRESSION THROUGH PROGRAMME AND COMPLETION OF TAUGHT POSTGRADUATE PROGRAMMES 7. Candidates who satisfy the Assessors in all modules shall proceed, within the terms outlined in the University Qualifications Framework, to the next stage of the programme. Candidates will be credited with the approved credit points accumulated from those modules. i. To progress from: Level 1 to Level 2 a student must have been awarded 80 credits in total at SHE1. Level 2 to Level 3 a student must have been awarded 200 credits in total of which at least 80 are at SHE2. Level 3 to Level H a student must have been awarded 320 credits in total of which at least 90 are at SHE3 or exceptionally awarded 360 credits in total, of which at least 60 are at SHE3. Subject to meeting professional body requirements (where applicable) and achieving at least 90 credits at SHE levels 1 and 2 respectively, and 60 at SHE3 for an unclassified degree or 90 credits at SHE levels 1,2,3 and H respectively for an honours degree, students may take the remaining required credit at any level, including level M modules for honours level students. 3 ii. Where a student has failed to satisfactorily complete module requirements at M level and has 30 or more credits outstanding at the PgD exit point, the Assessment Board may exercise its discretion to require the student to complete any or all outstanding credit prior to undertaking the Masters Dissertation (or equivalent module). The Board may advise students who are not making satisfactory academic progress not to continue with the final component of the programme. iii. At any level, credit at a higher level may substitute for the minimum credit required at that level to progress. 8. In order to satisfy the assessors in any module, candidates must normally obtain the pass mark. For undergraduate programmes the pass mark is normally 40%. For postgraduate programmes, the module pass mark shall be as specified in the module handbook. For modules assessed by coursework and examination, the overall pass mark for the module will be subject to the attainment of a mark of no more than 5% below the overall aggregate pass mark in each of the coursework and examination components of the module assessment. In cases where certain elements of coursework are deemed essential, normally due to Statutory/Professional body requirements, the module descriptor shall specify these elements and the minimum mark required for each element. Where the coursework or examination is compiled from two or more separate elements, the 5% rule applies to the aggregated mark of that component. The Module Leader must ensure that all students are informed of any such specific requirements via the module handbook. All such cases must be approved by the Exceptions Committee When a specific programme requires a total amount of assessed student learning which is greater than the norm at any level of study, for example to satisfy the requirements of a professional body, an appropriate amount of additional credit points will be awarded. 10. Individual Programme Regulations shall specify any particular requirements attached to the choice of modules at subsequent levels. COMPENSATION (Examples of compensation are shown in Appendix 4) 11. In considering compensation, Assessment Boards should be aware that under the terms of the Qualifications Framework, any reference to level refers to the level of the award. This is because an 3 Section 4.10 of the University s Qualifications Framework. 4 See also Appendix 3 and appendix

8 award may be achieved by accumulating credit from modules at different levels e.g. a University Certificate may be awarded through the achievement of 90 level 1 credits and 30 credits at a higher level. 12. i. Having due regard to the standard of the award, the programme objectives, and the programme assessment regulations, the Assessment Board may allow the overall performance of a student to compensate for failure in up to 20 credit points of module(s) at that level. 5 ii. When making the decision regarding compensation the Assessment Board will be expected to take into account such factors as the overall profile of the student, the weighting and level of the module and its contribution to other levels of the programme. iii. Compensation normally may only be awarded following delivery and assessment of all of the modules which contribute to the eligibility for an award at any given level and can only be applied where no more than 20 credit points of module(s) have been failed at any given level. 6 iv. For postgraduate programmes, automatic compensation will be applicable when students have reached the point of potential eligibility for a PgD exit award (i.e. prior to the dissertation phase) 13. i. Assessment Boards will automatically apply compensation when a student obtains an overall mark of between 1% and 5% less than the pass mark for the module and has achieved an overall aggregate mark across all modules at that level of at least 5% greater than the pass mark for the module being compensated. ii In modules where there is more than one component contributing to the overall mark, this is subject to the attainment of a minimum mark of at most 10% less than the normal pass mark for the module in each of the aggregated components which make up the overall mark for the module assessment. iii. In modules where there is only one assessment component (e.g. Coursework only) and where minimum pass mark(s) for individual assessment elements have been defined and approved by the Exceptions Committee (e.g. coursework 1, coursework 2 etc.) this is again subject to the attainment of a minimum mark of at most 10% less than the normal pass mark for the module in the elements (or, where appropriate, the aggregated elements). iv. Where Mitigating Circumstances apply, Assessment Boards must act in accordance with Appendix 6 (Consideration of Mitigating Circumstances). 14. Assessment Boards may apply the following adjustment to assessments where the other conditions for compensation specified in paragraph 13 have been met: i. Where marks do not fall within the parameters of automatic compensation, the Assessment Board can apply discretionary compensation, but only where this involves raising any mark by no more than 1 percentage point. However in modules where there is more than one component contributing to the mark, marks which are less than the normal pass mark for the module by 11% for an individual component may be raised by 1% to allow discretionary compensation. ii In single component modules with specifically defined minimum pass marks, marks which are less than the module pass mark by 11% for an individual element (e.g. coursework 1), or where appropriate, aggregated elements, may be raised by 1% to allow discretionary compensation. 15. To assist the decision making with regard to compensation, the actual marks attained by the student will be used in all calculations for compensation. The purpose of this regulation is to emphasise the need to use the most recently attained resit mark for the module which is to be compensated, together with the actual marks attained for all other modules passed at the same level, to determine eligibility for automatic compensation. 5 Modules which are worth more than 20 credit points are not, therefore, compensatable. 6 For example, where a student has passed 100 credit points of the 120 required at level 1. 7

9 16. Where Mitigating Circumstances apply the Assessment Board shall act in accordance with Appendix 6 (Consideration of Mitigating Circumstances). 17. The decision as to whether a student who has been compensated can proceed to the next level of a module in the same subject area should be determined by the programme regulations. Where appropriate, the Programme Board may offer the Assessment Board advice in this respect. 18. Programme specific regulations, approved at approval or review, may specify that compensation may not be exercised in respect of specified modules, for example a core module(s) which underpin a final Honours module, or where Professional and Statutory Bodies insist on a pass in a named module(s). 19. Compensation will not normally be allowed in respect of a final level undergraduate or postgraduate project or dissertation. FAILURE AT FIRST DIET 20. Candidates who fail to satisfy the Assessment Board at a first diet, including those who did not sit the written papers and/or complete other required work assessed continuously, will normally be required to re-enter the relevant modules at the next available assessment diet. The Assessment Board may, however, require a candidate to undertake a further formal programme of study, which may include repeating an individual module or an entire level of the programme. MAXIMUM NUMBER OF ATTEMPTS AT A MODULE At the discretion of the Assessment Board a candidate will be permitted the following maximum number of attempts at a module: Levels SHE1, SHE2 & SHE3 - up to four attempts Level SHEH/Level M - up to two attempts 22. Where a candidate fails to satisfy the Assessment Board in any assessable element of a module, the Assessors may amend the form of assessment to be re-entered, provided adequate notice is given to the candidate of the amended form of assessment to be set. 23. Where a candidate was unable to enter an assessment for good cause the Assessment Board may act in accordance with Appendix 6 (Consideration of Mitigating Circumstances). FAILURE AT THE RE-ASSESSMENT DIET 24. i Candidates who fail assessment in one module only (the equivalent of 20 credit points) 8 at the reassessment diet will normally be allowed to carry that module to the next level with the condition that attendance will be required at defined elements of the module(s) delivery, as defined by the Assessment Board. ii Candidates who fail assessment in up to 40 credit points may, at the discretion of the Assessment Board, be permitted to carry the credits to the next level, with the condition that attendance will be required at elements of the module(s) delivery, as determined by the Assessment Board. Such discretion will only be permitted in cases where the student concerned may undertake the equivalent of one 20 credit module of carried credits in Trimester A and 20 credit points in Trimester B and where the Board believes that the student would be able to succeed in the carried module(s) and 7 Except where a different maximum number of attempts is detailed in a programme s specific regulations credit points may be equivalent to one full module or two half modules. 8

10 that in carrying the module(s) the student could reasonably be expected to successfully complete the work of the next level. iii Students who are permitted to carry module(s) will be required to pursue such a programme of study in that module as the Assessment Board considers necessary and will be required to re-enter the assessment in that module on the next normal occasion, or when agreed by the Board. It will be the responsibility of the Programme Board to advise on appropriate levels of support to be provided to students carrying modules and the responsibility of the Executive Dean of School to ensure this support is provided. iv Candidates who fail assessment in more than 20 credit points, and who are not permitted to proceed under the terms of paragraph 24ii will normally be required either to repeat the outstanding modules with attendance or to withdraw from the programme and be given guidance, advice and support as to their future options. The counselling will normally be carried out by the student s academic advisor or, where this is not possible, another appropriate member of academic staff. 25. The provisions of any other section of these Assessment Regulations notwithstanding, an undergraduate student who has failed to satisfy the Assessors after the second diet, may exceptionally be permitted to re-enter the assessments without further attendance at the University. 26. The Assessment Board may allow a student to drop failed module(s) and take replacement module(s) at the appropriate level, provided the replacement module(s) ensure the delivery of the learning outcomes of the programme. The combined number of attempts that the student will be allowed for the original and the replacement modules shall not exceed that which would have been allowed for the original module. 27. In postgraduate programmes, students who fail at the second diet will normally be asked to withdraw from the programme and be given guidance, advice and support as to their future options. Such counselling will normally be carried out by the student s academic advisor or, where this is not possible, another appropriate member of academic staff. ACCUMULATED CREDIT AND REPETITION OF MODULES 28. A student cannot re-enter a module that has already been passed in order to improve his/her marks for that module. Where a student has gained credits points for a module these may not be taken away from the student (except in cases of cheating and plagiarism). Consequently, a student who has been required to repeat a level will only be required to re-enter those modules for which they have failed to record a pass mark. The Assessment Board shall have the discretion to determine the components of each module which should be re-assessed. 29. Where it is deemed in their best interests, a registered student may attend classes in order to improve their knowledge of a module that has already been passed. Such attendance will not involve any assessment or extra payment over and above that which has already been paid. 30. In certain circumstances, for example where a student has taken a significant amount of time out from their programme and there have been significant changes to the content of a module or programme, an Assessment Board may require a student (or a student may request) to re-take a module and/or its assessment prior to progression to a higher level. ASSESSMENTS LEADING TO A NAMED AWARD AND DISTINCTION 31. The Programme Regulations for each award will specify assessment elements in which a candidate must normally satisfy the Assessors in order to be recommended for that award. 9

11 32. When the Assessment Board is satisfied that a candidate has shown special merit in assessment at the first diet, it may recommend that the award be granted 'with Distinction'. The Assessment Board shall normally recommend that an award be granted 'with Distinction' to a candidate who has passed all elements and achieved an overall average of 70% or more and no mark below 55% in any module included in the calculation for distinction. Additionally, in the case of postgraduate awards which have a project/dissertation component, a minimum mark of 70% will be required in the project/dissertation module for the award with Distinction 9. Distinction can only be awarded where a candidate has passed all modules, included in the calculation for distinction, at the first attempt. In addition, candidates must achieve passes at first attempt in all modules at the level where distinction is being considered. Where in the judgement of an Assessment Board the mark of an individual module has the potential to unjustly skew the overall outcome in terms of the award of distinction, the provisions set out in Appendix 3 in relation to the normalisation of marks should be applied. This will most commonly occur in professional and clinical modules governed by PSB requirements. 33. For the purposes for calculating an award with distinction, all calculations shall be based on a candidate's performance in their first attempt at all modules. i. Distinction in the Certificate of Higher Education A student can be awarded a Certificate of Higher Education with 120 credit points of which a minimum of 90 must be at SHE1. The award with Distinction will be granted on the basis of all 120-credit points. ii. Distinction in the Diploma of Higher Education A student can be awarded a Diploma of Higher Education with 240 credit points of which a minimum of 90 must be at SHE2. The award with Distinction will be granted on the basis of the 90 SHE2-credit points and the best 30 credit points of the remainder. In the case of a student who has passed five twenty credit SHE2 modules, distinction will be granted on the basis of the 100 SHE2-credit points and the best 20 credit points of the remainder. iii. Distinction in the Bachelors Degree A student can be awarded a Bachelors degree with 360 credit points of which a minimum of 60 must be at SHE3. The award with Distinction will be granted on the basis of the best 90 SHE3-credit points and the remaining best 30 credit points at SHE2 or above. A student cannot be awarded the Bachelors degree with distinction unless they have passed at least 90 credit points at level SHE3. iv. Distinction in the Graduate Certificate A student can be awarded a Graduate Certificate with 60 credits at a minimum of SHE3. The award with Distinction will be granted on the basis of all 60-credit points. v. Distinction in the Graduate Diploma A student can be awarded a Graduate Diploma with 120 credits at a minimum of SHE3. The award with Distinction will be granted on the basis of all 120-credit points 9 Examples of distinction are shown in appendix 4. 10

12 vi. vii. viii. ix. Distinction in the Postgraduate Certificate A student can be awarded a Postgraduate Certificate with 60 credits of which 40 are at a minimum of SHEM. The award with distinction will be granted on the basis of all 60-credit points. Distinction in the Postgraduate Diploma A student can be awarded a Postgraduate Diploma with 120 credits of which 90 are at a minimum of SHEM. The award with distinction will be granted on the basis of all 120-credit points. Distinction in the Masters Degree A student can be awarded a Masters Degree with 180 credits of which 150 are at a minimum of SHEM. The award with distinction will be granted on the basis of all 180-credit points. Distinction in a Masters Degree (following an integrated programme from undergraduate to masters level study) A student can be awarded such a degree with 600 credits of which a minimum of 120-credit points must be at SHEM. The award with distinction will be on the basis of the 120-SHEM credit points. x. Distinction in CPD awards The award with distinction will be granted on the basis of the 20 credits points awarded. HONOURS AWARDS The following Honours classification scheme should be applied to all programmes except where another scheme has been approved at Programme approval/review or by the Exceptions Committee. 34. A student can be awarded a Bachelors degree with Honours with 480 credit points of which a minimum of 90 are at SHEH. The award "with Honours" will be granted on the basis of the best 180 SHEH and SHE3 credits, of which a minimum of 90 must be at SHEH. A Dissertation/Project must be included For direct entrants to level 4 only, the award "with Honours" will be granted on the basis of the best 90 SHEH level credits plus the next best 30 level credits at SHE3 or above. 36. At any level, credit at a higher level may substitute for the minimum credit required at that level A 40% pass mark for the module will be used in the calculation for Honours Classification where the module has been passed at a second or subsequent attempt. Where a mark for a module achieved at a second or subsequent attempt must be used in the calculation for Honours classification, a classification no higher than a lower second class will be awarded, subject to the discretion of the Assessment Board (see also appendix 4). 38. The Programme Regulations will specify the criteria to be achieved for a candidate to qualify for any particular Honours classification using the following overall average marks as a guide in the first instance: First Class Honours > = 70% Second Class (upper division) Honours 60-69% Second Class (lower division) Honours 50-59% Third Class Honours 40-49% 10 School-based generic degrees may award a degree with Honours without the inclusion of a dissertation/project. 11 Refer to the Glasgow Caledonian University Qualifications Framework (page 4) 11

13 Where in the judgement of an Assessment Board the mark of an individual module has the potential to unjustly skew the overall outcome in terms of Honours Classification, the provisions set out in Appendix 3 in relation to the normalisation of marks should be applied. This will most commonly occur in professional and clinical modules governed by PSB requirements. 39. Classification of Honours will be recommended on the basis of the overall average mark. In no circumstance can the classification produced by the overall average mark be downgraded. 40. Profiling 12 The overall average mark will always take precedence in determining an Honours classification. However where the overall average is within 3% of attaining the 50%, 60% and 70% boundaries (i.e %, 57-59%, 67-69%), the Assessment Board must also take into account how a candidate s 180 credit points profiles at Honours (or Honours profile at level 4, where appropriate) to establish if they are eligible for a raised classification. 41. Classification of an Honours award in terms of the profile of an individual's performance can be determined with each module being marked in accordance with the following scheme: First class % Second class (upper division) 60-69% Second class (lower division) 50-59% Third class 40-49% Failure below 40% Honours Classification profiling based on best 180 credit points at levels SHEH and SHE3 Assuming the assessment of an Honours candidate is based on the equivalent of nine modules, to attain a particular class of degree (first, upper second (2i), lower second (2ii), third) a candidate should normally: i. have reached that standard or higher in 120 of the 180 credit points ii. have a performance in no more than 30 credit points which is more than one division below that standard iii. have attained a pass mark in all modules. Honours Classification profiling for programmes considering performance in Level 4 modules only Assuming the assessment of an Honours candidate is based on the best 90 SHEH credits and the next best 30 credits at SHE3 or above, to attain a particular class of degree (first, upper second (2i), lower second (2ii), third) a candidate should normally: i ii have reached that standard or higher in a minimum of four modules have a performance in no more than 20 credit points which is more than one division below that standard iii have attained a pass mark in all modules. Students who have been compensated cannot obtain a first class honours degree on the basis of profile. 42. In addition to the average marks and profile it may be necessary, in the case of a student whose performance is close to a particular band, to view that student's performance in any or all of the following before reaching a final decision: i. each element of the final assessments 12 Examples of profiling are shown in Appendix 4 12

14 ii. the student s complete undergraduate performance iii. an oral assessment 43. On the above basis an individual student may be recommended for inclusion in a higher band but may not be downgraded to a lower band than has been recommended on the basis of their overall assessment results. 44. Where appropriate, oral assessments for Honours candidates shall be arranged under the aegis of the Assessment Board. In such circumstances it is recommended that an informal meeting of the relevant Module Leaders prepare a list of borderline and other students to be assessed orally by the External Examiners, who must be consulted before the final list is agreed. Oral assessments must be arranged in sufficient time to allow the External Examiners to provide a considered assessment at the formal meeting of the Assessment Board. 45. Oral assessments of Honours students may be beneficial to External Examiners in assisting them to confirm: i. the overall standard of the students is comparable to that of other institutions ii. the classification awarded to individual students 46. An Assessment Board and the External Examiners must be satisfied that the overall performance of the student justifies the category of award given. 47. A candidate allowed to re-enter an Honours assessment may, where appropriate, be offered an unclassified degree; the candidate may choose not to accept the unclassified degree but, if the degree is accepted, the candidate will not thereafter be eligible to re-enter the assessment for the Honours degree as part of a continuous programme. POSTGRADUATE AWARDS 48. Postgraduate Assessment Boards will meet after the Trimester B examinations to review student performance to that point. 49. Oral assessments 13 for postgraduate awards may be arranged with the approval of the Assessment Board. In such circumstances it is recommended that an informal meeting of the relevant internal assessors prepare a list of borderline and other students to be assessed orally by the External Examiners, who must be consulted before the final list is agreed. Oral assessments must be arranged in sufficient time to allow the External Examiners to provide a considered assessment at the formal meeting of the Assessment Board. Oral assessments for postgraduate awards may be beneficial to External Examiners in assisting them to confirm: i. the overall standard of the students is comparable to that of other institutions ii. the award of distinction to individual students NULLIFICATION OF THE RESULTS OF ASSESSMENT OF A SINGLE MODULE AT H AND M LEVEL 13 On the basis of an oral assessment an individual student may be recommended for an award or an award with distinction. The oral may not be used to downgrade the performance which the student has attained in other elements of assessment except in cases of suspected academic irregularity (see appendix 7). 13

15 50. In exceptional circumstances at Honours Degree and Masters level, with the exception of modules specified as in paragraph 18 above in relation to Professional and Statutory Body requirements, where in the view of the Assessment Board, (fully supported by the External Examiners), circumstances prevail whereby the overall performance of a majority of candidates in one module is clearly and obviously out of line with the overall performance of the students throughout the Programme, the Assessment Board, at its discretion, may nullify the results of that module for the purposes of calculating the final outcome of the students assessments. In such circumstances, a final pass will be recorded on the student record and the students will be credited with the credit points to be accrued from that module for final award purposes. Such actions MUST be fully minuted, with a clear rationale for the action included within the minute. The Chair of the Assessment Board and the External Examiners will also be required to sign an assent form which clearly indicates that they fully concur with this action. The minute and the assent form will be drawn to the attention of the next meeting of the Learning and Teaching Subcommittee which will require to satisfy itself as to the circumstances underlying this action, to take such follow up action as is deemed appropriate and report the matter to Senate accordingly through the Academic Policy Committee. For the purposes of the determination of distinction (or honours classification based on level 4 modules only), the average mark of the remaining modules should be substituted for the mark of the nulled module in all calculations. In the case of an Honours classification based on the best 180 credits at SHEH and SHE3, the average mark will determined by the best remaining 160 credits (assuming the nulled module to be worth 20 credits). CONFERMENT OF UNIVERSITY AWARDS 51. University awards will only be conferred on students who are exiting the University with an appropriate number of credit points or who have successfully completed their programme of study. Once an award has been conferred and the student graduated, the student may not re-enter that programme for any further award as a part of a continuous programme of study. A student may, however, re-enter the University using their Exit Award as an entry qualification for a programme of study leading to a higher award. Such re-entry will be deemed to be as entry to a separate and distinct programme of study and cannot be considered as the continuation of a previous programme of study. For academic purposes, such re-entry can be construed as building upon a previous programme of study. The issuing of University awards shall be subject to such procedures as the Senate may approve from time to time and to the payment of such fees as the University Court may from time to time determine. ADDITIONAL ASSESSMENTS 52. In special circumstances or where a candidate is unable to satisfy the relevant Assessment Board in course work, laboratory work, formal exams or other work assessed during a module, the Assessment Board may require a student to present him/herself for oral, practical or other additional assessments at any stage of the programme. In situations where a formal examination has been declared invalid, for whatever reason, an Assessment Board may require a candidate or candidates to present themselves for an alternative assessment. The results of such assessments may be used by Assessment Boards to supplement assessed course work and other formal assessments. VALID REASONS FOR POOR PERFORMANCE AT ANY LEVEL AND AEGROTAT AWARDS 53. If it is established to the satisfaction of the Assessment Board that a student's absence, failure to submit work or poor performance in all or part of the assessment was due to illness/personal difficulties or other cause found valid on presentation of acceptable evidence, the Assessment Board shall act in accordance with the provisions set out in paragraphs 56, 57, 58 and Appendix 6 (Consideration of Mitigating Circumstances). Where the assessment forms part of the final stage assessment for an award, the Assessment Board will allow a student to take the whole or part of the assessment, whichever is appropriate, as a first attempt. 14

16 This assessment shall be within two years of the original assessment. If an assessment affected by illness/personal difficulties was itself a second attempt, the student will be allowed to resit as a second attempt and so on. However, where the Assessment Board is satisfied that there is sufficient evidence of the student's achievement or this evidence is subsequently obtained, a student may be recommended for the award for which they are a candidate with or without honours classification or distinction, as appropriate. In order to reach a decision, the Assessment Board may assess the candidate by whatever means it considers appropriate. It is important that the academic judgement for any decision is clearly recorded in the minutes of the Assessment Board and this regulation would only be expected to be used by Assessment Boards in exceptional circumstances. In situations where the Assessment Board decision takes cognisance of Mitigating Circumstances and a pass is awarded in a particular module, no mark should be recorded but a symbol i.e. "P" representing a pass from the Assessment Board based on the Mitigating Circumstances, will be recorded in the student's record and transcript. Once again it is important that the academic judgement for any decision is clearly recorded in the minutes of the Assessment Board. 54. Where a student has had first and/or second diet attempts discounted by an Assessment Board due to Mitigating Circumstances at its resit board meeting, the Assessment Board should consider one of the following procedures in order of sequence (i.e. iv should only be used after options i), ii) and iii) have been thoroughly considered): i) a pass after considering the evidence (see also Appendix 6, paragraphs 6.6 and 6.7) ii) the use of compensation (paragraphs 11-19); iii) the use of carrying (paragraph 24); iv) the use of a special diet of examination in the session in which the first and/or second diet attempts were discounted (see Appendix 6). This option should only be considered where progression or award is dependent upon performance in one module or two half modules only, i.e. 20 credit points. 55. Where there is insufficient evidence to determine the recommendation for an award under paragraph 53 but the Assessment Board is nevertheless satisfied that the student would have qualified for the award for which they were a candidate had it not been for illness/personal difficulties or other cause, the aegrotat award may be recommended, e.g.: - Aegrotat Certificate of Higher Education - Aegrotat Diploma of Higher Education - Aegrotat Degree - Aegrotat Honours Degree - Aegrotat Postgraduate Certificate - Aegrotat Postgraduate Diploma - Aegrotat Masters Degree Such an award should be recommended only exceptionally and normally in circumstances where reassessment within an acceptable timescale would not be possible for the candidate concerned. 56. Before a recommendation of the Assessment Board is confirmed under paragraph 53 or 55, the student must have signified that he/she is willing to accept the award (53) or the aegrotat award (55). 15

17 WITHDRAWAL 57. A postgraduate student who has failed to satisfy the Assessors after second diet results have been determined will normally be required to withdraw from the programme. 58. An Assessment Board may require an undergraduate student to withdraw from the programme provided that: i) either the candidate has, on a previous occasion, failed to progress normally ii) and/or the Board is fully satisfied, both on the basis of assessment evidence and of tutors' reports, that the student concerned would be unable to benefit from the programme *(Note: Assessment Board minutes must show whether (i) or (ii) or both have been applied - see also Appendix 3) 59. An Assessment Board may, exceptionally, require a candidate to withdraw from a programme after a first diet. The reasons for this must be clearly minuted. 60. In all instances where a candidate has been withdrawn from a programme, the student must be offered guidance, advice and support as to their future options. Such guidance, advice and support will normally be provided by the student s Academic Advisor or, where this is not possible, by another appropriate member of academic staff who is an officer of the programme concerned. STUDENTS NOTIFED BY THE FINANCE OFFICE AS DEBTORS 61. In cases where a School has received notification that a student owes outstanding debt to the University, marks and results will be withheld from the student concerned until the debt has been paid. All staff who have access to the results of assessment boards are asked to note that while marks are being withheld, no information of any kind pertaining to the decisions of the Board shall be provided to students either formally or informally. 14 REPLACEMENT MODULES SCHOOL BASED GENERIC AWARDS 62. Students, with the exception of international students currently registered at GCU on a Tier 4 visa (see 63 below), who require up to 40 credits for the completion of an exit award may transfer from their programme of study to the appropriate school-based generic award. It shall be a matter for the Assessment Board to decide at which point during any given student s ongoing attempts at completing a module that the student should be advised or required to transfer to a school-based generic award. Notwithstanding the provisions elsewhere in these assessment regulations, students who transfer to school-based generic awards and undertake replacement modules shall have up to four attempts permitted in that module at the discretion of the Assessment Board. Students who fail to complete a replacement module within the permitted number of attempts will not be permitted to undertake any further modules as a replacement for the module not completed and will be required to progress or exit, as appropriate, with such credit and awards as have been achieved. The normal regulations governing compensation shall be applied within school-based generic awards Students undertaking school-based generic awards shall be subject to the same regulations governing distinction and honours classification as all other students, excepting that replacement modules 14 Refer to the Credit Control and Debt Management Policy ( 16

18 passed as a first attempt shall not be subject to capping and may count towards distinction and honours classification. In the case of honours classification, the classification scheme to be applied shall be that applied within the programme from which the student transferred. 63. International students currently registered at GCU on a Tier 4 visa who have failed on their named programme of study, with a maximum of 40 credits outstanding, and who wish to exit with an undergraduate or postgraduate award of the University, should be appropriately advised of their options. These are: a. Returning to their home country to apply for a non-tier 4 visa (student visitor visa) that will allow them entry to the UK for a short period of time to undertake up to a maximum of 40 credits for the award of an appropriate school-based generic degree; b. The possibility that they may be able to access a module/s that can be undertaken via a distance learning mode from their home country. 17

19 APPENDICES TO THE REGULATIONS 18

20 ASSESSMENT BOARDS APPENDIX Assessment Boards are responsible to the University Senate. 1.2 For each named award within the Institution there will normally exist one Assessment Board. However, suites of closely related named awards may come within the jurisdiction of the same Assessment Board. 1.3 Module assessment is the responsibility of Schools. 1.4 Modules will have one member of the teaching staff of the University appointed as a Module Leader. 1.5 The Module Leader is responsible to the Executive Dean of School for the following: (a) The compilation of instruments of assessment, marking schedules and to stipulate, where appropriate, when candidates are permitted to use specified books, instruments including electronic calculators (specifying the type), notes or other materials or aids. All arrangements must be clearly documented and available for internal and external quality audits. Any arrangements made must provide for the following: i. That all assessment papers have the standard University front cover ii. That all assessment papers are moderated internally. iii. That each assessment paper for final stage 15 assessments and any other paper requested by the External Examiners be submitted to the appropriate External Examiner for moderation in consultation with the internal assessor(s) concerned. iv. that any disagreement between assessors arising out of moderation be reported to the Assessment Board for resolution. v. For each examination paper the Module Leader or appropriate specialist is present in the examination room at the commencement of the examination and remains present for a further 10 minutes to answer any legitimate questions from candidates. For those examinations in which the use of electronic calculators has been permitted, the Module Leader or the appropriate specialist may, at their discretion, undertake a random check of candidates electronic calculators. b) To determine the candidates' marks for modules and to ensure these marks are passed to the appropriate Assessment Board via the University Management Information System, a calendar of Assessment Board meetings will be published annually by 31 st October. The Module Leader must ensure that the marks (as specified below) are published at least three working days prior to the date of the Assessment Board. The Module Leader will ensure that: i. there is uniformity of marking across assessments by academic staff contributing to the module. ii. all borderline cases have been carefully considered and the mark given is, as near as possible, a true reflection of the student s performance. iii. all recommendations are accurate and reflect the marks and the number of attempts. 15 For the purposes of this document final stage assessments are those taken to obtain an exit award at level SHE3 and above. 19

21 iv. a record is kept of the extent to which the External Examiner has been involved and where the External Examiner has: confirmed the appropriateness of the assessment; confirmed the overall standard of the cohort by sampling appropriate scripts; scrutinised the assessments of borderline candidates; moderated all assessed work. c) Module Leaders will make provisional marks (which may be subject to change by the Assessment Board) available to students after the Trimester A assessment period. 1.6 The Composition of each Assessment Board 16 shall be as follows: Chair Programme Organiser The External Examiners Module Leaders Executive Dean of any School (or their nominee) that contributes modules to the programme Each Board will have a Clerk and Secretary 17 associated with it. Within each School, a pool of Assessment Board Chairs will be created from the Senior Staff of the School. Normally the pool within each School would consist of the Associate Deans Learning, Teaching and Quality, Heads of Department and Subject Leads. Subject Leads will only Chair Boards that are not in their own subject area. The Chair of Senate (or nominee from the University Executive) has the right to attend all Assessment Boards. In the case of the Schools which host the programme, the Chair and the Module Leaders from that School shall determine annually which Module Leaders shall be members of the Board. For other Schools, the Executive Dean and the Module Leader will determine who shall be members. Schools contributing modules to a programme must be represented at Assessment Boards. The Programme Board will confirm the membership of its associated Assessment Board at its first meeting of the academic year (such confirmation should be minuted). The confirmed membership will constitute those able to exercise a vote at the Assessment Board. Nominated substitutes of members will be able to exercise a vote. Assessment Boards must have at least 70% of the confirmed members present at the Board. 1.7 Candidates' academic advisors, if not members of the Assessment Board, may, if appropriate, be invited to attend any meetings of the Board at which assessment results are to be considered. They may not, however, exercise a vote in their capacity as academic advisor. 1.8 A student counsellor or the Students Association Welfare Advisor may, if appropriate, be invited to attend any meetings of the Assessment Board at which assessment results of students whom they have counselled are to be considered. They may advise the Assessment Board but may not exercise a vote. 16 In the case of collaborative programmes, the composition of Assessment Boards will be defined during the approval process. 17 The Secretary will be either from the Student Administration Services, Governance and Quality or be a Head of School Administration or an Assistant Head of School Administration who is independent of the assessment process. All secretaries must have had appropriate training. 20