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Assessment Handbook 2012-13: 2. Assessment Framework and Delegations2.282.22 Students frequently take modules belonging to multiple SEBs. SEBS SEBsmust ensure that all results are submitted to the Student Information System by thepublished deadlines, and that the dates of other SEBs are noted. The responsibleSEB must inform those other affected SEBs if any results will not be submitted by thedeadline.Programmes2.292.23 Programme requirements shall be detailed in the programme specificationand regulations, which shall be agreed through the programme approval andamendment processes. Programme specifications shall include learning outcomes,and how these are to be assessed. Programme specifications shall also includedetails of modules that are core, compulsory, and elective for the programmes, andthe patterns through which these shall be studied; this is known as the ‘diet’.Students shall be informed of their programme requirements at the start of theirstudies.2.302.24 Any regulations that deviate from the Academic Regulations must be stated inthe programme specification. Deviations (known as special regulations) are subjectto approval from the Taught Programmes Board, and will be granted only inexceptional cases. Guidance on programme approval and amendment may besought from the Quality and Standards Officers in ARCSAcademic Secretariat, andonline: www.arcs.qmul.ac.uk/qa2.312.25 Changes to the structure of programmes shall normally be phased in, so thatchanges only affect new cohorts of students. This is not always possible howeverand, where there is a clear rationale, changes may be proposed during the course ofa student’s studies. The student body must be consulted in these instances to takeaccount of their concerns (Academic Regulations, 1.13). Once this consultation hastaken place, changes to programme specifications must be agreed through theTaught Programmes Board in the normal manner.2.322.26 Should changes to programme specifications be required for one year only, orshould they only relate to a specific group of students, then a suspension ofregulations may be sought to permit students to take a diet of modules that is notformally approved. For example, should a module be unexpectedly cancelled at latenotice, a suspension of regulations should be sought to permit students for whom themodule was compulsory to take an alternative module.Awards2.332.27 Award and progression requirements are specified in the AcademicRegulations. Where non-standard requirements have been approved, these aregiven in the Special Regulations (Academic Regulations, Parts Sections 6 and 7).Individual special regulations shall be approved by the Taught Programmes Board,and the Special Regulations as a whole shall be approved by Senate. Advice onspecial regulations may be sought from the Assistant Academic Registrar(Assessment Governance).___9
Assessment Handbook 2012-13: 3. Setting Assessment3. Setting AssessmentGeneral3.1 Assessment shall be set and approved as part of the module approval process, anddetails (including reassessment information) shall be communicated to students atthe start of the academic year (Academic Regulations, 3.4).3.2 Every element of assessment must be tied to specific learning outcomes for theassociated module. The marking scheme for the assessment should likewisemeasure the learning outcomes, though where intended learning outcomes are‘generic’, the assessment marking schema may likewise be generic). The mostcommonly used marking schemes/systems are criterion referencing, model answers,and skeleton answers. QM recognises the need for variations in practice in the use ofmarking schemes to take account of discipline based differences.3.23.2In-course assessment3.53.3 In-course assessment refers to all module assessment except for examinations. Thefollowing assessment categories used at QM are considered as in-courseassessment: coursework, practical assessment, professional capability, anddissertation/project (Academic Regulations, 3.3-3.7; 3.60-3.79). Formal definitions ofthe assessment categories are given in Section 2 of the Assessment Handbook.3.63.4 Examples of good practice and approaches for designing in-course assessment maybe found in the Code of Practice on Assessment and Feedback (Appendix B), andonline: www.learninginstitute.qmul.ac.uk.3.73.5 There is no formal requirement for in-course assessment to be approved by externalexaminers. However, it is good practice to seek external examiners’ views on thenature of proposed assessments. Where modules are assessed solely by in-courseassessments, SEBs are strongly encouraged to discuss the assessment design withthe external examiner, as well as student performance and results. SEBs mustsupply marking schemes to external examiners at the time of sending theassessment itself. These can (and should) still be amended following comments fromthe externals or discovery of alternative solutions.3.5Dissertations and projects3.93.6 Titles for individual dissertations and projects shall be agreed between students andsupervisors. Titles may be selected from prescribed lists, or derived fromdiscussions. Marking schemes tailored to the specific module learning outcomesshall be made available to students at the beginning of the academic year (as is thecase for all modules).3.103.7 It is strongly recommended that supervisors and students keep summaryrecords of supervision meetings. These are helpful for monitoring progress, and canbe useful in allegations of inadequate supervision.In-class tests3.113.8 In-class tests and mid-semester tests are not considered to be invigilatedexaminations; they are not covered by the Regulations for Invigilated Examinations.These tests shall be classified as ‘coursework’. The dates of tests shall be released10
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