Regulations governing the education and examinations Regulations for External Supervisors of Exams

Transcription

1 Degree Statute Bachelors in Automotive Engineering Academic Year Part 2 Regulations governing the education and examinations Regulations for External Supervisors of Exams

2 Table of contents 1. Position and appointment of external supervisors Duty of external supervisor and related duties of the institute management Competence profile of the external supervisor Compensation Adoption and effective date... 5 Appendix 1: More details on the quality of examinations and assessments (aspects a-c). 6 Appendix 2: Statements regarding quality of the Bachelors exams... 8 Appendix 3: External validation spreadsheet

3 REGULATIONS FOR EXTERNAL SUPERVISORS OF EXAMS 1. Position and appointment of external supervisors 1.1 The institute management appoints one or more external experts (hereafter called external supervisors ), as defined in article 7.11a of the Education and Examination Regulations, for each of the degree courses within an institute. The experts are responsible for monitoring the quality of the Bachelors degree or Associate degree exams (hereafter called the exams ). 1.2 An external supervisor is not a member of the board of examiners for the relevant degree course and does not work as a lecturer or examiner for the course department where he/she acts as an external supervisor. 1.3 The appointment as external supervisor is for a period of no more than three academic years. 2. Duty of external supervisor and related duties of the institute management 2.1 An external supervisor is responsible for judging the quality of exams and reporting on this in writing to the relevant institute management. The evaluation by the external supervisor concerns the following in particular: 1 A. The quality of exams and assessment Important aspects 2 : - validity (a); - reliability (b); - quality assurance and monitoring (c); - professional expertise of examiners (d). The external supervisor selects from the six core questions listed in Appendix 1 with regard to aspects a to c. B. The quality of students (gaining the target learning outcomes) Important aspects: - level of competence; - integration of theory and practice; - vision on professional practice; - suitability as a starting professional. C. The organisational quality of exams Important aspects: - applying relevant rules and provisions; - organisation of exams; - providing information to students. 2.2 Relevant documents are made available to the external supervisor in a timely fashion and if necessary explained further by or on behalf of the institute management. 2.3 The external supervisor, in consultation with the institute management, prepares a screening programme to evaluate the quality of the exams. 2.4 The institute management ensures that the official secretary of the relevant board of examiners is informed in a timely fashion and in writing of the name(s) of the external supervisor(s) and the screening programme. 2.5 The board of examiners from the relevant degree course assists the external supervisor in carrying out his/her duties. This involves providing the opportunity for the external supervisor to: 1 See also Appendix 2 ('statements' concerning the quality of the Bachelors exams). 2 For more about the first three aspects (a to c) see Appendix 1. 3

4 - inspect a representative sample of the exam assignments and products, as well as the method of assessment, in a timely fashion; - attend one or more exams; 3 - attend one or more meetings of the board of examiners. 2.6 In September, the external supervisor sends a concise, written report of his or her findings on the exams of the preceding academic year to the institute management. If necessary, this report also gives suggestions for improving the quality of the exams. 2.7 If needed, the external supervisor may also use the appendix with 11 statements to prepare his or her report. 2.8 The institute management discusses the report referred to in 2.6 with the external supervisor and the board of examiners as soon as possible. The institute management sends a report of this meeting to the external supervisor, the board of examiners and the faculty board as soon as possible. The report written by the external supervisor is appended to this report. 3. Competence profile of the external supervisor 3.1. Knowledge: - is familiar with the current theory and practice of the professional fields relevant to the degree course; - is familiar with the learning outcomes for the relevant degree course; - is familiar with the exam and assessment systems and the teaching methods used at universities of applied sciences Skills: - capable of working/interacting in such a way that both students and examiners feel they are communicating with an expert in their field; - capable of assessing examination assignments and products in terms of relevance and consistency; - capable of assessing research from a perspective and relevant to the professional field in question; - capable of giving a well founded judgement on the content of the examinations, as well as the knowledge, understanding, skills and attitudes (competencies) of candidates; - capable of explaining his or her own evaluation of examination assignments and products in clear terms; - capable of evaluating examiners in terms of their method(s) of administering and assessing exams Attitude: - Capable of empathising with students participating in an graduation assessment; - Confident and capable of giving examiners and/or students constructive feedback Preconditions: - Working at Bachelors level or higher; holds a Masters degree; - Several years of work experience in a profession relevant to the degree course; - Willing and able to attend (a representative number of) examinations and meetings of the board of examiners. 3 The term exam is understood to mean integrated exam in these regulations. 4

5 4. Compensation The external supervisor receives the financial compensation customary at HAN. The institute management ensures that the external supervisor is provided with expense claim forms for attendance fees and travel and accommodation costs. Payment of compensation is made by or on behalf of HAN. 5. Adoption and effective date These regulations were adopted on 9 July 2014 by the faculty director and will apply as of 1 September

6 Appendix 1: More details on the quality of examinations and assessments (aspects a c) The Accreditation Organisation of the Netherlands and Flanders (NVAO) applies, amongst others, the following standards for evaluating a degree course. These standards have a restrictive character. The degree course has an effective system for exams and clearly shows that the intended exit qualifications are acheived. The core aspects of an effective examination and assessment system are summarised in the table below. Keyword: Validity Core questions: 1. Does the degree course measure what it intends to measure? 2. What benchmark/cut off points does the degree course use? Intended results - Learning outcomes (e.g. competences), operationalised at the exit and intermediate levels, are set out clearly4 (e.g. by indicators) in such a way (e.g. in a schematic overview) that they are clear to all internal and external parties. - Assessment criteria and the standard (cut off) per module and final exam/assessment have been set out in a clear and transparent manner (i.e. with a recognisable link to the exit qualifications at the relevant level of mastery). Keyword: Reliability Core questions: 3. Are all the assessors in ment with one another? 4. How was this consensus reached (systematically or by chance)? 5. Are the considerations made to reach an ment set out in a clear and transparent manner? Intended results - Systematic synchronisation should take place between all assessors to reach ment about procedures for administering and assessing exams, the (interpretation of) assessment criteria and standard (cut off), and the assessment/feedback that will be given. - The organisational structure allows for systematic synchronisation between internal and external assessors about procedures for exams, the (interpretation of) assessment criteria and standard (cutoff), and the feedback that will be given. - The considerations/arguments on the basis of which the final judgement was reached are to be set out clearly after assessment (e.g. specified on assessment or feedback forms). Keyword: Quality assurance/monitoring Core questions: 6. How is the quality of exams and assessments assured and monitored? Intended results - The procedures for examining and assessing the exit qualifications (per level of mastery) have been set out clearly (i.e. without cause 4 Set out clearly = reached in ment, recorded (described in course documentation) and communicated. 6

7 for discussion between assessors). - Procedures for the development of examinations and assessment are set out in a clear and transparent manner. - A structure that aims systematically (i.e. now and in the future) to increase consensus between assessors is outlined (plan), carried out in this way (do), and works (check, act). - The role and responsibilities of the board of examiners (and any other parties involved) in safeguarding and monitoring the quality of examinations and assessment are set out in a clear and transparent manner. - Competency requirements of internal and external examiners, supervisors and exam developers, and how to monitor and manage this (e.g. professional development, peer review), are set out in a clear and transparent manner. 7

8 Appendix 2: Statements regarding quality of the Bachelors exams The external supervisor may complete this form and attach it to his/her report. The form lists 11 statements with a 5 point answer scale. Please tick the applicable circle. Name of external supervisor: Bachelors course to which the score form applies:. A. QUALITY OF EXAMS AND ASSESSMENT 5 1. The exam and assessment are valid. Strongly dis 2. The exam and assessment are reliable. Strongly dis 3. The quality of exams and assessments Strongly are adequately assured and monitored. dis 4. The examiners are clearly Strongly knowledgeable about exams and dis assessments. B. QUALITY OF STUDENTS 5. The graduate s level of competency - knowledge is satisfactory Strongly dis - insight is satisfactory Strongly dis - skills/application of skills is Strongly satisfactory dis - attitude is satisfactory Strongly dis 6. The graduates are sufficiently capable of Strongly integrating theory and practice. dis 7. The graduates can formulate and substantiate their visions on professional practice. 8. Based on the exam results, I consider the graduates to have a suitable entry level for the profession. Strongly dis Strongly dis C. ORGANISATIONAL QUALITY OF EXAMS 9. The exams took place in accordance with Strongly the relevant regulations. dis 10. The exam was organised efficiently. Strongly 5 Also see the detailed comments in Appendix 1. 8

9 11. The course department provided students with adequate information. dis Strongly dis 9

10 Appendix 3: External validation spreadsheet 10