Best Practice. Administration in. Higher & Further Education Institutions. First Edition August for Examination

Transcription

1 Best Practice for Examination Administration in Higher & Further Education Institutions First Edition August 2008 Published by: The Examination Administrators Forum

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3 iindex Preface 2 The concept of best practice 2 Approach and focus 3 Acknowledgement 4 Definition of Terminology 5 1. Focus Area 1: Organisation and policies Organisation fit, structure and responsibilities Staffing Designations and career path Profile: Knowledge & Skills Accountability and responsibilities: Examination administration & faculties Institutional policies and regulations Compilation and publication Institutional policies and regulations for students Checklist Institutional policies and regulations for staff Checklist Focus Area 2: Planning and Preceding Processes Inputs to the institution s academic calendar Planning of the examination operational processes Examination timetable Planning of the logistics Communication Recording of full period / continuous assessment (ca) marks Appointment of Examiners and Moderators Setting, submission and administration of examination papers Post-graduate procedure Focus Area 3: The Examination Process Copying of papers and security Invigilators and their role in an examination session Examination fraud Admission to examinations Communication during the examination process Distribution of scripts Focus Area 4: The Results Process & Study Records Administration Submission of marked scripts and examination marks External examination and moderation Final approval of marks Publication of marks Supplementary and special examinations Role of the Examination Administration Department at Graduation 33 First Edition August 2008

4 Preface pa first workshop was held in Pretoria on 29 and 30 June 2006 with the objective to define best practice for examination administration in Higher and Further Education Institutions. Integrated Tertiary Software (Pty) Ltd (ITS) presented the workshop, which was attended by 86 delegates representing 19 higher and further education institutions from Southern Africa. The result of this workshop was a draft document that reflected the best practice processes for examination administration in Higher and Further Education Institutions as defined in the workshop. As there were a number of issues that could not be finalized in the first workshop, a follow-up workshop was held near the OR Tambo International Airport on 11 October 2007 to indentify and address these issues and to formulate a consensual view of best practice for examination administration. This follow-up workshop was also presented by ITS and was attended by 50 delegates representing 17 Higher Education Institutions from Southern Africa. All the institutions represented in the two abovementioned workshops are acknowledged in the list below. At the end of the 2007 workshop, the delegates decided to establish a permanent forum for examination administrators in Higher and Further Education Institutions. This forum would then oversee the publication of the best practice document and would also be responsible for the review of this document from time to time to keep it aligned with the latest developments in examination administration. The concept of best practice is defined as: The formulation of key process steps and or events (strategies and tactics) and sub-steps in an organized, structured and chronological order as they take place in practice. The description of the events is clear and simple to understand by all levels of staff working in the particular function. Defined and formulated best practice should: set benchmarks which institutions strive to accomplish; implement practices that work, rather than theoretical models and prescribed text; be the leading practice that works best for a particular individual process, rather than an overall performance at one institution; be dynamic; and be reviewed from time to time to incorporate the latest implemented best practices 2 Best practice for Examination Administration in Higher & Further Education Institutions

5 Approach and focus It was decided during the two workshops that this best practice would focus on the processes of the administration of the assessments of students, examinations conducted and marks obtained. The intention was never to address the format and the educational or pedagogic merits of assessments and examinations. These are best left to the education specialists. However, the keynote speaker at the 2006 workshop, Dr. Rinelle Evans from the School of Teacher Training, Faculty of Education, University of Pretoria, pointed out that many institutions should review their traditional and sometimes outdated methods of assessing students and align them with new approaches of assessment and learning outcomes. It is therefore important that supporting examination administration procedures are sufficiently flexible to accommodate these new formats. An example that she mentioned was the assessment process where the student is required to build up a portfolio of work during the course of the study period, and that this portfolio is assessed by the lecturer to establish whether the student meets the required learning outcomes or has acquired the required level of competency. Emphasis is increasingly moving towards a final assessment in the form of a practical illustration by the student of the competencies acquired, rather than the traditional method of writing a 3-hour examination. Other challenges faced by examination administrators were also discussed and debated during the workshop. Some of the more important challenges were: The ever increasing student numbers at Higher Education Institutions presents the examination administrator with a complicated scheduling process that needs to provide examiners and markers, as well as moderators, sufficient time for marking papers to meet the deadlines set by the institution for the submission and publication of marks. During the study period, lecturers assess students continuously in various formats, including events such as class or semester tests. These continuous assessments and the marks obtained contribute, on average, a weight of 50% towards the final mark. This process takes place within faculties and largely under the control of the lecturer, and there are no stringent procedures of security controls that apply. Yet, when it comes to the final examination, there are the strictest centralized controls and security measures over the submission and safeguarding of examination papers, invigilation and distribution of scripts. In fact the First Edition August

6 institutional audits performed by the Higher Education Quality Committee (HEQC) of the Council on Higher Education (CHE) in South Africa emphasize the security measures during examinations to ensure the authentication of the process. The right of a student to write an examination and the subsequent right to be informed of the mark obtained, versus the right of an institution to either block the student from writing the examination or releasing the results, due to unpaid study fees. This point will probably be an ongoing debate until tested in a legal proceeding. Acknowledgement The following institutions, which were represented at the workshops by staff members from the Academic and Examination Administration functions, are recognised for their contribution to the compilation of this document: Cape Peninsula University of Technology Durban University of Technology Nelson Mandela Metropolitan University Northlink College for FET North-West University Polytechnic of Namibia Rhodes University University of Botswana University of Fort Hare University of the Free State University of Johannesburg University of Kwazulu-Natal University of Limpopo University of Namibia University of Pretoria University of Swaziland University of the Western Cape University of Venda University of Zululand Vaal University of Technology Walter Sisulu University Integrated Tertiary Software (Pty) Ltd for initiating and presenting the workshops and Mr Peet du Plessis from ITS who compiled the first draft of the best practice document and who revised it for final publication after the second workshop. 4 Best practice for Examination Administration in Higher & Further Education Institutions

7 Definition of terminology The following definitions of terms used in this document were compiled from submissions by institutions represented at the workshop, but it was evident from the workshop sessions that institutions differ in the use and interpretation of the terminology used in the examination administration function. The following glossary of terms is therefore not presented as a comprehensive list of terminologies used worldwide in institutions of higher learning, but rather an attempt to describe the general terms used in the compilation of this best practice document. Aegrotat examination: Ancillary examination: Assessment: Assessor: Bona fide student: Credits: An examination granted by the dean to a candidate who was prohibited from writing the main examination through illness, death in the family or similar special circumstances. After an examination, the examiner may summon a student/ learner for an ancillary examination on particular aspects of the work in a module, with a view to awarding a final examination mark. Evaluation of a learner/student s achievement of the learning outcomes of a module, whereas such assessment can be in the form of practical work, assignments, on-line, written or oral examinations. The person who has been accredited to assess or evaluate the learning outcomes resulting from an assessment of a student for a specific module or field of learning. A student who has met the general entrance requirements of the University and specific entrance requirements for the qualification that s/he has registered for full-time or part-time, whereas such registration is approved and recorded by the institution, and such student actively partakes in the academic activities required of the qualification. For the purpose of this document the terms student and learner are deemed synonymous. The relative value of modules, where each credit represents a quantified measure, (e.g. x number of notional hours spent by a learner/student) towards completing a module, course or qualification. Continuous assessment mark: The mark that a student obtains for course work, assignments, tests and other forms of assessment during the period of study for a particular module, whereas this mark carries a certain weight towards the full period mark Course: A programme of study or training in a particular field that leads to a qualification. First Edition August

8 Curriculum: Examination: Examination mark: Examiner: External examiner: Final mark: Full period mark: Head of Department: Internal examiner: Main examination: Marking memorandum: The collective aggregation of all those modules/courses in the various subjects, which together are required to be completed as prescribed in the rules in order to comply with the requirements of the qualification. The act of examining a candidate s knowledge by means of written, on-line, oral or practical assessments at the end of the prescribed study period, including any ensuing supplementary or special examination. The mark obtained by a student and awarded by the examiner in a particular examination. The person who is appointed by the institution, usually from the full-time lecturing staff, to set an examination paper for a specific module and compile a marking memorandum for such a paper, and to mark all the scripts of the candidates who sat the examination. A person of high academic standing who could be a fulltime academic employee of the institution, or from another institution, who is appointed to evaluate the academic level of examination and to audit the marking process and check the fairness of marks awarded by the examiner. S/he is normally required to mark a particular sample of scripts. The mark obtained at the end of each completed module, the composition and computation of which is determined by the rules for that particular programme. The general rule is that the final mark is a combination of the semester/year mark, also referred to as the full period mark, and the examination mark. The mark that a student obtains for various continuous assessment interventions (see definition for continuous assessment mark) during the period of study, which carries a particular weight towards the final mark. A person who heads an academic department at the institution, abbreviated in this document as HoD. Similar to examiner, and will normally be the person who lectures at the institution in the subject for which s/he is appointed as examiner. The examination that is scheduled at the end of the prescribed study period, normally each semester, which gives a student his/her first opportunity to be examined in a module that was offered in the preceding study period or semester. A detailed written explanation of the solutions to the questions in the paper and the proposed allocation of marks to each question 6 Best practice for Examination Administration in Higher & Further Education Institutions

9 Moderator: Module: On-line examination: Programme: Programme leader: Proof of participation: Qualification: Re-calculation: or section thereof. In essay type questions the memorandum can take the form of an assessment guide. A person of high academic standing, whether on the permanent staff of the institution (internal) or not (external), who has not been involved in the teaching of the module concerned, and who has not given any guidance to a post-graduate student on the module concerned, and who is responsible for establishing the extent to which the required outcomes have been achieved, and further to evaluate the academic standard of the assessment. In general the moderator does not have any examining responsibility. A coherent, self-contained unit of learning, which is designed to achieve a set of specific learning outcomes that are assessed within that unit and allocated period of learning and which is the smallest unit for which a final mark is entered in the study record. An examination that is taken by a student through the medium of an ed examination where a computerised programme requires selection of answers by the candidate, and once completed, the mark obtained is ed back to the institution. A structured set of learning outcomes, which usually comprises a combination of modules to be completed within a course of study to fulfil the requirements for a specific qualification. In this document the term qualification is synonymous to programme. A staff member from the academic personnel who is appointed to take responsibility for a particular programme regarding its content, curriculum, presentation and assessment. A student may be exempted from writing an examination in a particular module provided that s/he has met certain specified participation requirements, e.g. assignments, practical sessions, etc. in order to be awarded a pass mark for the module. The end product after all the modules/courses in the particular curriculum of the degree or diploma have been passed. In this document the term qualification is synonymous to programme. A student may, in terms of the general rules of the particular institution, apply for the re-calculation of the mark awarded for an examination, which merely requires an arithmetical check of the correctness of the calculation of the mark awarded in the script by the examiner. First Edition August

10 Re-mark: SAQA: Semester mark : Senate: Special examinations: Supplementary assessment: Supplementary examinations: Year mark: A student may, in terms of the general rules of the particular institution, apply for a re-mark of his/her examination script, which requires from the examiner (or the external examiner) to re-evaluate the entire script and, if applicable, award a revised mark. The South African Qualifications Authority, the body responsible for overseeing the development and implementation of the National Qualifications Framework, established in terms of the SAQA Act no. 58 of The mark obtained by a candidate during a semester (or year mark if the course spans an academic year) in a particular module in respect of assignments, class tests, class performance, practical work or other forms of formative assessments for the module. It is the same as full period mark, where the period has the duration of a semester. The highest academic structure of decision making of a university, and also includes any unit or person to whom the authority and/or powers in a specified area have been delegated by Senate. Note that in the case of FET Colleges, the equivalent body of authority should be referred to. Examination opportunities that are granted to a student under special circumstances according to the stipulations of each individual institution s regulations, e.g. a student who requires only a limited number of modules to complete his/her degree. Common examples are the Chancellor s examination, Dean s examination, or other extraordinary circumstances. An extension of the initial work or examination, which is normally granted to a borderline student who only needs a pass mark in the particular module to complete the qualification. Examinations that are scheduled after the results of the main examination have been published. Candidates who obtained a predetermined sub-minimum mark, but did not obtain a pass mark for the module, may then be admitted to write a supplementary examination. The mark obtained by a candidate during a year in a particular module in respect of assignments, class tests, class performance, practical work or other forms of formative assessments for the module. It is the same as full period mark, where the period has the duration of a year. 8 Best practice for Examination Administration in Higher & Further Education Institutions

11 1Focus area 1: Organisation and Policies 1.1 Organisation fit, structure and responsibilities The overall function of examination administration needs to be centrally coordinated to ensure a uniform standard of administration and application of institutional examination policies, procedures and regulations. Best practice is therefore that the overall responsibility of examination administration remains within the centralised academic administration function of the institution. Note: Although the vast majority of institutions represented at the workshop follow the above-mentioned centralised structure, the University of Pretoria (UP) has a decentralised structure, where each faculty administers and conducts its examinations within the faculty, with limited centralised responsibilities. Although this model presents certain advantages and therefore also certain best practices, UP was the only institution at the workshop where this model is followed, and in terms of the best practice concept, it is about the leading practice that works best for a particular individual process, rather than an overall performance at one institution. It was also agreed that the implementation of such a decentralised structure at UP required major buy-in from the academic staff. The size of the faculty with its administrative support is also a determining factor when decentralising examination administration Based on the centralised structure referred to in par , the following diagram represents an example of such a structure with the specific reporting lines: Vice-Chancellor / Rector /Principal Vice-Principal / Registrar / Director: Academic Administration Head: Examination Administration First Edition August

12 In this example, the structure clearly depicts a direct line of reporting for the Head: Examination Administration to the Vice-Principal/Registrar/Director: Academic Administration. There are usually various other academic administration function heads who also report to the Registrar/Director: Academic Administration The responsibilities of the Head: Examination Administration include the following: i) Initiating and maintaining institutional policies that regulate the examination administration function. (see par. 1.6 below). ii) Compiling and maintaining the general examination regulations and rules in line with institutional policies, as approved by Senate and published in the institution s yearbook/calendar. iii) Ensuring that faculty specific or programme specific regulations and rules that are published in faculty brochures, do not contradict the institutional policies and overall examination regulations and rules. iv) Compilation and publishing of the central examination timetable, based on data collected from the information system and inputs from faculties. v) Provision and reservation of appropriate examination venues aligned to the examination timetable and the assigning of invigilators accordingly. vi) Overseeing the process of submission, security and flow of examination papers. vii) Acquisition and provision of all examination materials required, as well as the production/ printing of the examination papers. viii) Overseeing the flow of examination scripts after an examination, i.e. distribution to examiners, external examiners, etc. until the storage of scripts for access purposes. ix) Taking custodianship of the completeness and accuracy of all marks data recorded on the study record of the student. x) Overseeing the process of publication and release of final marks, and dealing with administrative queries from students regarding their released marks. xi) Providing information to faculties to identify students who have completed their qualification, and to verify this information before the student is included on the list of graduates. xii) Responsible for all the underlying administrative processes, as well as the organisational aspects of the graduation ceremonies, which could include the finalisation of the graduates list, list of all invitees, guest list, ceremony programme, venue, seating allocation, recording of graduation certificates issued, etc. 1.2 Staffing Due to the cyclic nature of the examination administration function, the resource capacity needs to be carefully planned. The planning is affected by a certain fixed element of work to be performed, and a number of variables, e.g. student numbers, number of qualifications/ programmes offered and examinations to be scheduled, number of administrative 10 Best practice for Examination Administration in Higher & Further Education Institutions

13 queries handled after release of marks, extent of involvement of the lecturing staff in processes such as electronic submission of examination papers and marking memoranda, invigilation, etc. and the extent of centralisation or decentralisation. Best practice is deemed to work according to a quantifiable formula based on the abovementioned fixed and variable elements of work to determine the resource capacity for the Examination Administration Department The number of levels of posts in the Examination Administration Department will be aligned to the number of posts. It is best practice that there is a position of Head: Examination Administration and that this person takes responsibility for the operational management of this department. It is also sound management practice that there is a staff member identified in this department who can take over the responsibility of managing the department in the absence of the Head: Examination Administration. The latest in management best practice is to limit the number of post levels in an organisation -- ideally there should not be more than three to four levels in the department (refer par. 1.3). 1.3 Designations and career path The following are the most generally used designations for the various promotional post levels in the function of examination administration. It is best practice that a promotion from one post level to the next is accompanied by an enrichment of the post and increased responsibilities, as well as a required higher level of skills and experience. Head: Examination Administration Senior Examination Administrative Officer Examination Administrative Officer Administrative Assistant: Examination Administration 1.4 Profile: Knowledge & skills For each post level in examination administration, the knowledge, skills and qualification requirements will obviously be different. However, the following general requirements of staff in the examination administration function are in accordance with best practice: A good working knowledge of the following is required: The higher and further education environment First Edition August

14 Legislation that pertains to higher education Institutional policies, regulations and procedures Department of Education policies, regulations and requirements SAQA and the NQF Institutional governance Academic calendar and timetabling Management information system The following skills are required: Interpersonal Spoken and written communication Organisational Computer literacy Ability to work against deadlines Accuracy 1.5 Accountability and responsibilities: Examination administration & faculties Due to the close involvement between the Examination Administration Department and the faculties, it is best practice to ensure that these responsibilities and accountability are clearly defined. In line with the responsibilities assigned to the Head: Examination Administration in par above, the following is identified: Faculties are accountable and responsible for the academic process of setting examination papers and memoranda and to submit them according to the pre-determined dates to the Examination Administration Department This department is accountable and responsible for all the administrative and logistical processes of the examinations It is also accountable for accurate and complete information on students study records and for supplying this information to the faculties Faculties remain accountable for the degrees, diplomas and certificates that are issued in the name of the institution, and should therefore ensure that a student has indeed met the requirements of the qualification to be conferred at the graduation ceremony, before informing the Examination Administration Department accordingly The Examination Administration Department is responsible for the administrative processes to verify the study records and to produce the hard copy certificate of the qualification Due to the contractual relationship between the institution and the student, there is a dual responsibility by both the faculty and the Examination Administration Department to conform to the stipulations of this contract. This entails that: 12 Best practice for Examination Administration in Higher & Further Education Institutions

15 i) The graduation ceremony is a statutory meeting of the institution s congregation as stipulated by statute, and as such the institution and its faculties may not refuse the participation at this ceremony to a student who has successfully met all the requirements of the qualification to be conferred to him/her. ii) The Examination Administration Department may refuse entry to an examination and/or withhold the results that a student obtained in a final examination, due to outstanding tuition fees, until outstanding tuition fees are paid or if the candidate has made acceptable arrangements with the institution s student fees section. iii) Candidates must sign the examination rules and regulations of the institution as published in the yearbook, before the commencement of an examination session. As these points above could have legal implications for an institution, it is best practice that the Examination Administration Department obtains legal advice where necessary to ensure that the institution is protected against possible legal action. It is therefore also best practice that the Examination Administration Department ensures that the institution s policies and procedures, as published in the institution s yearbook, are formulated in such a way that they will be able to stand as valid stipulation of the contractual agreement with the student in a court of law. Note: It is standard practice at many institutions that the signatures on the registration form of a student, or his/her legal guardian in the case of a minor, and an authorised representative of the institution, constitutes the contractual agreement between the institution and the student. On the registration form a stipulation must be included that the student has read, and accepts the policies, rules and regulations as published in the institution s yearbook/calendar. It will therefore be deemed as constituting part of the contractual agreement, provided that the institution has taken all reasonable steps to ensure that all students registering at the institution have had free access to the published rules and regulations. 1.6 Institutional policies and regulations Compilation and publication There are a number of policies and regulations that govern the institution s examination process. Although the approval of these policies and regulations remain with the institution s Senate or Council, it is the Examination Administration Department s responsibility to make the necessary inputs in the formulation of such policies and regulations and to maintain them in order to remain in line with national and international best practices The Examination Administration Department also acts as a watchdog to ensure that these policies and regulations are communicated and adhered to throughout the First Edition August

16 institution. All policies and related regulations pertaining to students (see par. 1.7) must be in writing and published in the institution s yearbook/calendar, which in turn must be made available to all students and staff of the institution, and to prospective students and the general public on request. Although it is also good practice to publish policies and regulations on the institution s web site, it should not be the only means of publication There are internal policies and regulations that apply to the institution s employees (both full-time and part-time) and their responsibilities in respect of the examination process (see par. 1.8). These employees should have an employment contract with the institution which stipulates that the employee must adhere to the institutional policies and regulations that govern examinations, and which also specifies his/her duties, as for example, examiner or external examiner. These specific policies and regulations are not published in the institution s yearbook/calendar as it is not necessary for students and/or the public to have insight thereto Faculty and/or course specific regulations must also be published in the faculty or course brochures, which must be made available to all students and staff. The Examination Administration Department must ensure that faculty and/or course specific regulations do not contradict the institutional policies and general regulations for examinations. 1.7 Institutional policies and regulations for students Checklist The following institutional policies and related regulations were identified at the workshop as a generally comprehensive, though not exhaustive, list that applies to the examination function. It is deemed as best practice that an institution should use this list as a checklist to evaluate its own policies and regulations Examinations/Assessment policy for graduate studies This policy should address aspects such as: i) Assessment formats, e.g. written examinations, oral examinations, tests, essays, portfolios of work, assignments, practical/laboratory sessions, etc. ii) Examination entry requirements, e.g. minimum full period or continuous assessment (ca) mark, minimum lecture/laboratory session attendance, etc. iii) Minimum (sub-minimum) examination mark required. iv) Pass requirements for a subject/module/programme, e.g. final mark of at least 50%. v) Distinction mark, e.g. final mark of at least 75% Supplementary examinations policy This policy should address aspects such as: i) When a student qualifies for a supplementary examination, e.g. a final mark of between 40% and 49% has been obtained. ii) Pass requirements for supplementary examinations. iii) When the supplementary examinations will take place. 14 Best practice for Examination Administration in Higher & Further Education Institutions

17 1.7.3 Special/ancillary/aegrotat examinations policy This policy should address aspects such as: i) Stating when a student will be granted such an examination and when it will take place. ii) Informing the student of what s/he needs to submit, e.g. sick note, etc. iii) Applying this policy as a measure to assist a final year student who may only need a few percentage points in one or two modules to complete his/her qualification. Note: Only a few institutions have implemented a system of two examination events or examination opportunities for every module/subject, whereby a student, who for whatever reason, misses the first opportunity may then take the second opportunity. The second opportunity is scheduled in the same way as for supplementary examinations, i.e. after the first official examination timetable has been completed. Some of the advantages for such a system are: The Examination Administration Department is not burdened with dealing with large numbers of falsified sick notes and various student excuses on why they could not write the scheduled examination session. This system does away with any supplementary examinations, as a student who feels that s/he might have failed the first attempt, may then choose to take the second opportunity. Normally in this case, the mark of the second examination opportunity will be recorded as the examination mark. It therefore eliminates a major amount of control work to establish which students qualified for a supplementary examination during the first official examination. The Examination Administration Department will usually also have very little time, from when the marks of the first official examination are available, to arrange the supplementary examination s logistics and to inform students that they have qualified for a supplementary examination. Some of the disadvantages of such a system are: It presents logistical problems to provide for venues, seating and invigilation if the Examination Administration Department does not know how many students to expect in two opportunity sessions. Students may abuse the system by using the first opportunity only to try and spot for the second opportunity. Although this system of two opportunities carries a lot of merit, it cannot be deemed as best practice due to the very few institutions that have implemented it, and as it has also not been in implementation at these institutions that long, it still needs to be proven as an alternative system. First Edition August

18 1.7.4 Examinations policy for post-graduate studies This policy should address aspects such as: i) Format of assessments, e.g. written examination, master s dissertation, doctoral thesis, etc., and the procedure of conducting these assessments. ii) Examining procedures and appointment of supervisors and/or study leaders. iii) Awarding requirements/marks to be obtained for post-graduate qualifications Policy on Recognition of Prior Learning (RPL) This policy will normally not be formulated by the Examination Administration Department, as it requires specialised knowledge. However, the Examination Administration Department will be involved with the application of the policy and the underlying procedures of exemption from examination/assessment granted for specific modules/subjects or parts thereof based on the RPL evaluation that was done on an applicant Examination session policy This policy should address aspects such as: i) Invigilation and duties of the invigilator. This is not for publication to students, but for invigilation staff. The Examination Administration Department should have a duty description sheet that must be available to all staff involved with invigilation. ii) Invigilation duties of lecturing staff (not for publication to students). iii) Control over access of students to the session, identification and eligibility to participate in the particular examination session. iv) Communication of the rules of conduct to candidates, application of the rules during the session, and measures that will be taken in the case of transgression of the rules. The student disciplinary code must include irregularities during examination sessions. v) Special needs for students with disabilities during examination sessions, e.g. extra time allowed for pre-approved cases. vi) Attendance control and control over the submission of scripts by students, and distribution of examination scripts to examiners Policy on publishing of results This policy should address aspects such as: i) Where and when students will be able to access their results. The current best practice is that results are released on the institution s web site as soon as the marks are finalised by a faculty. Students can then access the web site under certain access control procedures, to obtain their marks. SMS technology is also increasingly used to inform students about their marks as soon as a mark becomes available. (Refer to focus area 4 on the actual processes and procedures). ii) Final dates for the publishing of all results after an examination period. State the policy on fairness to students that the results will be released to them well in time 16 Best practice for Examination Administration in Higher & Further Education Institutions

19 to enable them to participate in any scheduled supplementary examinations, or to plan their studies for the next academic year. iii) Distribution of hard copy reports of results that a student obtained. iv) Protection of the rights of an individual student s results information. v) Feedback to students regarding the framework used by examiners during the marking of the scripts. vi) Appeals against results -- how and where students should lodge such appeals. vii) Application for a re-mark -- how and where students should apply and the applicable fee, as well as the rules that apply for a re-mark, e.g. between 45% and 49%, or between 70% and 74%. viii) Application by a student for insight into his/her marked script, under which circumstances this will be allowed, the fixed period when this will be allowed, the supervision required and the applicable fee, if any. Strict rules should apply to prevent debates between students and examiners regarding a mark awarded for a particular question in a paper. ix) Period of retention of marked scripts after the examination. Note: Examination scripts remain the property of the institution. 1.8 Institutional policies and regulations for staff Checklist The following institutional policies and regulations were identified during the workshop as a generally comprehensive, but not exhaustive list to be used by institutions as a best practice checklist. These policies and regulations cover the internal operational aspects according to which academic staff and examiners, as well as the Examination Administration Department, should execute their responsibilities, and therefore should not necessarily be published in the yearbook/calendar of the institution. They must, however, still be in writing and accessible for all staff Examiner policy This policy should address aspects such as: i) Responsibilities of examiners. A standard duty sheet for examiners should be handed to all examiners. ii) Appointments and approvals of appointments of examiners, external examiners and moderators. It is best practice that Senate delegates the authority for these approvals to the faculty boards. The administration and remuneration should be the responsibility of the Human Resources section and the Payroll office. iii) Pre-determined dates and locality for the submission of examination papers. iv) Marking turn-around time. v) Measures that will be instituted against examiners who do not keep to deadline First Edition August

20 dates as communicated. vi) Responsibilities of external examiners. A standard duty sheet for external examiners should be handed to all appointed external examiners. vii) Responsibilities of moderators. A standard duty sheet for moderators should be handed to all moderators. viii) Measures that will apply in the case of sickness or unavailability of an examiner during an examination. ix) Use of examination assistants Examination question paper policy This policy should address aspects such as: i) Formats of question papers and marking memoranda to be compiled by examiners. ii) Security of examination papers during the process flow. iii) Moderation of question papers. iv) Production, printing and safekeeping of question papers until the official examination session Marking policy This policy should address aspects such as: i) Process flow of scripts from examination venue to examiners and to external examiners or moderators, and back to the Examination Administration Department. ii) Retaining period of scripts and disposal thereof after a certain period. iii) Indication of remarks made by the examiner on specific answers in the script. iv) Submission of module and year marks or continuous assessment marks and dates. v) Submission of examination marks and dates, as well as the calculation of final marks. 18 Best practice for Examination Administration in Higher & Further Education Institutions