External Examiner Role and Scenarios in Educational Quality Assurance

External Examiner Induction Task Dr Pinky Jain Quality lead School of Education

Role of the External Examiner Maintainer of academic standards Process checker Guardian of national standards Critical friend

Scenario A You have been invited to a meeting at the beginning of your tenure as external examiner. The course leader wants to brief you about the course, get to know you and establish a working relationship. At the meeting the course leader makes clear that there are no issues around the assessment standards being used as they compare favourably with what he sees as an external examiner at another institution. He identifies two areas where he would appreciate your help. First, he confesses he has concerns about whether two other members of the course team are really committed to using criteria and moderation processes, so he wants you to focus on commenting on assessment processes. Second, he has started to prepare for the revalidation of the course due to take place next academic year and would appreciate suggestions from you about how to improve the course Advanced HE (2020)

Option A - You interpret the tick box report as a lack of interest in your expertise. You see the revalidation as an opportunity to make the job interesting, useful and supportive for colleagues in this institution and so agree that you will help. Option B - You make clear that it is up to you how you carry out your role and where you put your focus and resent the direction from the course leader. Option C - Having looked at the course documentation before the meeting you can see a range of ways to improve it and think that if the course can be improved the assessment standards will look after themselves (i.e. better learning processes and a higher level of challenge will ensure the quality of work improves). So you plan in the first instance to focus on improvement of the programme, which will also support the re-validation, and after that to focus on any modules not reaching high standards. Option D - You thank the course leader for being honest about potential problems in the course and you will bear in mind what he has told you. Advanced HE (2020)

Scenario B You are one of two external examiners on an exam board each covering a different set of compulsory and optional modules within the same course. The other examiner is very experienced and has served as external examiner at several institutions across the sector. The other examiner makes clear that the quality of the student work she has seen is not high enough, it has not been marked rigorously and expectations of quality are too low. In fairness to the students, however, she is prepared to allow the marks to gothrough because the criteria used to judge the work were those given to the students. She asks for your support for this position at the exam board. You are satisfied that on the modules for which you have responsibility the marking standards being used are appropriate. Advanced HE (2020)

Option A - You have the students best interest at heart. The other examiner is not proposing action that will disadvantage the students therefore you are prepared to support the external in agreeing the marks. Option B - You have the students best interest at heart and have seen the high-quality work produced by students in the modules you oversee. In fairness to them, you cannot support other students receiving higher marks than they should. Option C - You regard your responsibility as an external examiner as ensuring that the standards of your subject are upheld and therefore cannot support the other examiner. Option D - You are aware that criteria alone cannot clarify the quality of work expected and that marking is an imprecise science . You seek a more detailed discussion with the examiner before the exam board begins later that day. Advanced HE (2020)

Scenario C You have been external examiner at the institution for two years. You have developed a good rapport with members of the course team, but you think the course leader lacks leadership skills and does not have the capacity to bring about much change. You are facing a dilemma. You can see that some students are being given pass marks for very weak work that does not provide evidence that they have met the learning outcomes. You know that if you challenge the staff about these judgements you are likely to damage rapport and you still have two years to serve. You are aware how hard the staff work with a relatively weak intake and for many students the value added is to be applauded Advanced HE (2020)

Option A - You strongly sympathise with staff who are under pressure from their institution to ensure a good retention rate. You think you can achieve a lot by working with the team and do not want to jeopardise this opportunity by criticising staff for occasionally too easily giving the benefit of the doubt to students. For now, you decide to focus on helping them improve the course, which offers great employment opportunities for successful students. Option B - You are clear that the quality of work required to pass is not as high as for students at your home institution. You decide to refuse to agree the marks on several modules and state this in your report. Option C - You are aware that courses in your subject have different emphases with some course being academic and others more practice focused. While the documentation does not make it clear, in talking to the staff the focus of the course is on developing students practical skills. You think that this is acceptable with regard to the subject benchmark statement, so you feel you can overlook the lack of academic prowess that seems to be underlying poor performance. Option D - In order to maintain the rapport you have with the course team, you decide to have a quiet word with the course leader to suggest something is done about marking standards. Advanced HE (2020)

Aim of EE Report Develop a deeper understanding of the nature of academic standards and professional judgement, and explore the implications for external examining Use evidence-informed approaches to contribute to impartial, transparent judgements on academic standards and the enhancement of student learning. Advanced HE (2020)

Report Content Academic Standards Students Performance Assessment Quality of teaching and learning opportunities Courses delivered by partner/multiple partner organisations The conduct and operation of the Board of Examiners Any institutional issues Recommendations for improving the provision based on your experience of examining University of Worcester AQU

Sources of information Module outline Programme spec Assessment criteria Marking rubric Assessment brief for each module Course Handbook Annual evaluation report Meeting with students Meeting with the wider course team Moderation report Assignments For partner assessment from setting RPL work or curriculum development activities, such as comments on course amendments Course Data Meeting with the course lead

University of Worcester AQU

Assessment Process Verification Standardisation Double Marking Moderation Internal moderation External moderation