Code of Practice on Assessment

1. Code of Practice on Assessment Summer 2014

2. Aims An assessment policy that is: • Transparent • Consistent • Fair

3. Common Grading Scale

4. Common Grading Scale (CGS) • A (1, 2, 3, 4, 5) • B (1, 2, 3) • C (1, 2, 3) • D (1, 2, 3) • E – G • First *Distinction • 2:1 * Commendation • 2:2 * Pass • 3 * Pass • Fail * Fail • 23 point Alpha-Numeric Scale (A1 – G3) • D3 represents a pass • Grades associated with a grade point (A1 = 22, G3 = 0) to allow numeric calculations for classification and award

5. Band Descriptors • A: Work, which is largely and predominately characterised by the following: • Outstanding ability and critical thought. • Evidence of extensive reading / research. • Superior understanding showing significant signs of originality and an in-depth understanding of the topics covered. • Use of new information, new methodology or new theory. • Original insight and power of analysis in which arguments are cogent and well supported in almost all respects or demonstrate creativity or originality. • Excellent grasp of appropriate critical concepts. • Excellence in understanding and critical analytical ability. • Evidence of wide reading and discriminating use of relevant literature sources and work experience where appropriate. • ……

6. SCQF Level descriptors • Grade should be sensitive to level of study • Achieving A1 at Level 1 does not require the same as A1 at Level 4 • SCQF 7 (Level 1): • broad knowledge of the subject/discipline in general. • Knowledge that is embedded in the main theories, concepts and principles. • … • SCQF 10 (Level 4): • Knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of a subject discipline. • A critical understanding of the principal theories, concepts and principles. • Critically identify, define, conceptualise, and analyse complex problems and issues. • Critically review and consolidate knowledge, skills, practices and thinking in a subject/discipline. • ….

7. Determining an Assessment Grade

8. When are Grades Used? A Grade should be awarded for each component of assessment (i.e. each essay or examination question). In some cases, it may not be considered appropriate to award a CGS directly (e.g. multiple choice test / presentations). Schools should determine the appropriate percentage (or other) scale  to be used to convert the mark to a grade on the CGS.This information must be available to all candidates, published in course handbooks and available to all Examiners.   Study Abroad: Similarly, grades achieved during Study Abroad in honours years must be converted into grades on the CGS scale. Students must be fully aware of the process by which their grades will be converted to the CGS before leaving to study abroad.

9. Determining Course Grades Overall course grades are calculated as a weighted sum of component assessments

10. Degree Classification and PGT Progression & Award

11. Honours Classification - 1

12. Honours Classification - 2 • Grade Points used to calculate a Aberdeen GPA (credit-weighted) • GPA used to define degree class

13. PGT Progression & Award

14. PGT Progression & Award

15. Impaired Performance • Course level • Where illness or other good cause has impaired performance on an in-course assessment or an examination, it is not possible for the Examiners to make a judgement about the extent of the impact • Where examiners agree illness or other good cause has impacted performance: • If there is evidence that ILOs have been met, and >=75% of assessments have been completed, an overall grade for the course can be returned adjusting accordingly for the assessments completed • Where < 75% has been completed, the assessment is set aside and the candidate takes the assessment again as a first sitting

16. Impaired Performance • Programme Level • In exceptional circumstances where a candidate has been unable to complete the requirements for honours degree classification due to MC/GC and • Medical advice indicates it would be unreasonable to require a candidate to appear for assessment on a subsequent occasion and • If the candidate’s past record provides sufficient evidence that they would have obtained Honours, •  Examiners may recommend the award of an Aegrotat degree • In the case of Borderline Candidates there may exceptionally be situations where candidates performance has been impaired for a prolonged time period. In such cases, the examiners may take account of this to determine final degree classification or postgraduate award. NB: the ‘borderline zone’ is very precisely defined and not at the School’s discretion.

17. Borderline Candidates • Where the overall GPA for the award falls within a borderline zone Examiners should examine the following criteria to determine final degree classification or postgraduate award • Median Grade • Unrounded GPA • Borderline vivas • Exceptional Circumstances

18. Implementation

19. Implementation Timeline - UG • 3 year implementation starting 2014/15 Session • Students are classified according to the Honours classification system in place when they entered Honours • 2014/15: • all assessments marked using the new scale. • Final year students grade using existing grade spectrum, Level 3 students informed of the new classification • 2015/16: • Final Year Students grade using both GPA and Grade Spectrum (no change to weightings) • Level 3 students informed of equal weighting of course grade points • 2016/17: • Final Year students classified using new GPA and no weightings

20. Implementation Timeline - PGT • 2 year implementation starting 2014/15 Session • Students are classified according to the PGT award system in place when they started their PGT programme • 2014/15: • all assessments marked using the new CGS . • Jan 2014 PGT starts using existing grade spectrum • Sep 2014 PGT starts use new scale and new GPA system for award and progression • 2015/16: • All students use new CGS and GPA system of award and progression

21. Questions