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Posted: 3-16-2009 22:35 | All replies by this member
Stage 6: Internal moderation of student work
Purpose: Internal moderation ensures that assessment results conform to standards for the
level, and that the marks awarded accurately reflect the marking scheme.
Details: Nominated members of the teaching staff are given responsibility for the quality
checking process as internal moderators. A sample of the student work from across all
grades is selected and, along with the assignment brief and marking scheme, is given to
the appropriate internal moderator. The internal moderator checks that the marks awarded
by the module leader correspond to the marking scheme, and that they are fair and
consistent.
Outcome 1:
● The internal moderator agrees the marks, completes an internal moderation form (see
Example 3) with supporting comments and returns the student work and internal moderation
form to the module leader.
● The internal moderator disagrees with the marks awarded based on the marking scheme.
The marks awarded are discussed with the module leader and scaling the marks may be
suggested. Individual student marks should not be changed on the basis of a sample. If
the internal moderator and the module leader cannot agree, then the sample of student
work should be given to a second internal moderator. Once a compromise is reached,
then any revised marks are recorded on the marking form.
The module leader makes copies of the student work and feedback in the internally moderated
sample, and hands to staff responsible for forwarding student work to the external
examiners, along with a copy of the assessment and marking form for the whole cohort.
Student work and feedback with provisional marks is then returned to the students.
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Posted: 3-16-2009 22:36 | All replies by this member

Example 3. Internal moderation form.

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3-16-2009 23:11

Example 3. Internal moderation form.

[ by Tourism at 3-16-2009 23:11 edited ]
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Posted: 3-16-2009 23:14 | All replies by this member
Stage 7: External examining of student work
Purpose: External examiners are responsible for ensuring that standards of student work are
comparable with other institutions. They also confirm that the internal procedures for assessment
of students have been followed.
Details: The sample of student work and accompanying documentation should be sent
to the external examiner.
Outcome 1:
● The external examiner agrees the marks awarded.
Outcome 2:
● The external examiner queries the marking and may discuss scaling. After discussions
with the module leader, scaling of the whole cohort is either agreed or not agreed.
Once agreed, the marks are forwarded for consideration at Boards of Examiners.

Stage 8: Collection of student feedback
Purpose: Feedback obtained from students contributes to the continuing evaluation of the
quality of the module. It also informs the module report which in turn feeds into the annual
monitoring process.
Details: Towards the end of the teaching period a module leader should collect feedback
from students on their opinion of the module. Questions could include whether the
aims and objectives of the module were clear and whether they were achieved, the relevance
of the module to the programme/course, the appropriateness of the teaching methods,
the clarity of the lectures, the manageability of the assessment workload and the
usefulness of the feedback received from the module leader.

Stage 9: Completion of module report
Purpose: The module report provides a record of the operation of a module, and in turn
informs the annual monitoring process.
Details: After completion of the module, a module report should be completed by the
module leader giving details of the following:
● Student achievement
● Comments on results
● Comments on the module
● Student feedback
● External examiner comments if available

Conclusion: Areas of good practice for consideration:
● External examiners should be invited to visit and observe teaching and meet students
● External examiners should receive assessments sufficiently in advance of the hand-out
date to allow for their comment and input
● The use of an internal moderation form provides evidence that standards of marking and
feedback to students is taken seriously
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Posted: 3-16-2009 23:15 | All replies by this member

Section 3: Annual Monitoring Process

Annual Monitoring enables institutions to evaluate their effectiveness, and demonstrate
their concern for academic standards and quality of provision. The process facilitates the
identification of good practice, whilst it also draws attention to areas of provision which
may require improvement.
Table 3 details the annual monitoring process to be undertaken at Faculty or School level.

Stage 1: Collection of data at module level
Purpose: This enables the module leader to reflect on and evaluate the operation of a module.
Details: A Module Report should be produced (see Stage 9 of Running a Module above).

Stage 2: Programme/Course evaluation meeting
Purpose: A meeting of module leaders should be convened to encourage consultation and
allow staff to have input into course reports.
Details: The programme teams should discuss, reflect on and evaluate the year’s provision.
Evidence to be considered should include:
● Module reports
● Student feedback
● Minutes of relevant meetings
● Progression and award statistics
● Reference to external frameworks
An external examiner’s report for the programme/course should be prepared and considered,
and a response constructed detailing any particular issues which need to be addressed and
actions which need to be taken. Programme Specifications are examined to ascertain whether
updating of information is required. The meeting may also involve annual monitoring auditors
(appointed staff from different Faculties/Schools in the institution) enabling them to have the
opportunity to observe the evaluation undertaken by those responsible for the provision.

Stage 3: Production of programme/course reports
Purpose: These reports demonstrate concern for academic standards of performance and
quality of provision through critical self-evaluation. Production of reports also ensures that
external examiners’ reports are taken into consideration. Updating Programme
Specifications ensures that information on the Programme/ Course remains current.
Details: Using information gathered at Stage 2, the text of each Report is written covering
the following areas:
● Commentary on module performance
● Commentary on the course
● Teaching and learning approaches
● Impact of external frameworks
● Proposed changes to Programme/Course structure
● Programme/course statistics
● Feedback from students at Programme/Course level
● External examiner’s report — issues and response
● Learning resources
● Status of key issues from previous year
● Key issues for forthcoming year
Programme Specifications are updated as necessary at this stage.
The reports should be considered at Programme/Course meetings and by annual monitoring
process auditors and forwarded for consideration at the Board of Studies at School
or Faculty level.

[ by Tourism at 3-17-2009 07:00 edited ]
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Posted: 3-17-2009 07:01 | All replies by this member

Table 3: Annual monitoring process.

_______________________________________________________________
1 Collection of data at module level — evaluation of the module’s performance
2 Programme/Course evaluation meeting — discussion between
module leaders inputs into reports
3 Production of Programme/Course reports — texts of reports are written
4 Production of Faculty/School reports — text of report is
written, informed by the Programme/Course reports
5 Consideration of reports — discussed at Faculty/School Board of Studies
6 Auditing of reports — examination of reports by academic peers
_______________________________________________________________
Table 3: Annual monitoring process.
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Posted: 3-17-2009 07:02 | All replies by this member
Stage 4: Production of faculty/school report
Purpose: This Report provides a record of activity in the Faculty/School for the academic
year, and identifies issues affecting the quality of the educational provision and any actions
taken to improve it. It also records and evaluates student achievement, student feedback
and actions taken in response to issues raised.
Details: The text of the report is written, informed by issues raised in the Programme/
Course Reports, while also covering the following areas:
● Faculty/School overview
● Staffing including external activity
● Academic standards including impact of external referencing and overview of external
examiners’ reports
● Quality of the student experience as relating to the overall student learning environment
● Progression and achievement of students
The status of the previous year’s action plan should be reviewed, and a new action plan
identifying the main actions/issues for the forthcoming year constructed.

Stage 5: Consideration of reports
Purpose: A Faculty/School Board of Studies is responsible for ensuring it receives fully
completed and considered Reports as it is the body responsible for maintaining and
enhancing quality.
Details: Discussion of all the Reports should occur at a Faculty/School Board of Studies,
which allows for additional information to be suggested for inclusion in the Reports, and also
enables the sharing of good practice in their production. Any agreed changes are made to the
Reports, which are then approved at a subsequent meeting. Auditors should be present at the
meetings to observe the transparency of discussion.
The final versions of the Reports are forwarded for consideration at institutional level.

Stage 6: Auditing of reports
Purpose: Auditing of the Reports ensures adherence to processes, identifies issues and
confirms initiation of appropriate actions.
Details: Auditing involves the examination of the documents by peers external to the
Faculty/School, plus discussions with the Programme/Course and Faculty/School teams.
The auditors produce a report on their findings for consideration in due course at institutional
level. Areas of good practice for consideration include inviting auditors to meetings
where annual monitoring is discussed, ensuring auditors are sent the draft reports and
sending copies of finalised reports to external examiners.
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Posted: 3-17-2009 07:03 | All replies by this member

Conclusion

The practical issues around quality of curriculum design, delivery and evaluation are based
around the plan–do–review cycle common to many quality systems. The key elements of
a well-thought-out system are planning, transparency, evaluation and peer review.
Planning should ensure that the curriculum is fit for its intended purpose. Transparency
means that everyone involved — staff and students-know how the system works.
Evaluation works at two levels. First, regular evaluation should ensure that the programme
is delivered in the way it was planned. Second, evaluation should regularly review the programme
for continued fitness for purpose. Finally, peer review should ensure that good
ideas are shared, and that the process is undertaken thoroughly.
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