Newcastle University. An expression of the provider s broad educational purposes in providing the programme(s) of study.

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1 Newcastle University Assessment - Glossary of Terms Accredited Prior (Experiential) Learning (AP(E)L) [see Aims: Learning (either formally certificated learning or learning acquired through experience) undertaken prior to entry on a particular programme of study for which academic credit on that programme of study is granted. An expression of the provider s broad educational purposes in providing the programme(s) of study. Annual Monitoring and Review (AMR) [see for procedure] The University s system for monitoring the operation of taught programmes on an annual basis. Anonymous marking Assessment Marking conducted without knowledge of which candidate s work is being marked. Anonymous consideration of candidates may extend to the examination board but may end, for example, if information about extenuating circumstances is revealed to a board. A generic term for a set of processes that measure the students achievement of the intended learning outcomes in terms of knowledge acquired, understanding developed, skills gained and attributes demonstrated. Diagnostic Assessment which provides an indicator of a student s aptitude and preparedness for a programme of study and identifies, for the learner and the teacher, any strengths and potential gaps in knowledge, understanding and skills expected at the start of the module /programme or other possible learning needs. Formative Assessment designed to provide learners with feedback on progress and inform development. It does not contribute to the overall module mark.

2 Summative Assessment which provides a measure of achievement in respect of a student s performance in relation to the intended learning outcomes. It contributes to the overall module mark or degree classification. [NB Formative and summative assessment may not be mutually exclusive.] Assessor An individual (eg member of University staff, external expert who has been briefed on the University s assessment processes or a student/ group of students in the case of self- or peer assessment) who determines whether a student has demonstrated the achievement of the intended learning outcomes. Assessment criteria Descriptions by which an assessor determines whether a student has demonstrated the achievement of the intended learning outcomes for a particular level. Assessment methods Calibration Common marking scale Credit The different means by which students achievement of intended learning outcomes can be assessed. A wide range of methods may be used but they must be appropriate to the intended learning outcomes being assessed. Calibration is a means of ensuring that the numerical mark is equivalent to the common marking scale and takes place, by the module leader, before the marks are returned. The common scale for the return of marks as set out in Undergraduate and Taught Postgraduate Examinaton Conventions. It defines the range of marks to be given to represent degree classifications to ensure consistency and fairness to students. A quantitative measure of learning effort. The size of a module, measured by reference to student learning time so that for every 10 credits a student is expected to spend 100 hours in programmed activities, private study, or assessment. Credit is normally awarded for the achievement of a set of specified intended learning outcomes..

3 Degree classification A means of distinguishing between the differences in achievement by individual students of the intended learning outcomes for a degree programme. Diploma Supplement A summary record of a student s academic achievements on a particular programme of study which, in addition, includes contextual information about the award and the national higher education system in which it is awarded. Double marking Blind (or independent) second-marking: ECTS (European Credit Transfer and Accumulation System) Marking of a piece of work by two separate markers against specified marking schemes and marking criteria. Each marker keeps a record of marks awarded, together with the rationale for awarding each mark. The use of marking sheets or similar procedures for written work can help to ensure that the marks given by the first marker do not influence the second marker s judgement. Markers notes enable discussions to take place, after initial marking, about the reasons for individuals decisions if there is a significant difference between the markers judgements. At the time of marking, the secondmarker does not know the marks awarded by the first marker but may know the identity of the candidate. The system for allocating credit used by European institutions to make study programmes in Europe easier to read and compare and therefore assists student mobility. It assigns credits to course components based on the student workload required to achieve the objectives of the particular course of study. These objectives are usually described in terms of the learning outcomes of the course and the competences to be acquired. The workload of a full-time student during one academic year is calculated to be 60 ECTS credits and equates to half the value of a UK credit. Workload refers to the average time a learner might be expected to reach the required learning outcomes.

4 Examination Feedback An assessment task (usually written but sometimes practical or oral) formally scheduled and supervised by the University. The process by which students are informed of their strengths and weaknesses. The aim should be for high quality and timely feedback to enable students to assess their progress and to improve upon it. Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) [See FHEQ/EWNI/default.asp ] A set of reference points drawn up by the Quality Assurance Agency for Higher Education against which the intended learning outcomes for a programme of study and actual student achievement are set.. The Framework for England, Wales and Northern Ireland distinguishes five levels in higher education and sets out descriptors exemplifying the outcomes of the main qualification at each level. Intended Learning Outcomes (occasionally referred to as objectives) The knowledge, skills and attributes which a student can be expected to have gained on successful completion of a programme or element of a programme of study. Level Marking criteria / descriptors An indicator of the relative demand, complexity and depth of the learning required of a student in relation to particular modules or elements of study. The FHEQ also defines the level of higher education qualifications /awards. See Assessment criteria. Model / indicative answer Moderation of marks / grades An example of what is expected to be demonstrated in an individual assessment task to obtain the maximum mark /grade. The process of scrutiny (undertaken by an individual or a group) of a selection of pieces of work from an assessment task to review and verify the level and consistency of the marks/grades allocated by the marker(s) against

5 published criteria to increase the reliability of the assessment process and application of standards. Moderation may be carried out internally as part of the quality assurance process but also as part of the role of the external examiner in monitoring standards. Module Norm-referencing A discrete component of a programme of study having stated intended learning outcomes, teaching and learning opportunities to achieve those outcomes and assessment tasks to enable students to demonstrate achievement of the outcomes. Modules are allocated credit values and have a defined level. A norm-referenced interpretation involves comparing a student's score with the scores other students obtained on the same test. How much a student knows is determined by the student's standing or rank within the reference group. High standing is interpreted to mean the student knows a lot or is highly skilled, and low standing means the opposite. Obviously, the overall competence of the norm group affects the interpretation significantly. Ranking high in an unskilled group may represent lower absolute achievement than ranking low in an exceptional high performing group. Periodic review The University s system of internal subject review of a School/ subject area s teaching provision, carried out normally every five years. Pre-requisite (module) Programme of study A module that is required to be studied (but not necessarily passed) before undertaking a further module that assumes prior knowledge. Structured and coherent teaching and learning provision leading to an award. Programme specification A comprehensive description of all features of a programme of study, including the intended learning outcomes, the means by which those outcomes are achieved and demonstrated, the curriculum, criteria for admission, student support and regulations for assessment.

6 Sampling Scaling of marks A way of identifying the range of work that should be selected for moderation. Sampling may be based on the desirability of checking borderline marks of any kind, or to test that marking criteria have been applied consistently across the assessment of students in the cohort. The systematic adjustment of a set of marks for an assessment (whole cohort) in order to ensure that they properly reflect the achievements of the students concerned as defined by the assessment criteria. Scaling of marks should not be adopted as a routine procedure - if the assessment criteria are set appropriately, the resulting marks should be acceptable. Standards Academic standards are a way of describing the level of achievement that a student has to reach to gain an academic award. They should be at a similar level across the UK. Professional statutory bodies also set standards or competencies. Subject benchmark statements A description of the nature and characteristics of programmes of study in a specific subject. Subject benchmark statements represent general expectations about the standards for the award of qualifications at a given level and articulate attributes and capabilities that those possessing such qualifications should be able to demonstrate. Most of the subject benchmark statements produced to date at the request of the QAA by the relevant subject communities refer to bachelors degrees with honours. Transcript A summary record of a student s academic achievements on a particular programme of study.