Managing Examination/Assessment Boards. A Guide for Higher Education Managers in Further Education Colleges

Transcription

1 Managing Examination/Assessment Boards A Guide for Higher Education Managers in Further Education Colleges Introduction The Quality Assurance Context Where Examination Boards fit into the process of assessment Setting up and managing Board Meetings Planning meetings Before the meeting A typical agenda At the end of the meeting After the meeting In Summary Examples of documentation from FEC's Examples of documentation from HEi's Some useful web site addresses 1. Introduction This brief guide aims to assist coordinators and managers of higher education in further education in developing a sound structure for managing (final) assessment and examination boards, based on examples of good practice drawn from a number of further education colleges who have significant HE provision. This is not a guide on the academic principles and practice of assessment design. It is not prescriptive, but does offer some practical suggestions for organising and managing assessment boards, which are regularly identified as an area for improved practice by external reviewers and examiners. Those reading this guide who are already familiar with managing HE provision based in FE colleges will be aware that where a college has awarding arrangements with more than one HEI, and with Edexcel, details and expectations of partner HEIs assessment regulations do differ. Because of the federal nature of many (large) HEIs, custom and practice may also vary between departments of any one HEI awareness of this is particularly Page 1 of 7

2 important where provision in a college is based on a range of modules or credits managed by different departments in an HEI. In addition, FE colleges often offer a significant amount of non-prescribed HE, where the award is from a body other than an HEI or Edexcel, and where the quality assurance arrangements are not overseen by QAA. Whilst there is not always a requirement by awarding bodies to hold Boards for such programmes, nevertheless good practice would suggest that a similar process is undertaken, in order to demonstrate fair play to students and others, and colleges who run QAA-kite marked Access into HE courses will already have such arrangements in place. Top of the Document 2. Assessment Boards - The quality assurance context The Quality Assurance Agency (QAA) was established in 1997 to, amongst other things; safeguard the public interest in respect of the quality of higher education in the UK To assist in this, the QAA has published an Academic Infrastructure, the purpose of which is: to provide a set of common reference points that enables comparable academic standards to be established in institutions to enable institutions, their students, employers, and the general public to have confidence that an award or qualification is of a standard recognised and acceptable within the UK The Academic Infrastructure includes a Code of Practice (intended for guidance rather than compliance. There are ten sections each covering a different aspect of quality assurance. Each section contains a set of precepts, or principles, together with explanations about the background and purpose of each Precept. The section, which is of particular relevance to this guide, is Section 6: Assessment of students This section of the Code offers an illustrative list of the policies and procedures related to assessment that institutions should consider having, which includes: the purpose, methods, and schedule of assessment tasks assessment criteria (including grade descriptors) marking and grading conventions elements of assessment which will count towards a final award, including the use (if any) of the accreditation of prior learning opportunities for re-assessment the publishing of judgements the right of appeal. In addition, Edexcel has published guidelines (for its external examiners) related to the quality assurance of assessment practice, written in accordance with the QAA precepts. It is worth noting that Edexcel s external examiners are not required to attend examination boards where provision in colleges is directly funded by HEFCE they are, however, expected to comment on the process. In undertaking quality reviews in institutions which provide higher education, QAA would expect institutions to be able to show that they are working to the principles of Page 2 of 8

3 the precepts contained in the sections of the Code. For the purposes of this guide, there would be an expectation that the institution has considered and engaged with the precepts in section 6 which cover the establishment and operation of assessment and examination boards Return to top 3. Where examination boards fit into the process of assessment HE assessment regulations typically contain the following sections: an introduction (which includes a number of definitions of terms used in the remainder of the document) admission (which includes a statement of equal opportunities) enrolment (which includes statements of the rights and responsibilities of both students and the college) assessment (which includes information about marking, referrals, and so on) examination board regulations academic appeals In addition there are a number of appendices, one of which specifically refers to the role and responsibility of the Board of Examiners The section headings in one university s (undergraduate) award regulations cover: the structure and definition of the modularised programmes the admission of students progression within a programme the assessment of students (which includes information about assessment boards) module and programme management and administration Note - examples of regulations from several HEIs and FE colleges can be found on the Higher Education Academy website Students have a right to know what a college s assessment regulations are, whether these have been written by the college, or derived wholly or in part from partner HEIs. Assessment and examination boards are part of an integrated process of ensuring that the assessment of students is conducted with rigour, probity, and fairness Implicit in this is the need for college policies to include information about hand-in timescales, actions to be taken in respect of late/deferred/referred work, and how the college deals with extenuating and mitigating circumstances, and cheating Colleges must ensure, of course, that students and staff are fully aware of the existence of such policies, procedures, and regulations This is often done by including such information in student and staff handbooks, incorporated into student and staff induction and training events, and posted on relevant parts of websites and networks, and both students and staff should know from whence further information and guidance is available Page 3 of 8

4 4. Setting up and managing board meetings Institutions (should) publicise and implement effective, clear, and consistent policies for the membership, procedures, powers, and accountability of assessment panels and boards of examiners QAA Code of Practice: Section 6: Assessment of students Boards are convened in order to make recommendations on: the grades achieved by learners (by module or unit) learner progression (onto the next stage of a programme where appropriate) the awards to be granted to learners (who have completed their programmes of study) referrals and deferrals and in addition, to receive reports and recommendations on: extenuating/mitigating circumstances of individual learners learners suspected of cheating or plagiarism. Where provision in an institution is module-based, it is common practice to operate a two-tier system of examination boards: module or subject boards, which confirm module results, and review the quality and standards of the modules and subjects for which each is responsible. Such boards will often meet at the end of each semester, and early in each new academic year to consider deferred and referred assessments final examinations boards, which meet to formally ratify students results, and comment on quality assurance and enhancement of course provision. For those new to managing this process, HEI colleagues will invariably provide helpful advice and guidance, and questions to be asked of them would include the need to know about such matters as: who should chair the meeting who else should attend who prepares the agenda, and what should it contain what paperwork needs to be available prior to and at the meeting who will take the minutes To assist in their professional development, staff new to HE in FE might take the opportunity to sit in on Board meetings as observers and to shadow experienced members, including Chairs Critical to the effective operation of a Board are: the individual course tutor/curriculum leader, who needs to have the responsibility (and authority) within the college to manage the process, and also needs access to up-to-date information about policies and regulations, and where necessary the custom and practice of individual departments within HEIs the relationship between a college s HE quality assurance team, and its counterpart in the partner HEI (if one exists). Page 4 of 8

5 the relationship between staff in the college s and the partner HEI s Examinations Offices this is especially important if students are taking a wide range of modules from across the HEI s departments or schools An example of good practice identified in colleges is when a pre-board meeting (without the external examiner present) is held a few days before the scheduled full Board meeting. This provides an excellent opportunity to ensure that all information necessary for the smooth running of the final Board is in place, and that both HEI and college staff are fully aware in advance of all issues and concerns, including making recommendations on mitigating or other exceptional circumstances Return to top 5. Planning for Meetings A typical sequence of events might be: i. Before the meeting (which may be a pre-board meeting, or full Board meetings dealing with interim, end of semester, or final awards): set the dates for meetings well in advance ensure up-to-date information is available from the partner HEI in respect of examination and other relevant regulations set the dates for final examinations, assignment hand-in, and completion of marking, and advise students, teaching and administrative staff, and the external examiner accordingly maintain communications with college and HEI Examinations officers advise students and others on when and how results will be published send invitations, agendas (see below) and minutes of earlier meetings for preand full Boards well in advance, including information on the roles/responsibilities of each invitee send out sample scripts to the external examiner, with an agreed date for return of comments prepare statistical information of student achievement and other matters, and copy (in confidence) to Board members note that, ideally, matters regarding mitigating circumstances and issues of cheating/plagiarism should be dealt with in a separate pre-board meeting arrange suitable accommodation, parking, refreshments and appropriate audio-visual aids etc in accordance with the needs of Board members ensure that all relevant documentation including copies of college policies and procedures, and the host HEI s Award Regulations, are available if required for reference arrange for the minutes or other notes to be taken by someone who is experienced in doing so advise college reception staff of the meeting and its location. Return to top Page 5 of 8

6 ii. A typical agenda for a Board meeting might include the following: Introductions and apologies for absence Declarations of interest Reminder that proceedings of the Board are confidential to the members present Minutes of previous meetings Report from Extenuating/Mitigating Circumstances committee Consideration of profile of marks of each module, and comments from teaching staff Comments from the external examiner Recommendations for awards Recommendations for progress onto next stages of programmes Confirmation of decisions by Chair and external examiner Any other business, date of next meeting, etc iii. At the end of the meeting: ensure that all points of the agenda have been covered ensure that all relevant documents have been signed so that students can be informed of their results once any final checks have been completed by key staff in the host HEI and the college thank external examiner for her/his input breathe sigh of relief! iv. After the meeting: communicate results to examinations officers ensure all confidential material is disposed of in accordance with regulations publish results ensure results are archived (in the college or with the host HEI) for inclusion in Programme Annual Reports or in case of other need for future reference note that QAA will expect to see past records of Board meetings and detailed records of student achievement. Directly funded FE colleges should ensure that administrative staff or course leaders are detailed to send out results in an appropriate form and time scale. (Note it is the practice in some colleges for course leaders to do this as a personal letter and with it to include other material however this may delay posting of results). It is a good idea to use standard template letters where possible, and include these in the college s quality publications. Return to top Page 6 of 8

7 6. In summary if you are indirectly funded, and are bound by the regulations of your partner HEI, make sure that you establish good links with relevant people in your partner HEI(s), and look for good practice within your own institution as well if you are directly funded, get to know your HE Assessment Regulations they may differ substantially from FE regulations. Review them annually if you are indirectly funded, and use the regulations of your partner HEI, ensure that all your staff (including senior managers) and students are fully aware of them consider how best to manage the flow of information from partner HEIs, to ensure that there is no danger of missing changes to regulations which affect assessment policy and practice, and the operation of a Board are aware of current guidance from awarding bodies, e.g. Edexcel plan well ahead, making sure that students, your colleagues (teaching and administrative), and the external examiner, are aware of key deadlines keep a checklist of key dates and so on, and review it regularly to make sure activities happen, and at the appropriate time. Return to top 7. Examples of documentation used by some FE colleges (.pdf format) 1. Aide-Memoire for Exam Boards.pdf 2. Aide-Memoire for Mid-Year Assessment Boards.pdf 3. Example Agenda for Exam Board.pdf 4. Example HE Exam Board Regulations from a Large FE College.pdf 5. FINAL_VERSION_Edexcel_Assessment_Boards.pdf 6. Example HE Quality Framework.pdf 8. Examples of documentation used by HEIs (.pdf format) 1. Example - An HEI Assessment Board record keeping Regs.pdf 2. Example - An HEI Confidentiality Statement.pdf 3. Example - An HEI Award Assessment Board regs.pdf 4. Example - An HEI assessment Board - Preparation, organisation and follow up.pdf Return to start of document Page 7 of 8

8 9. Useful web site addresses rds.pdf Some excellent good practice guidance publications can be found at the Higher Education Funding Council for England web site Supporting higher education in further education colleges: Policy, practice and prospects. (A guide for managers) Supporting higher education in further education colleges. (A guide for tutors and lecturers) NOTE: all examples used with permission and are taken from actual documentation used currently or previously by participating FE or HE contributors. They are intended for guidance only. When developing your own regulation materials the contents should be used ONLY AS A GUIDE or PROMPT, and should be contextualised to meet your own specifications accordingly. Produced for the Higher Education Academy HE in FE Project Supporting Higher Education in Further Education Colleges September 2006 ver.1 (elect) Top of the Document Page 8 of 8