POLICY: Academic Regulations - Marking, Grading, and External Scrutiny Regulations POLICY URL: https://lsi-ac.uk/policy/a0e295d5-dd5f-482c-b03e-f9277d4900a4 POLICY STATEMENT: The School is committed to upholding the highest standards of academic integrity and excellence by ensuring a fair, transparent, and consistent marking and grading process. This regulation provides clear guidelines for assessors, emphasises the importance of meaningful feedback, and includes robust accountability mechanisms. Our aim is to foster an inclusive learning environment and maintain the credibility of our academic programmes. POLICY PRINCIPLES: ------------------ - Fairness : Each assessment will be marked impartially, giving all students an equal opportunity to demonstrate their knowledge and skills; - Consistency : Marking standards are maintained consistently across different assessors and assessment periods to ensure equitable treatment of all students; - Transparency : Clear criteria and marking schemes are provided in advance, allowing students to understand how their work will be evaluated; - Integrity : Academic honesty is central to the assessment process, with measures in place to detect and address any form of misconduct; - Feedback : Constructive feedback is provided to students, offering insights into their performance and guidance for future improvement; - Accountability : Assessors are accountable for providing fair and accurate marks, with a system in place for reviewing and moderating grades; - Recognition : Exceptional work is acknowledged and rewarded, motivating students to strive for excellence; - Inclusivity : Assessments are designed to be inclusive, accommodating the diverse needs and backgrounds of students; - Rigour : The rigour of assessment ensures that the marking process is challenging yet achievable, reflecting the high standards of the School; - Standardisation : The policy enforces a standardisation process to align grading scales and criteria across various disciplines and modules. REGULATORY CONTEXT: ------------------ This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following: R1. Quality Assurance Agency (QAA): Advice - External Expertise - R2. Quality Assurance Agency (QAA): Advice - Assessment and Marking - Guidance on assessment and marking for higher education providers . R3. Equality and Human Rights Commission (EHRC): Code of Practice for Higher Education - Guidance for higher education providers on their obligations under equality law. R4. Office for Students (OfS): Sector-recognised standards - The standards set with regards to B5 and B8 of the OfS' conditions of registration for higher education institutions. METRICS AND KPIS: ------------------ The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations: M1. Consistency in Marking: Achieve less than a 5% discrepancy rate between initial and moderated marks in all modules by the end of each academic year. Maintains the integrity and fairness of the marking process, ensuring consistency and building trust in the grading system. M2. Staff Training and Development: All marking staff will receive training on the assessment regulations at least once per academic year, with a 90% or higher attendance rate. Ensures that all staff are well-versed in the latest assessment regulations and best practices, leading to a more efficient, consistent, and fair marking process. M3. Student Satisfaction with Marking and Feedback: Achieve an 85% or higher satisfaction rate on student surveys regarding the marking and feedback process. Provides direct insights into student perceptions and experiences, allowing for continuous improvement and ensuring that the marking and feedback processes meet student expectations. M4. Timely Feedback Delivery: At least 95% of student feedback will be delivered within 20 working days of the assessment submission deadline. Ensures students receive timely and actionable feedback, supporting their learning and progression, thus enhancing student satisfaction and academic performance. SECTION 1: Responsibilities for Summative Assessment Oversight ------------------ 1.1. Module Leader (by Module Leader): A summative assessment evaluates student learning at the end of an instructional period, used to award formal credits based on performance. The module leader is responsible for drafting and finalising summative assessments, working with the Teaching and Assessment Team to mark the papers, submitting them for internal moderation, and sending them to the external examiner for comments. They get final approval from the Director of Education, before sending them to the Module Examination Board; This process ensures academic standards are upheld through transparent and consistent assessments, providing reliability and trust in the evaluation and marking system. SECTION 2: Assessment Marking Procedures ------------------ 2.1. Marking (by Module Leader): Markers generally come from the Teaching and Assessment Team. They are overseen by the module leader, who will convene a meeting prior to marking for consistency. They must grade student submissions using only the materials provided by the module leader, including the assessment paper, generic and specific criteria, model answers, and instructions. They must return the marked submissions to the module leader by the specified deadline. Markers can contact the module leader or Director of Education for guidance during marking; This ensures consistency and fairness in marking, enabling the module leader to complete necessary internal and external scrutiny before submitting marks to the Module Examination Board. 2.2. Transparency (by Module Leader): Markers must use the School's generic assessment criteria for Levels 4-7, which are based on SEEC Credit Level Descriptors, Subject Matter Benchmarks, and OfS sector-recognised standards ('School Descriptors'). The criteria cover:; Knowledge and Understanding; Intellectual Skills; Technical/Practical Skills; Professional/Transferable Skills; This ensures a standardised and fair assessment process that accurately reflects student outcomes and maintains sector-wide academic standards. 2.3. Measuring against Learning Outcomes (by Module Leader): Markers must assess student performance using only the materials provided by the module leader; This ensures consistency and compliance with sector-recognised standards, maintaining fairness and accuracy in assessing student performance. 2.4. Principles (by Module Leader): All markers must:; Follow academic regulations; Use academic judgement; Use only materials provided by the module leader; Use the full range of marks; Ensure equal and fair treatment of all students; Mark consistently to the same standard; Report any issues to the module leader immediately; These principles maintain fairness, consistency, and academic integrity in the marking process, ensuring all students are evaluated to the same high standards. 2.5. Anonymity (by Module Leader): Staff must mark summative assessments blind, without knowing the student's identity, as outlined in the assessment regulations; Blind marking ensures impartiality and fairness, preventing bias and maintaining the integrity of the assessment process. 2.6. More than One Answer (by Module Leader): Markers must grade the first answers in order when students answer more questions than required and it is unclear which were intended for submission; This ensures consistency and fairness in marking by applying a standard approach to all students' submissions. 2.7. Academic Judgement: Marks reflect the marker's judgement based on the School's generic assessment and marking criteria, and the student's competence in relation to the module's learning outcomes. All submissions must be marked consistently and fairly; This ensures that marks are an accurate reflection of student performance, maintaining fairness and consistency in the evaluation process. 2.8. Full Range of Marks (by Module Leader): Markers must use the full range of marks, from 0 to 100; Using the entire mark range ensures accurate and fair assessment of student performance. 2.9. Academic Integrity (by Module Leader): The marker must follow the assessment regulations and uphold academic integrity; Adhering to these standards ensures fairness, trustworthiness, and ethical conduct in the assessment process. SECTION 3: Internal Scrutiny of Assessed Work ------------------ 3.1. Double Marking (by Module Leader): After marking, the module leader must oversee internal and external scrutiny by working with the Teaching and Assessment Team. Double marking involves two independent assessors and applies to Final Project Modules and when specified by PRSB regulations. In other cases, a sample is moderated. For double marking, all assessments must be reviewed, not just a sample; This ensures thorough, fair, and consistent evaluation in line with assessment regulations, maintaining academic standards. 3.2. Moderation (by Module Leader): Moderation involves another marker reviewing a sample of marking and feedback for appropriateness, consistency, and fairness. This applies to all undergraduate and postgraduate modules except Final Project Modules, which require double marking. A 25% sample of scripts, including all fails and borderline cases within 2 marks of grade boundaries, must be reviewed by an internal moderator. If the moderator approves the marks, they stand. If not, a second moderator will be chosen, and if there is still disagreement, the papers will be remarked by a different marker. The module leader must then review the final marks to decide overall consistency and conformity; Moderation ensures that marking is fair and consistent across all assessments. By involving multiple reviewers, the process helps maintain high academic standards and addresses any discrepancies in grading. SECTION 4: External Scrutiny by External Examiners ------------------ 4.1. External Examiners (by Module Leader): External examiners must be involved in all modules that determine the final classification for undergraduate and postgraduate awards, as per the External Examiner Regulations; This ensures independent oversight and maintains the integrity and credibility of the final award classifications. 4.2. Sending Summative Assessments to the External Examiner (by Module Leader): After marking and internal scrutiny, module leaders must send the external examiner:; Access information for the Automated Governance System (AGS); Module specifications; Module handbook; Summative assessment briefs and papers; Generic and specific assessment criteria; Model answers; Instructions provided to markers; Details of internal moderation; A 25% sample of scripts, including all fails and borderline cases; A list of all module marks; Instructions for the external examiner, module leader's comments, analysis of assessments, regulatory application, and any issues; External examiners are appointed to:; Provide impartial and independent advice on assessments; Comment on academic standards; Comment on student achievement in relation to standards; External examiners will not:; Adjudicate between differing marks from internal examiners; Resolve differences between internal examiners; Their auditing role includes:; Checking marking standards; Making independent judgements; Ensuring standards are followed; Attending examination boards; Assisting with continuous improvement; In the event of a disagreement between a module leader and an external examiner regarding marking or standards, the module leader should first document the differences and seek an informal discussion with the external examiner. If the issue remains unresolved, it will be escalated to the Director of Education, who will serve as the final arbiter; Throughout this process, maintaining academic standards is essential. Emphasis will be placed on continuous improvement through the use of reports, professional development for staff as needed, data analysis, and policy revisions, all aimed at fostering a culture of ongoing enhancement; They must also send their module-specific report to the module leader, who should collaborate with them. The Director of Education can offer assistance; This process ensures objective, independent assessment and feedback, maintaining academic integrity and promoting continuous improvement in line with academic standards. 4.3. Working with External Examiners (by Director of Education): According to the External Examiner Regulations, external examiners must receive:; Induction; An examiner’s contract; The School’s guidance document for examiners; Items from module summative assessments; An online form for report submissions; External examiners will be invited to Module and Programme Examination Boards and given dates at the semester's start; Providing these resources ensures external examiners can effectively perform their duties, maintaining academic standards and integrity. 4.4. Scrutinising External Examiner Reports and Reports and Plans (by Academic Board): External examiners must submit two reports:; A module-specific report to the module leader, which will also be reviewed by the programme leader and Director of Education, and sent to the Academic Board via their reports; An report on standards, sent directly to the Chair of the Academic Board; These reports ensure assessment standards are upheld and provide essential feedback for maintaining academic quality and integrity. SECTION 5: Coordination Between Module Leaders and Module Examination Board ------------------ 5.1. Module Leader Responsibilities (by Module Leader): After external examiner scrutiny, the module leader must:; Discuss draft marks with programme leaders; Prepare marks and lists for the Module Examination Board (MEB); Obtain Director of Education approval; Submit final marks and lists to the MEB at least 3 working days before the meeting; Attend the MEB or appoint a suitable substitute if unavailable; Present final marks, relevant information, reports, and reassessment arrangements to the MEB for confirmation; This ensures marks are verified, academic regulations are followed, and all pertinent information is available for informed decisions by the MEB. SECTION 6: Interim Marks and Feedback Provision ------------------ 6.1. Provisional Marks and Ratification (by Module Leader): All module marks are provisional until ratified by the Module Examination Board and may change as per the School's Academic Regulations. Module leaders should inform anyone inquiring, including students, that marks are provisional and subject to change; This ensures transparency and avoids misunderstandings, making clear that marks are not final until officially confirmed. 6.2. Feedback Provision (by Module Leader): Feedback must be provided within 20 working days of the assessment deadline, with a disclaimer that module marks are provisional until ratified by the Module Examination Board; Timely feedback supports student progression, while the disclaimer clarifies that marks are not final, maintaining transparency and preventing misunderstandings. SECTION 7: Module Results ------------------ 7.1. Attempt Limits (by Module Examination Board): The maximum number of attempts for a summative assessment is regulated by the Module Results and Award Conferment Regulations; This maintains academic standards and ensures consistency in assessment opportunities. 7.2. No Improvement Retakes (by Module Examination Board): Students who pass a module cannot retake it to improve their mark; This policy ensures fairness and maintains the integrity of the grading system. 7.3. Final Module Grade: The final module grade is the one ratified by the Module Examination Board and recorded on the AGS; This ensures that only officially confirmed grades are considered final, maintaining academic integrity and accuracy. 7.4. Credits and Awards: Module results are used for:; Assessing progression to the next level in multi-level programmes; Determining awards based on marks and credits; Results ensure proper assessment of student progression and accurate determination of awards. SECTION 8: Ongoing Enhancement of Assessment Practices ------------------ 8.1. Academic Board, Director of Education, and Examination Boards (by Academic Board): The Academic Board oversees standards and quality for undergraduate and postgraduate programmes and assessments. Responsibilities are delegated to the Director of Education and Examination Boards, who report to the Academic Board. The Director ensures compliance with assessment regulations, provides necessary training, and reports on external examiner feedback. Examination Board roles are detailed in the Academic Regulations; This structure ensures consistent enforcement of assessment regulations, maintaining academic standards and quality across the School’s programmes.