3.2.8 Procedures for use in the accumulation of marks to form a grade
Outlined below are the procedures for marking work submitted for assessment (both continuous assessment and examination material). Schools must be open about the procedures they use in marking and assigning grades, publishing to students details of, inter alia –
- Mark descriptors and how they are used.
- The relative weighting of different elements of assessment in a module (continuous assessment and the elements of each examination).
- Anonymisation procedures.
- Mark-to-grade conversion procedures.
- Grade adjustment procedures (though this will most likely be after the fact).
3.2.8.1 Continuous assessment
| Procedure | Notes | |
|---|---|---|
| Step 1 | Mark each piece of work (anonymized whenever practicable) using an appropriate marking scale. |
The University requires anonymization by matriculation number at all levels for assessed written coursework and examinations where practicable. |
| Step 2 | Second marker either double/second marks (blind or not, as determined by School policy) or moderates marks. |
A student's final module grade should not normally be awarded on the basis of a single individual's marking of all elements. |
| Step 3 |
Collate marks for all pieces of work and convert to grades on the 20-point Common Reporting Scale. |
|
| Step 4 |
Schools may or may not have a scrutiny process at this point to determine whether grade adjustment is required. |
|
| Step 5 |
For coursework, once the marking (and moderating or second marking, where applicable) has been anonymously completed, it is permissible to record marks against the student’s name and provide formative feedback to the student on an individual basis. |
The Head of School is ultimately responsible for ensuring that the School has processes in place to protect the security of examination questions and of assessments results prior to reporting to Registry. |
| Step 6 |
Return of work to students (either by name or matriculation number) with (a) the original mark and details of any grade conversion and adjustment processes; (b) detailed feedback that will allow students to reflect on and improve their performance. (c) it is at the Schools discretion whether or not a provisional grade is returned to the student at this point. |
It must be made clear to students that grades indicated before scrutiny by the External Examiners and Deans are provisional and can be changed. |
3.2.8.2 Examinations / dissertation modules
| Procedure | Notes | |
|---|---|---|
| Step 1 |
Mark each piece of work (anonymized whenever practicable) using an appropriate marking scale. |
The University requires anonymization by matriculation number at all levels for assessed written coursework and examinations where practicable. |
| Step 2 |
Second marker either double/second marks (blind or not, as determined by School policy) or moderates marks. |
A student's final module grade should not normally be awarded on the basis of a single individual's marking of all elements. |
| Step 3 |
Collation of marks for all pieces of examination work and conversion to grades on the 20-point Common Reporting Scale. If the same conversion process (marks to grades) is used for all elements than conversion to the 20-point Common Reporting Scale can occur after the marks have been collated. If different conversion processes (marks to grades) are used for different elements each element must be converted to the 20-point Common Reporting Scale individually and the different grades collated to one overall grade for the module. |
|
| Step 4 |
Create a single spreadsheet listing all assessments in the module, with each students' data anonymized. Schools can choose at this point to have a meeting prior to the formal Module Board to consider grade distributions and determine appropriate adjustment if necessary (which will subsequently require approval by the External Examiner). |
3.2.8.3 Module Boards
| Procedures | Notes | |
|---|---|---|
| Step 1 |
Module Boards should normally consist of those academic staff who assessed the module, the relevant External Examiner and the signatory designated by the Head of School, who is responsible for reporting results; Schools can choose to include other staff (Examination Officers, Directors of Teaching etc.) at Module Boards if they wish. Where the External Examiner is not present for a diet, his/her views on the module must be presented formally by a member of the Module Board, and minuted. Careful and detailed minutes of all decisions taken at Module Boards must be kept and retained. |
The results of every module should be considered at an individual Module Board (i.e., one specific Board for each module). |
| Step 2 | The Board considers all grade distributions and approves any grade adjustment that might be required. | |
| Step 3 |
S-coding requirements are introduced but should not be discussed; this will have taken place at a separate committee. |
S-coding will have been considered and recorded by a separate committee. |
| Step 4 | The final module grades for each student are reported to Registry for scrutiny by the Deans. The Deans have the right to return grades to School for reconsideration. |