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National Developments in External Examining

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Central role remained to confirm standards of marking and awards. Battery examinations? ... The HE Academy Project. Research: workshops and questionnaires. What ... – PowerPoint PPT presentation

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Title: National Developments in External Examining


1
National Developments in External Examining
John Sloman (Economics Network)
2
External Examiningin the UK
  • History
  • origins
  • confirmingstandards
  • virtuallyunique to UK
  • reviews in1990s
  • Central role remained to confirm standards of
    marking and awards

3
Battery examinations?
4
Changing demands on External Examiners
  • More students
  • worsening student/staff ratios
  • widening participation
  • financial pressures on HEIs
  • Greater diversity
  • of courses and programmes
  • between institutions practices
  • of assessment

5
Survey of nearly 50 departments teaching HLST
(2005)
6
(No Transcript)
7
Changing demands on External Examiners
  • More assessment points
  • semesterisation
  • Increased referral rights of students
  • Modularity
  • greater complexity of courses
  • standardisation of assessment regulations
  • Subject and Award Boards
  • Computerised mark profiles
  • Restriction on discretion

8
Changing demands on External Examiners
  • Increased pressures on academic time
  • Use of non-academics for vocational/professional
    courses
  • Growth in QA mechanisms
  • external QAA
  • internal
  • reporting requirements on external examiners

9
The role?
10
QAA Code of Practice Precepts
  • Purpose of external examining
  • to verify standards of assessment
  • is marking accurate?
  • are standards appropriate for the awards?
  • does assessment test learning outcomes?
  • is it rigorous and fair?
  • to ensure regulations are adhered to
  • to ensure comparability with other institutions
  • Institutions to provide
  • appropriate induction
  • the necessary evidence (agreed with external)

11
The QAA approach
  • External examiners as part of quality assurance
  • Institutions must demonstrate effective use of
    external exminers.
  • Role of external examiners reports
  • TQI and the new reporting framework
  • An accurate representation of external examiners
    reports?
  • QAA audit report on external examiners

12
Pause for Reflection
  • What do you want from external examiners?
  • You are a lecturer
  • You are a Head of Department or Course Leader
  • You are a PVC for Learning and Teaching
  • Are there any conflicts between these three
    different groups?

13
The HE Academy Project
  • Research workshops and questionnaires
  • What do EEs do?
  • How are they supported?
  • How can support be improved?
  • by receiving institutions
  • by supplying institutions
  • Support by subject centres
  • Support centrally by HE academy

14
Views ofExternal Examiners
  • What external examiners get out of it
  • personal development
  • social service
  • networking
  • status
  • Views on induction
  • university
  • departmental
  • Views on rewards

15
Views ofExternal Examiners
  • The role
  • Examining assessed work
  • Examining processes
  • have regulations been adhered to?
  • Comparing standards nationally
  • problem of imperfect knowledge
  • problem of local specifics
  • Are assessments appropriate?
  • Programme review

16
Indeed, your class attendance does give new
meaning to the term distance learning
17
Issues
  • Are we making best use of externals?
  • Is their prime role to check marking?
  • Should externals be involved in the design of
    courses?
  • As part of a review team
  • As a critical friend
  • What should be role of externals in setting
    assessments?

18
(No Transcript)
19
Issues
  • Should they act as advisorson practice?
  • Learning/teaching methods
  • Teaching programmes
  • Assessment structure
  • Should they consider
  • How to judge and deal with offences (e.g.
    plagiarism)?
  • Extenuation?

20
Issues
  • What rewards should given toexternal examiners?
  • What support should be given byreceiving
    institutions?
  • Induction (accredited induction courses?)
  • Shadowing
  • What support should be given bysupplying
    institutions?
  • How can supplying institutions draw on
    experiences of their EE staff?
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