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Undergraduate Regulations at Liverpool Hope University: A Guide for External Examiners

This guide provides comprehensive information on the undergraduate regulations at Liverpool Hope University, including curriculum structure, progression and completion rules, degree classification rules, and more.

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Undergraduate Regulations at Liverpool Hope University: A Guide for External Examiners

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  1. Guide 4:Undergraduate regulations at Liverpool Hope Liverpool Hope University External Examiner Guidance: 2018 University Registrar

  2. 1. Curriculum Structure slides 3-62. Progression and Completion Rules slides 7-113. Degree Classification Rules slides 12-234. Redeeming Fails slides 24-285. Mitigating Circumstances slides 29-306. Academic Misconduct slide 317. What will Board Transcripts Look Like? slides 328. And finally…. slide 33 Contents

  3. 1. Curriculum Structure(a) • Standard curriculum structure [some variations exist – see next slide]: • Level 4 [“Certificate” or “C”] • Two 60-credit blocks [typically “Foundations in”….], • Single Honours: Core block and Additional block, • Combined Honours: two Core blocks. • Level 5 [“Intermediate” or “I”] • Two 60-credit blocks [typically “Explorations in”….,], as for 4[C], • Level 6 [“Honours” or “H”] • Two 45-credit blocks [typically “Advanced Studies in”….], as for 4[C], • One 30-credit research block • Single honours: Dissertation • Combined Honours: either 2 Research Projects or • Integrated Dissertation combining both subjects.

  4. 1. Curriculum Structure(b) • Some non-standard structures. • Psychology ALWAYS has a Research Block comprising a 30-credit Dissertation, even for DoubleMajors. • Some Single Honours awards have have120-creditblocks [C/I] and 90-credit blocks [H]. • Students taking Dance as a Major in Combined Honours students may take all Level H blocks in one subject [“Single SubjectExit”]. • BA QTS students starting before 2017 do: • TWO 60-credit Level C[4] blocks in Year1; • TWO 60-credit Level I[5] blocks in Year2; • TWO 60-credit Level H[6] blocks in Year3; • TWO 60-credit blocks in Year 4 – 1 at Level H[6] & 1 at LevelM[7].

  5. 1. Curriculum Structure(c) • All assessments are attached to theblock • Academics can set assessments that transcend parts of theblock. • If a block in BA History covered Medieval and Modern History, the block might be assessed in part by an exam requiring students to pull together themes from the medieval and modern periods. • All credits are attached to the block, so passing a block isall-or-nothing. • If students fail a block following resits, and need to retake with attendance, they retake the wholeblock.

  6. 1. Curriculum Structure(d) • Implications forExternals • You will be asked toconfirm: • marks & grades for individual assessments,and • aggregate marks & grades forblocks. • You will neither see, nor be expected toconfirm: • aggregate marks & gradesfor modules within ablock. • You might be asked to look at an “integrated” dissertation [eg in Education &Music]. • Find out from your colleagues whether the provision you will examine follows the standard structure.

  7. 2. Progression and Completion Rules (a) • Scope of theRules • Progression from C toI • Progression from I toH • Completion of Level H [and M forQTS] • In each case, to progress/complete, students must normally meet 4 criteria, as shown on the next 3 slides.

  8. 2. Progression and Completion Rules (b) • RULE ONE: • get an aggregate mark of 40 or higher for their current Level. • Where there are two or more blocks, students normally need separate aggregates of 40 or higher for eachblock. • An aggregate mark of 39 in one block could be condoned, but onlyif • the examiners judge that the student has met all learningoutcomes

  9. 2. Progression and Completion Rules (c) • RULE TWO: • pass any assessments designated as “Qualifying Components”, or groups of assessments designated as “QualifyingSets”. • RULE THREE: • pass assessments weighted at 50% or over to the aggregate mark. • Assume that a student is given 6 assessments: 2 essays [20% each], 2 presentations [10% each] and 2 exams [20% each]. Students cannot progress if they only pass one exam and one essay because their combined weighting is only40%. • If there are 2 blocks, students are normally expected to meet this criterion separately for eachblock.

  10. 2. Progression and Completion Rules (d) • RULE FOUR: • obtain grade F+ for all formal assessments. • Unlimited compensation of work marked at F+, butNO compensation of marks awarded a grade less than F+. • As a consequence, non-submission will preventprogression/completion. • Descriptor: F+ MarginalFail • The student has marginally failed to reach the standard required to Pass……However…….the work has sufficient strengths to allow the failure to be compensated if the student passed the subjectoverall. • Descriptor: for clear other Fails recognise that The work is below the standard required to Pass and sothe failure cannot becompensated…..

  11. 2. Progression and Completion Rules (e) • Implications forExternals: • You need to be satisfied with the standards used to assess eachassessment. • If Level I History Core is assessed by a Nazi Germany essay, a Slave Trade essay, a Roman Britain presentation and a Nazi Germany exam, you need to see samples for all 4components. • Scrutinise work graded at F+ for “qualifying components”. • If students can only progress if they pass the Nazi Germany essay, you need to pay particular attention to thisassessment. • Ask for the sample to include all work for a block by selectedstudents. • This will enable you to judge whether, overall, the students have met • block-wide learningoutcomes.

  12. 3. Degree Classification Rules EXCEPT BA QTS (a) • Overview • We will calculate classifications in either 3or 4 stages, as follows. • STAGE A: Applying 2 Methods to Calculate the Overall Aggregate Mark • Slide 13 shows the procedure, and an example. • STAGE B: Deciding which Method gives the Higher Overall Aggregate Mark • Slide 14 shows the procedure, and examples. • STAGE C: Looking at a student’s General Profile of Marks • Slide 15 shows the procedure, and slides 16-20 show examples. • If Stage C doesn’t give a clear outcome, we will go to Stage D. • STAGE D: Looking at a student’s Detailed Profile of Marks • Slides 21-22 explain how this will be done.

  13. 3. Degree Classification Rules EXCEPT BA QTS (b) • STAGE A: Applying 2 Methods to Calculate the Overall Aggregate Mark • Procedure • We will calculate the overall aggregate mark in TWO ways: • METHOD 1 • (Level C mark x 10% ) + (Level I mark x 30%) + (Level H mark x 60%). • METHOD 2 • (Level I mark x 25%) + (Level H mark x 75%). • Example • A student’s marks are: Level C 55; Level I 62; Level H 75. • METHOD 1 • (55x10%) + (62x30%) + (75x60%) = 5.5 + 18.6 + 45 = 69.1. • METHOD 2 • (62x25%) + (75x75%) = 15.5 + 56.3 = 71.8.

  14. 3. Degree Classification RulesEXCEPT BA QTS (c) • STAGE B: Deciding which Method gives the Higher Overall Aggregate Mark • Procedure • We will select the higher of the two aggregates obtained in stage A. • Examples • STUDENT 1 • Overall aggregate mark [Method 1] = 69.1. • Overall aggregate mark [Method 2] = 71.8. • We will select 71.8 [the result from Method 2]. • STUDENT 2 • Overall aggregate mark [Method 1] = 66.6. • Overall aggregate mark [Method 2] = 64.8. • We will select 66.6 [the result from Method 1].

  15. 3. Degree Classification Rules EXCEPT BA QTS (d) • STAGE C: Looking at a Student’s Overall Profile. • Procedure • We will take the following 3 marks. • The Higher Overall Aggregate Mark. • The Aggregate Mark from Level H. • The Level H Research Mark [this will be either the mark for the Dissertation OR the average mark for two Research Projects]. • If the 3 marks are in the same class: • the student will be awarded that classification. Stage D will not be used. • If the 3 marks are not all in the same class: • we will go to Stage D. • Examples • see next 5 slides.

  16. 3. Degree Classification Rules EXCEPT BA QTS (e) • STAGE C: Example 1 • Student takes BA History [single honours]. • A. Overall aggregate mark from Method 1 was 67. • Overall aggregate mark from Method 2 was 71. • So: the Higher Overall Aggregate Mark = 71. • The Aggregate Mark from Level H = 78. • The student did a Dissertation, which was awarded 85. • So: the Level H Research Mark = 85. • The three marks are all 70+, so: • the student will get 1st class honours.

  17. 3. Degree Classification RulesEXCEPT BA QTS (f) • STAGE C: Example 2 • Student takes BA English Literature [single honours]. • A. Overall aggregate mark from Method 1 was 69. • Overall aggregate mark from Method 2 was 68. • So: the Higher Overall Aggregate Mark = 69. • The Aggregate Mark from Level H = 68. • The student did a Dissertation, which was awarded 68. • So: the Level H Research Mark = 68. • The three marks are all 60-69, so: • the student will get upper second class honours.

  18. 3. Degree Classification Rules EXCEPT BA QTS (g) • STAGE C: Example 3 • Student takes BSc Biology [single honours]. • A. Overall aggregate mark from Method 1 was 70. • Overall aggregate mark from Method 2 was 69. • So: the Higher Overall Aggregate Mark = 70. • The Aggregate Mark from Level H = 68. • The student did a Dissertation, which was awarded 68. • So: the Level H Research Mark = 68. • One mark is 70, but two are 60-69, so: • the student’s profile will be considered in more detail in Stage D.

  19. 3. Degree Classification Rules EXCEPT BA QTS (i) • STAGE C: Example 5 • Student takes BA History and Politics [double major]. • A. Overall aggregate mark from Method 1 was 70 [75 History & 65 Politics]. • Overall aggregate mark from Method 2 was 69 [74 History & 64 Politics]. • So: the Higher Overall Aggregate Mark = 70. • B. At Level H, the student gained an average of 72 for History & 66 for Politics. • The average of 72 & 66 is 69. • So: the Aggregate Mark from Level H = 69. • The student did an Integrated Dissertation in History and Politics, which was awarded 74. • So: the Level H Research Mark = 74. • Two marks are 70, but one is 60-69, so: • the student’s profile will be considered in more detail in Stage D.

  20. 3. Degree Classification Rules EXCEPT BA QTS (j) • STAGE D: Looking at a Student’s Detailed Profile of Marks • The Board can exercise discretion in reaching a decision, but will follow guidelines agreed by the University. Each transcript will show a recommended classification, and the rationale for it, and Boards normally accept the recommendation. • The gist of 5 guidelines is summarised below and on the next slide. • The Board will focus ONLY on the quality of the work, as indicated by the grades and marks on the transcript. • The Board will NOT take into account any mitigating circumstances. • The Board will take into account whether marks were in the “high” or “low” part of a classification band. • 84-100 is a high 1st class, 70-83 is low 1st class; • 65-69 is high 2i, 60-64 is low 2i; • 55-59 is high 2ii, 50-54 is low 2ii; • 45-49 is high 3rd, 40-44 is low 3rd.

  21. 3. Degree Classification Rules EXCEPT BA QTS (k) • STAGE D guidelines [continued] • The Board will focus on whether the “high” or “low” part of a band was reached: • for the Higher Overall Aggregate Mark, • for at least 50% of Level H, and • for the Level H Research Mark. • The Board will consider marks obtained at the first attempt. • The Board will NOT raise a classification on the basis of reaching the higher classification in a Dissertation if the student had initially failed the Dissertation and got the good mark on the resubmission. • For “Double Major” [Combined Honours] students, the Board will focus on the average performance across the subjects. • There is no expectation that a student must perform equally well in both majors. • If a student does two Research Projects, there is no expectation • that the student must perform equally well in both projects.

  22. 3. Degree Classification Rules BA QTS • Students who enter Level C[4] from 2016: • normal rules apply [see previous slides]. • Students who entered Level C[4] before 2016: • basically follow similar rules to others, except for the following. • The three marks in the Overall Profile are: • the overall aggregate from Levels C[5%], I [25%] & H [70%]. • the aggregate from Level H across Years 3 &4. • the aggregate mark from Level H in Year4. • Neither Level M[7] nor quality of Professional Placement Learning count towards the classification,but: • students are not eligible for BA QTS until they pass PPL and get at least a Level H pass on the Level M[7] block; • Level M[7] credits can be used towards an MA inEducation; • high quality PPL can enable the award to be conferred with • either Merit or Distinction in Teaching Practice.

  23. 3. Degree Classification Rules implications for externals • Pay particular attention to Dissertations and Research Projects. • Make sure you are confident that work is suitably placed into the “high” or “low” part of eachband. • Remember that the highest category starts at84! • If you think markers use a notional maximum of 76, sayso! • Level C[4] might count, so you will need to see a sample ofwork. • This can be smaller than the samples for otherLevels.

  24. 4. Redeeming Fails (a) • Failure of IndividualAssessments • Normally, fails of grade F+ only need to be redeemed if the studenthas failed the relevant blockoverall. • Failure of a Qualifying Component cannot be condoned, irrespective of the overallaggregate. • Fails of <F+ cannot be condoned, irrespective of the overallaggregate. • [Students with provisional coursework marks that are in the Fail category {or 0 due to late submission}, are normally allowed to “re-present” their work before the Internal Examiners Committee, to try to increase their mark to a bare pass. This is in addition to reassessment opportunities offered by the Board, and marks presented to the Board will reflect any adjustments following “re-presentations”.]

  25. 4. Redeeming Fails (b) • Failure of Blocks [i] • Students normally have up to three redemptionopportunities: • reassessment of failed components at the next assessmentperiod [typically lateAugust], then • a single opportunity to retake the entire block, withattendance then • reassessment of failedcomponents. • The right to reassessment is normally forfeitedif…….. • EITHER the aggregate mark for the block is 24 orlower; • OR the failed assessment[s] were based on practical work which the student had not undertaken [unless it would be practicable for the work to be undertaken in the reassessmentperiod].

  26. 4. Redeeming Fails (c) • Failure of Blocks [ii] • The right to retake with attendance is only automatic if a student has submitted all assessments at the first attempt • if a student fails due to non-submission they must apply to retake. • The right to retake with attendance is normally forfeitedif…….. • EITHER the student had not undertaken a reassessment opportunity without either providing evidence of a good reason or indicating that they wished to do a retakeinstead, • OR {at Level I[5] onwards} the outcome of an academic misconduct investigation was that the student’s studies were to beterminated, • OR it would not be possible for the student to retake without violating the maximum duration for theProgramme. • If a student fails professionalpractice….. • the Examiners are entitled to forfeit a reassessment [or retake] • opportunity irrespective of the aggregate academic mark.

  27. 4. Redeeming Fails (d) • Capping Rules • Followingreassessment: • marks for individual assessmentsare uncapped; • the aggregate block markis either capped at 40 or [if it was already >40] frozen at its initial level • initial aggregate 35: reassessment aggregate capped at 40; • initial aggregate 45: reassessment aggregate frozen at 45. • Following a retake with attendance [oralternative]: • marks for individual assessmentsuncapped; • aggregate marksnormally uncapped [but capped at 40 if initial fail due to academic misconduct ornon-submission].

  28. 4. Redeeming Fails (e) • Implications for Externals • Make sure you are confident about overall Block Aggregates around the 24/25 boundary. This probably means you need to get an overview of some students’work. • Make sure you are confident about assessment marks around the F+ boundary.

  29. 5. Mitigating Circumstances:fit to sit policy • Outline • If students submit work, they are deemed to be declaring that they are “fit to beassessed”. • Requests by students for the policy to be waived are handled by the Mitigating Circumstances Panel or Academic Appeals Committee; these bodies would not adjust marks, but could declare an assessment null and void. • Implications forExternals • Work sent to you should have been marked strictly on itsmerits. • Aggregate marks presented to Boards should have been calculated strictly in accordance with approvedweightings. • Award classifications will be agreed solely onthe basis of the profile ofmarks. • You will not be expected to form judgements about how much better students might have performed if circumstances had beendifferent.

  30. 5. Mitigating Circumstances:students who think they are not fit to sit • Outline • They should apply for aconcession: • extension [mark available at the Board]; • deferral of assessment [no mark until the next Board – M grade shown]; • deferred take with attendance [no mark until a later Board – MT grade]; • interruption ofstudy; • special assessment arrangements / alternativeassessments. • Once a concession has been granted, the work is assessed asnormal. • Detailed policies on the University’s website cover valid grounds, type of evidence required, procedures, and responsibility for granting requests. • Cases should have been dealt with before the Board. • Implications forExternals • You are not directly involved, but make sure that the Board seeks an assurance that any M or MT grade has been arrived at via due process.

  31. 6. Academic Misconduct • Outline • Detailed policies on the University’s website cover penalties and procedures. • Cases should have been dealt with before the Board. • Cases identified on Board transcripts by “PL” or “PR”grades. • “PR” means “offer a resubmission despite the normal penalty”. • Mark is 0, unless misconduct was in one part of a multi-part Portfolio. • 48PL means “student passes the Portfolio despite 0 for one part, but further misconduct would be treated as a repeated offence,”. • Boards accept recommendations as long as due process has beenfollowed. • Implications forExternals • Make sure that the Board seeks an assurance that any PL or PR grade has been arrived at via due process. • If you suspectmisconduct, notify the Assessment Co-ordinator asap, • and ask for the matter to be investigated by dueprocess.

  32. General information about student 7. What will Board Transcripts look like? • Issued electronically no later than the day before the Board; best displayed via laptop oriPad. • You may get a papercopy on the day. All marks and grades for current level The University uses standard marks for qualitative work Progression and award recommendation, with rationale

  33. 8. And finally… • We hope you have found this presentation useful. • If you have any queries please email Dr Cathy Walsh [University Registrar] at walshc@hope.ac.uk

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