Assessment Policy and Procedures for Higher Education: Role of External Examiner, Summaries of English

Download Assessment Policy and Procedures for Higher Education: Role of External Examiner and more Summaries English in PDF only on Docsity! Quality Assurance Handbook Chapter 4 Assessment & Awards 2 Document History Version Date Author Comment Draft 5.0.1 21 Dec 2009 Initial draft post August consultation on Assessment & Standards Draft 5.0.2 30th July 2010 an Pre publication draft for approval by Academic Council 5.0 1st September 2010 Approved by Academic Council 5.1 8th August 2011 Sinéad O Sullivan Standardised Correction policies of Schools of Business and Computing as agreed at Academic Council March 2011 5 4.1. Introduction Within the academic process it is necessary to have in place effective instruments designed for verifying Learner learning, knowledge and skills. These instruments need also to relate to predetermined learning outcomes and to correspond to clearly defined stages of achievement in the accreditation and awards process. The concept of assessment is one which embraces the range of such instruments of evaluation and assessment currently utilised including - written and practical examinations, practical and project examinations, oral and aural examinations, continuous assessments, examination of supervised professional practice and work placement, and examination of written reports and dissertations. These are the methods used to measure the performance of Learners in achieving the learning outcomes of a programme. Therefore they constitute a core element in the academic quality assurance procedures of National College of Ireland. All assessment is administered within a framework of formal written regulations as ching and assessment strategy, FETAC1. These policies and procedures shall apply to all assessment leading to awards regardless of awarding body. Where a particular awarding body requires a variation to the standard policy and/or procedure, this shall be highlighted. This policy document follows the following format  Principles of Assessment  Conventions of Assessment for HETAC awards  Implications for other policy areas  Security and integrity of the assessment process  External Examining  Preparing assessment  Organisation and management of assessment o Assessment timetable o Assessment regulations for learners o Assessment invigilation o Venue management o Assessment for learners with special needs o Assessment for learners for whom English is not a first language o Extenuating circumstance  Marking Assessment  Assessment Boards  Communication of results  Feedback, Review and Recheck  Appeal  Disciplinary Process 1 See HETAC (2009) Assessment & Standards; FETAC (2008) Assessment Policy 6 Principles of Assessment The principles that follow are organised under six themes. 1. Learners are responsible for demonstrating their learning achievement A learner who is enrolled on a programme should submit himself or herself to intended learning outcomes 5 . Each learner is expected to strive, with the support of the provider, to develop academic integrity, undertake assessment tasks honestly and truthfully and shun plagiarism and other forms of academic dishonesty or impropriety. The provider should ensure that there are learning opportunities for the h are satisfied by prior learning). 2. Assessment supports standards based on learning outcomes Awards are made and classified exclusively on the basis of criterion referenced assessment of learning outcomes (knowledge, skill and competence.) The learning outcomes required to qualify for HETAC, FETAC, CIPD or ICM awards are specified by the awards standards issued by HETAC, FETAC, CIPD or ICM. The awards standards describe the standard to be acquired by learners (i) before a higher education and training award may be made by HETAC or by a recognised institution to which authority to make awards has been delegated by HETAC, or (ii) who request from HETAC recognition of an award made by a body other than HETAC or a recognised institution to which authority to make awards has been delegated; which implies that they describe the learning required to pass. The minimum intended programme learning outcomes define the minimum learning outcomes for a particular programme at the programme level. These must always be specified through the programme validation process. If the programme contains electives these are captured by variant forms e.g. A and (B or C). A learner who completes a validated programme is eligible for the relevant award if he or she has demonstrated, through assessment (including by recognition of prior learning), attainment of the relevant minimum intended programme learning outcomes. programme development teams may aspire to desc vely to the minimum ones. Credit, while not a proxy for attained learning outcomes, should normally be linked to achievement of minimum intended module or programme learning outcomes. 3. Assessment promotes and supports effective learning and teaching Teaching and learning and assessment are linked activities which affect one another. Effective assessment is intrinsic to effective teaching and learning. Effective assessment is (i) consistent with, (ii) supportive of, and (iii) derived from the intended programme and module learning outcomes. 7 Assessment should be planned and coordinated across modules and programmes. Both module assessment strategies and programme assessment strategies are necessary for effective assessment. The effort required of a learner to complete an assessment task should be proportional to the associated educational benefit to him or her. Formative assessment supports learning and should involve formative feedback and it is an essential part of any programme of education and training. Teachers and learners share in the responsibilities for effective learning. Involvement of learners in the construction of assessment tasks and criteria can enhance learning. Authentic assessment supports effective learning. 4. Assessment procedures are credible Credible assessment is fair and consistent and more specifically it is valid and reliable (i.e. fit for purpose). Fair assessment is inclusive, recognising that different people can have different learning needs, styles and approaches. Assessors and any committees with a role in assessment should have the necessary competence and this will likely require that they receive training from time to time. Any person who would have a conflict of interest (actual or potential, real or apparent) if he/she were to act as an assessor in a particular situation should neither act nor be required to act as an assessor in that situation. This requires that relevant interests should be declared. There should be appropriate measures to ensure learners are confident about the fairness and objectivity of their assessment procedures. Anonymous grading of summative assessment, where feasible, is an example of an effective confidence building measure. The intended programme and module learning outcomes and assessment strategies should be plainly written and communicated at the start of a programme to learners and all those involved with teaching and assessment. The processes for assessment complaints and appeals should meet the same standards of fairness, consistency and fitness for purpose as assessment in general. In particular they should be straightforward, efficient, timely, and transparent. 5. Assessment methods are reviewed and renewed as necessary to adapt to evolving requirements Developing and testing new assessment methods, tactics and strategies is necessary for continual enhancement and to cope with emerging challenges. 6. Learners are well informed about how and why they are assessed Learners need to be familiar with and understand the intended module and programme learning outcomes, relevant programme and module assessment strategies and regularly reminded of these and the assessment regulations. Programme documentation should inform learners appropriately (e.g. in a programme handbook and programme web page, module guide etc. ). Learners should be involved in the periodic review of assessment procedures. 10 4.2.2. Sectoral Convention 2: on Mixed Grading Systems Each provider shall adopt either the Percentage grading system or the Alphabetic grading system (for all of its provision), in accordance with the Sectoral Convention 4. Programmes shall be system. NCI has adopted the percentage grading system. 4.2.3. Sectoral Convention 3: on Determination of Award Classification Calculation of the award classification shall be based on the credit weighted mean value of the allowable grades (i.e. those that contribute to the classification) for modules of a specific programme A learner may claim exemption from a module whose grade would otherwise contribute to the award classification provided that he or she can demonstrate the attainment of the relevant knowledge, skill and competence. In cases where the attainment cannot be graded fairly and consistently then only an unclassified award shall be available. Procedures for exemption and/or pass by compensation shall not compromise national standards for awards. on firstattempt grades. Necessary procedures to allow consistent treatment of a repeat grade as a first attempt grade, where exceptional mitigating circumstances exist, shall not compromise this principle. Accordingly, the existing approach to repeat for honours (i.et is not to be offered) shall be maintained, pending discussions between other awarding bodies (including universities and DIT) with a view to finding an agreed national approach. This position shall be reviewed within 12 months of the commencement of the Conventions. 4.2.4. Sectoral Convention 4: on the Percentage and Alphabetic grading systems Percentage marks (p) and percentage point values (ppv) are defined in the following table: Description Percentage mark Percentage point value Passing marks 4 pp 100 Outright failing marks 0 The Percentage Point Average (PPA) for a stage is the credit weighted mean of the percentages point values for the constituent modules. No credit is allocated to a learner in respect of modules which are failed outright. Alphabetic grades and grade point values are defined by the following table: 11 Description Alphabetic grade Grade point value A 4.0 B+ 3.5 Passing grades B 3.0 B 2.75 C+ 2.5 C 2.0 D 1.5 Outright failing grade F 0.0 The Grade Point Average (GPA) for a stage is the credit weighted mean of the grade- point values for the constituent modules. No credit is allocated to a learner in respect of modules which are failed outright. 4.2.5. Sectoral Convention 5: on Post Award Achievement required for an additional major award at the same level Subject to the following conditions, a graduate holding a higher education and training award may present for and, if successful, achieve a further major award at the same level within the same generic area of study but involving the attainment of new learning outcomes (i.e. post award achievement). If the area of specialisation of the post award achievement is not substantially different and/or if the associated credit is insufficient for the granting of a new major award, the applicant may be granted a minor, special purpose or supplemental award or a Single Subject Certificate (issued by a recognised institution of the Council or by HETAC). The following table sets out the minimum volume of newly certified learning required of a candidate seeking to qualify for an additional major award at the same level within the same generic area of study. Please note that repeating learning substantially equivalent to previously certified learning is not included in the calculation of postaward credit in the following table. Award currently held Additional award sought Post award credit for newly certified learning Higher Certificate Higher Certificate A minimum of 60 credits at level 6 Ordinary Bachelor Degree Ordinary Bachelor Degree A minimum of 60 credits at level 7 Honours Bachelor Degree Honours Bachelor Degree A minimum of 120 credits at least 60 of which are at level 8. Master's Degree Master's Degree A complete programme 4.2.6. Sectoral Convention 6: On ECTS Grade and Grade Interpretation Scheme (EGIS) Whenever the ECTS Grade and (if appropriate) the ECTS Grade Interpretation Scheme are implemented, it shall be on the basis of a sectoral or national convention. ECTS Grade is not implemented yet in Ireland. EGIS is described in a draft ECTS 12 4.2.7. Sectoral Convention 7: On Exceptions In exceptional circumstances where, for a particular programme, the legitimate requirements of external authorities conflict with one or more of the Sectoral Conventions and make their application impossible then an alternative arrangement may be used for that programme. Such exceptional arrangements shall be identified on the Europass Diploma Supplement described in the programme assessment strategy and articulated during the programme validation process. In the case of collaboration between providers using different grading systems, there shall be negotiation and agreement on a joint programme assessment strategy and joint grading system for the collaborative programme and on any necessary conversions of module grades. This shall be addressed during the validation of collaborative programmes and in the context of collaboration and joint awarding agreements etc. Joint awards have a distinct identity and may use an alternative classification system where appropriate. 15  The school will issue these instructions and the password to faculty.  This password must be a combination of letters and numbers and will not be the course code, title or any other similar combination that may identify it  The School Administrator will ensure that any documentation received that does not comply with these instructions will be notified to the Dean of School, who will then contact the member of faculty and request a new set of documentation Responsibility of IT Department  IT department will create 3 email addresses, one for each school/centre  The IT department will create a directory on the relevant School/Centre drive per semester  The IT department will disable these email addresses on receipt of the instruction from the Director of Student Services Responsibility of Director of Student Services  In consultation with the Deans of School, the Director of Student Services will set a date by which exam documentation can no longer be emailed.  The Director of Student Services will inform the IT department of the date by which emails will not be accepted Responsibility of the Sender Sending the email  Examination documentation must be created in Microsoft Word.  The Sender must send the email from their NCI email address. Emails from other addresses will not be accepted. Documentation sent from any other email address will be required to be fully replaced by a new set of documentation.  The examination paper must be created using the template p  This DRAFT watermark will only be removed by the School Administrator when the paper is signed off by both internal and external examiners.  The Sender must password protect the document attached to the email with the password provided by the School Administrator  The sender will keep a backup copy of the documentation ( this is in the event of the paper being corrupted or the password being incorrectly input by the sender) in a secure place. The sender must ensure that this secure place is appropriate to the storing of sensitive information and it advised to ensure that all electronic copies of examination documentation is password protected and destroyed when it has been submitted and deemed accepted by the Examinations Office  Ensure that a return receipt is placed on the email sent  Only Complete papers, marking schemes etc will be accepted. If changes are made, then entire set of documentation must be resubmitted 16 Responsibility of the Recipient  The email is sent to ONE email address in each school  The recipient will save the documentation to the appropriate location in each school  The recipient will log receipt of the documentation, its status/state of readiness  All traces of the email and its attachments must be deleted from college systems. 4.4.3. General Security  The number of staff (both academic and non academic) handling draft examination papers, individual questions, and papers in final form for printing or printed papers should be kept to a minimum.  At School level, arrangements for security is the responsibility of the Dean of School  Office doors, filing cabinets and desk drawers should be kept locked if the staff members office is unattended  For final printed papers, responsibility rests with the Examinations Office.  Whether at School level or within the Examinations Office, examination papers are held in one secure location.  In the case of the External Awarding Bodies where the College does not participate in the production of examination papers, responsibility for the security of papers received from any External Awarding Body rests with the Examinations Office.  Where a member of NCI staff is participating on a programme, they should not be involved in the examination paper process. It is the Deans of School responsibility to ensure that appropriate processes are put in place to manage this 4.4.4. Conflict of Interest  Internal examiners should declare any potential conflicts of interest eg members of family, acquaintance or other such relationships that may affect the integrity of the assessment process. Deans, subject heads and the Registrar should ensure that steps are taken to prevent any compromise of the assessment process in this case.  Internal examiners should absent themselves from any deliberations of results of family members, acquaintances other than in cases agreed by the Chair of the Assessment Board. 17 How the effectiveness of the process will be assured Monitoring Monitor (Job Title) Frequency Monitoring Method(s) Registrar Annually Spot check Review of any recorded breaches of security Sample security of papers, premises and files during the assessment preparation period Registar Each assessment session Ensure that effective processes have been in place where conflict of interest has been declared 20  External Examiners will normally be drawn from the Irish or overseas higher education sector. The School will be mindful of the significance of the European dimension of Higher Education in the appointment of teams of External Examiners. In the case of FETAC awards, external examiners or authenticators may also be drawn from the FETAC panel of external authenticators.  When appointing External Examiner/s to a programme or set of programmes the School will be mindful of the ability of the examiner/s to deal with the full range of module areas covered on the programme.  The School will consider all appointments of External Examiners in the context of the ongoing development of academic disciplines within the college and of the college's strategic development.  Any ex-staff member employed by National College of Ireland within the previous five years who are suitably qualified to act as an external examiner will not be eligible for appointment as External Examiners of the college.  External examiners should be suitably qualified with a minimum of an honours degree or equivalent. External examiner nominations/appointments should be such as to ensure maximum objectivity.  Normally, an external examiner drawn from academic life should hold an academic qualification, in the appropriate discipline, of a level higher than that of the programme(s) to which he/she has been nominated. In general only persons associated with degree and postgraduate programme delivery in their own institutions should be nominated for degree programmes in NCI.  The School should take due cognisance of the desirability of gender balance when nominating teams of external examiners.  It is wholly inappropriate for individuals to canvass NCI on their own behalf for the purpose of seeking a nomination as an external examiner.  Nominations for external examiners are forwarded by the Dean of School by the agreed date to the Registrar. The Dean of School will normally be required to make a number of nominations greater than the number of vacancies arising to ensure that external examiner positions within the college are appointed. The Academic Standards & Policy Committee will recommend a list of External Examiners to Academic Council for approval.  Prior to recommending external examiners to Academic Council, the Academic Standards & Policy Committee will ensure that an appropriate mix of institutions is represented across the Irish and international education sector. Normally, the incoming external examiner will not be from the same institution as the outgoing external examiner, No more than 1 external examiners should come from one institution in a given subject area. 21 o On appointment, the External Examiner will be provided with the following documentation  The programme validation documentation  The programme Handbook  Module descriptors and guides  The current Programme and module assessment strategy  Assessment policies of the College  The External Examiner will be invited to a meeting with the Dean, Programme Director and other members of the programme team. This may take place as a formal induction process in the case where a number of external examiners are being appointed at one time, or on an individual basis where individual appointments are being made.  The normal period of appointment of external examiners for undergraduate and postgraduate taught programmes is three years. This may be exceptionally extended to four years with the permission of the Dean of the relevant Faculty. An external examiner will not normally be re-appointed within the three years following completion of their three, (or four year) contract. 4.5.4. Discontinuation of appointment Under certain circumstances, the appointment of an external examiner may be discontinued by the College or the individual examiner before the completion of his/her period of appointment. Where an external examiner resigns prior to the expiry of the appointed term the appropriate School is responsible for obtaining written confirmation of the resignation, advising the and nominating a replacement. In the event of unsatisfactory performance, the College reserves the right to terminate employment at any time during the period of appointment. The decision to discontinue shall be based on a statement detailing the proposed grounds for discontinuation and submitted to the Vice President/President for final decision. The will inform the external examiner in writing of the decision and it will be reported to the School and Academic Council. 4.5.5. Duties of the External Examiner Approval of Assessments and other materials It is the duty of External Examiners to agree the drafts of all examination papers, individual assessments that contribute to 40% of more of summative assessment for a module, marking schemes and model answers where applicable, before the examination papers/assessments are finalised. The External Examiner shall ensure that the assessment properly reflects the syllabi and approved programme schedules. External examiner comments on all assessment and examination papers are recorded the annual Module Evaluation Forms. External Examiners shall decide, in consultation with the Internal Examiner, 22  The particular draft assessment briefs, examination papers, model answers and marking schemes to be assessed, prior to the examination.  The particular marked examination scripts (s)he wishes to assess  The nature and content of other assessment material (s)he wishes to assess, including programme coursework. The Dean of School shall ensure that such material is provided to the External Examiner in good time and the Deans of Schools will ensure the timely submission of examination papers, assessments and sample scripts are made available when requested. Where the External Examiner wishes to suggest amendments to draft examination papers (s)he may do so. The External Examiner shall indicate on the Module/Subject marking sheet any proposed amendments by the Internal Examiner. Efforts should be made to achieve consensus in relation to such proposed amendments. The External Examiner may comment on such matters relating to individual Learner performance, module performance, or programme performance as (s)he deems necessary. The Examination Board shall give due consideration to such comments. The External Examiner may request to have his/her dissenting opinion on any matter recorded on the Broadsheet. The Internal Examiner shall take such proposed amendments into account, and shall make the necessary adjustments. If the external examiner feels that circumstances exist that might constitute a conflict of interest, he/she shall bring this to the attention of the Dean of School/Registrar who will make such arrangements as are necessary to negate the conflict of interest. Oral examinations Where relevant, External Examiners with specific responsibility for modern languages shall normally be expected to attend for all or part of the Oral competence assessment sessions held at the college in respect of programmes for which such assessments are specified in the approved programme schedule as an examination requirement. Where such assessments are carried out in the absence of the External Examiner an audio recording of the assessments shall be made and a representative sample of this recorded material shall be monitored by the External Examiner as part of his/her duties. 4.5.6. Assessment Following an examination, the External Examiner is required to see representative samples of assessment material presented by candidates. The sample should normally include the best script, a number of borderline scripts at each level in the case of award years and a random sample of the remainder, with sufficient material, including where feasible, relevant statistical data to enable the External Examiner(s) 25 The internal verification report should be available to the Authenticator in advance of conducting the external authentication process. The Authenticator reviews the internal verification report(s) and confirms the findings/outcomes Sampling a range of evidence sample of learner evidence to moderate. The Authenticator should be made aware of is to sample 10-20% of a group depending on size. In the case of small class sizes (less than 20), all learner assessment is sampled. Guidelines on sampling are given in the Assessment Guidelines for Providers; http://www.fetac.ie/assessment/Quality_Assuring_Assessment_Guidelines_for_Provi ders_May_2007.doc the specific sample to be selected. This should be incorporated in the visit plan/agenda. The following should be noted in relation to sampling;  it is the Authenticator, not NCI who selects the evidence to be sampled, applying the sampling strategy.  the sample must be sufficient to enable the Authenticator to make an informed judgement on the consistency of the assessment decisions in the context of the award standards  the sample should reflect the spread of grades and borderline grades i.e. Pass, Merit, Distinction, to ensure grading criteria are being applied consistently  if the Authenticator is moderating results from a number of assessors and programmes then the sample of evidence should reflect each assessor and each programme sufficiently  if the Authenticator is moderating results from a number of centres for NCI, the sample should reflect all centres sufficiently  New assessor judgements/decisions should be sampled at least once during the assessment cycle If significant issues are identified within a sample; the evidence for the whole cohort of learners from which the sample was taken should be reviewed by the authenticator Moderating Assessment Results Confirming fair and consistent assessment of learners in according with national standards is undertaken through moderation of assessment results. Moderation is the process whereby the marked learner evidence presented is judged by the authenticator according to the standards outlined in the Award Specification. Moderating assessment results involves reviewing results and checking the standard of evidence at each grade band: Successful (levels 1 - 3), Distinction, Merit, Pass (levels 4 - 6) by examining samples of evidence within each grade band and at the borders of grades The critical points at which judgment is applied are the boundaries between bands/grades: Referred Pass/Merit, Merit/Distinction, unsuccessful / pass To moderate the assessment results, the Authenticator;  reviews the awards standards in the appropriate award specification  reviews the grading criteria  confirms assessment techniques and instruments and ensures consistency with award requirements  confirm assessment criteria and marking sheets are appropriate  judges a sample of learner evidence and results to ensure consistency with the award standard and grading criteria. 26 Grading criteria describe what a learner must attain to achieve a particular grade for an award at a particular level. Grading criteria for Awards at levels 1 6 are outlined in FETAC guidelines for assessment The Moderation process In order to moderate the assessment results the authenticator will apply the following steps;  Review the results presented by the School on the provisional results reports paying particular attention to the spread of grades at; Distinction, Merit, Pass, Successful, Referred  spread across the different grade bands and at the borderline between grades  Establish the grade cut-off points (see below)  Review the standard of the evidence at each grade band i.e. Levels 1 - 3 Successful Levels 4 - 6 Pass 50% Merit 65% Distinction 80%  For Levels 1 3 select a sample of the portfolios  For Levels 4 6 select within the sample the learner evidence which have the lowest mark and the highest mark on the border lines between the grades i.e.;  Lowest Pass/Highest unsuccessful  Lowest Merit/Highest Pass  Lowest Distinction/Highest Merit  Examine the evidence within the sample with reference to the learning criteria and marking sheets.  Make a judgment as to whether the evidence meets the national standard required at this grade with reference to the grading criteria. If the EA agrees with the result given by the assessor, this is confirmed on the marking sheet and results report in the external authenticator column. If the EA disagrees with the result given by the assessor, all of the grades for that assessor should be identified and all marks adjusted accordingly. 4.5.7. Examination Appeals External Examiners shall be asked where necessary, to review scripts / continuous assessment / projects where the final marks are appealed. The appeals process is explained in full within the rechecks and reviews section of this manual. 4.5.8. Attendance at Examination Board/Results Approval Meetings All programme External Examiners will be expected to visit the college at least once in each academic year. This visit will normally take place at the time of determination of final results in summer. Examiners may also be required to visit College on other occasions in order to examine scripts or other assessment material. In the case of programmes or examination modules where repeat examinations are held in the 27 Autumn, or at such other times as may be approved by Academic Council, the attendance of one External Examiner will be arranged as appropriate. External authenticators for FETAC awards will not normally attend results approval 4.5.9. Reporting by External Examiners/External Authenticators External Examiners are required to submit a full report on each examination with which they are involved not later than September 30th for HETAC awards. A copy of this report is listed in an Appendix 5 to this manual. The report should cover both summer and autumn examinations and should be made in sufficient detail to enable the Programme Committee to derive substantial benefit from its contents. On This report should be sent to the Registrar on the appropriate report form (Appendix 5) In the case of FETAC awards, the report will be submitted to the Programme Director following the external authenticator visit. The programme director will forward this report to the Registrar. The Registrar will make a copy of each report available to the Dean of School. The Dean of School will ensure that the contents of the report are communicated appropriately staff and to the relevant programme committees. The Dean of School shall respond to these reports by the 30th October and shall advise the Academic Policy and Standards Committee by report of any actions taken to address matters arising from the external examiners reports or any other comments or reactions from the School to the content of the reports. This shall serve as feedback to Academic Council. 4.5.10. Communications with External Examiners/Authenticators On appointment the External Examiner/External Authenticator will receive from the Office, the following documentation:  Description of role and duties as appropriate  Report forms  Programme Quality Assurance documentation  Programme / module syllabi Following the examination, the Examinations Office shall make available to the External Examiner, a representative sample of scripts, project work and any other materials submitted for assessment including programme work. A record of material made available shall be kept by the Examinations Office and its return shall also be noted. the times and dates of proposed examinations and assessment boards. The internal examiner or module guardian is responsible for ensuring that all assessments, examinations papers, marking schemes etc are  sent in good time and to the external examiner and 30 Failure to deposit the final paper with the Examinations Office 10 working days prior to examination will normally result in the examination being postponed. In the event of the Dean of School being unavailable through unforeseen circumstances, the Programme Director will assist in ensuring that the examination paper is deposited with the Examinations Office. 4.6.2. Preparation of Coursework All summative coursework items (ie items that form part of the learners end of year mark/grade) are subject to the following regulation In preparing such material, the Internal Examiner shall have regard to the following: a. Coursework items must provide unambiguous instructions to candidates specifying the number of questions to be attempted where appropriate and the marks allocated for each question or part thereof; b. The maintenance of the established standards for the programme. c. Conformity with assessment specifications as defined in these regulations. d. Consistency of terminology and clarity of expression in assignment briefs e. The relevant standards and conventions of the discipline. f. The Internal Examiner shall ensure that the context and overall balance of the coursework item is satisfactory, having regard to the syllabus and the standard of the programme. g. Where there is more than one Internal Examiner involved in the preparation of a coursework item, then appropriate consultations shall take place between them concerning the formulation of the proper balance on the coursework item h. The internal examiner will discuss the continuous assessment approach with the external examiner at the end of the appropriate semester. i. Where a single piece of coursework has a weighting of 40% or more, The title(s) of project/assignment and resit project/assignments should be agreed with the External Examine at least 2 weeks prior to the announcement of the coursework item to students j. Consideration of suggestions, amendments and/or criticisms either should be applied in the setting of future assessments for the module. k. A representative sample of these coursework items should be sent to the external examiner after correction by the Internal Examiner 31 4.7. Structure of Assessment 4.7.1. Module Assessment Strategy Each programme and module will have an assessment strategy which will be approved at validation and monitored annually by the Programme Committee/Subject group. It is strongly encouraged that this takes place at the end of the preceding academic year. The following regulations set out the principles by which assessment strategies should be formulated. 4.7.2. Typical Models of assessment Model 1 Model 2 Model 3 Model 4 Module is assessed by 1 piece of work e.g Project/Essay/Diss ertation Module is assessed by 2 items of assessment Project/Essay Final Examination Module is assessed by several pieces of small continuous assessment Ass 1 10% Ass 2 10% 10% Ass 10 10% Module is assessed by several pieces of small continuous assessment and 1 terminal exam/project Ass 1 10% Ass 2 10% Ass 3 5% Ass 4 5% Major work/exam 70% The models of assessment outlined above are typical of assessment structures currently in use at National College of Ireland. These are indicative and by no means meant to be limiting. The programme and module assessment strategy should link the programme assessment instruments, including continuous assessment and repeat assessment to the minimum and any other intended learning outcomes as well as to the module and stage learning outcomes. Module assessment strategies must clearly outline  If all summative assessments should be attempted and if not, why not.  The designation of some elements of work which specifically assess a learning outcome  Depending on the structure of assessment, should the learner pass the exam and pass continuous assessment as a whole  In order to ensure that minimum programme learning outcomes are met, can this module be compensated with any module or with a defined set of modules 32  In considering the rationale for an assessment, the module assessment strategy should clearly outline how the overall mark for a module should be calculated. These should be written into the programme and module documentation provided to learners.  This should carefully review how each programme learning outcome has been assessed and if in calculating the overall mark for a module, a learner will have been passed without passing each learning outcome of the programme. 4.7.3. Repeat Assessment Having agreed the structure and calculation rules of assessment, a decision is then required on how to manage repeat assessment for the models as presented above. Any repeat assessment must be set in order to test the learning outcomes that the learner has not passed, therefore the module assessment strategy must clearly outline how a learner who fails a particular assessment and its associated learning outcome(s) can be reassessed. The available options are:  The learner repeats the specific assessment that s/he has failed eg a project is repeated by a project, presentation by presentation etc.  The internal examiner sets a new assessment which tests the same learning outcomes that the original assessment was set to test (eg a project may be replaced by an examination if appropriate) The learner will retain any marks gained in any previous sittings of the module for other elements of assessment that have been passed. 4.7.4. Repeating a year only The learner will retain any marks gained in any previous sittings for elements of the module not being reassessed. In the case where a module is no longer offered or the assessment structure of a module has changed, the learner must undertake to be assessed under the new assessment structure. 4.7.5. Assessment of Joint/Group Projects Where two or more candidates present a joint project, the individual contribution and performance of each candidate should be assessed, and individual marks awarded accordingly. Joint Assessment is the marking of examinable material submitted by more than one candidate Material may include - project, research, analysis, work, assignment or any combination thereof Joint assessment by its nature allows or is prone to some or all of the following features: 35  For every week after the first week and up to the sixth a further 5% will be deducted from the mark awarded. Any coursework received after a six-week period will attain a zero mark. 4.9. Organisation & Management of Assessment 4.9.1. Assessment Schedule It is strongly encouraged that programme committees plan programme and module assessment strategies at the end of the previous academic year in order to assist in the planning of the following academic year. The assessment schedule for all assessments other than terminal examinations is set annually by the Programme Committee. This is published prior to the commencement of teaching in the programme handbook and on MyNCIStudent (student portal) When setting the schedule, the Programme Committee should ensure an appropriate balance of assessment throughout the semester/term. The assessment schedule should be made available to the Examinations Office in order to ensure that the integrity of mid-term/semester assessments held under examination conditions is maintained. This includes provision of appropriate scripts, security of papers, external examiner arrangements and invigilation. Schools should endeavour to arrange such assessments within the same week to allow for the efficient operation of the assessments. Terminal examinations are timetabled by the Examinations Office and are published at the end of Week 8 for semesterised programmes. Timetables for non semesterised programmes will be made available 4 weeks before the commencement of the examination period. 4.9.2. Scheduling of assessment for learners with extenuating circumstance In the case where learners may have missed a mid term examination, laboratory or other summative assessment where an extension to the submission deadline is not possible, the Programme Committee should provide for a day/series of days in the semester where such events will take place. In some cases due to the timing of the assessment, learners may have to take the assessment in the repeat session but it will be treated as a first attempt. 4.9.3. Scheduling of Repeat Assessment Repeat assessment should be scheduled as early as possible. Repeat assessment may include examination, submission dates for continuous assessment, laboratories etc. 36 The repeat examination timetable for the autumn sitting will be made available 4 weeks in advance of the commencement of examinations. Regardless of when the assessment is sat, assessment sat as repeat assessment will be considered by the Autumn assessment board. Assessment sat as a 1st sitting will be considered by the Summer assessment board. 4.10. Management of Assessment taken under examinations conditions 4.10.1. Duties of Examinations Officer A major function of the Examinations Officer is to ensure an orderly start and finish for the sessions on that day, in accordance with the exam schedule. The role of the Examinations Officer is to ensure the academic credibility of exams is maintained. In order to carry out this function, the Examinations Officer or proxy must be available for the full duration of the examinations. In broad terms the duties of the Examinations Officer are as follows:  Make the him/herself known to the Senior Invigilator for that session. Check that everything is in order.  Check that the answer books and seating arrangements have been adhered to.  Check that Learners have not brought books and coats into exam room.  Walk between aisles and check discreetly that there are no obvious illegal crib notes on table tops, stuck on calculators or written on back of hands etc.  Patrol exam centre at least one other time during the session, to ensure all is well.  In the event of there being a mistake on an examination paper that cannot be answered in the normal way, the Examinations Officer may be required to make a decision (of say interpretation). In that event, the Examinations Officer should record the learner instruction to the Learner(s) and pass this on to the Registrar. 4.10.2. Assessment invigilation Instructions to Invigilator - Examination Procedures The Invigilator should collect the Examination Papers, Examination Scripts, Invigilator's Report Form (Appendix 6) and the Sign-in-Sheet from the examinations office, at least 15 minutes prior to the commencement of examination. It is crucial that everything is cleared and brought back from the examination room to the examinations office once the examination has ended. Invigilators may not bring reading materials into the examination room and should not communicate with each other unless it is relevant to the examination. The Learners are assigned a numbered desk which is published for them outside the 37 examination room. Before the Learners enter the examination room, the invigilator(s) should place an examination booklet on each numbered desk. Thirty minutes into the examination any unused answer books should be collected. Invigilators must ensure that desks are completely clear of all bags, coats, notes, books, except those permitted by regulation and specified for the examination. The learner will be informed of anything that is permitted, but the invigilator must ensure that there are random checks made of dictionaries etc. No food or drinks are allowed into the examination room, except with prior approval of the Registrar. No hats are permitted to be worn by the Learners. Nothing should be on the Learners desk only the writing material and Learner card, unless otherwise specified e.g. No pencil cases. The Learners should be instructed to bring all valuables into the examination room. Invigilators should ensure that all candidates are seated in their correct place 10 minutes before the commencement of the examination. When distributing the examination papers, the Invigilators should instruct each candidate not to turn over the paper until the general instruction to do so is given. No candidate will be admitted to the examination room more than half hour after the start of the examination. In exceptional circumstances, however and provided that no other candidate has withdrawn and left the examination room, a candidate may be admitted later, at the discretion of the Examinations administrator. The Invigilator will announce that no candidate is permitted to leave the room in the . The Invigilator should instruct candidate's to place their Learner card on the desk. They also advise all candidates how to complete the cover sheet of the answer booklet. It is important to indicate that their registration number must be written clearly on the booklet and their desk number written in the top right hand corner. Candidates are requested to read the instruction at the head of the question paper before starting work. Candidates may leave the examination room to use the toilet or first-aid facilities but must be accompanied by an invigilator. The invigilator should record this information opposite their names on the sign in sheet. If a Learner leaves the room without reason or accompaniment, they are deemed to have finished their examination and are not permitted to re-enter the examination room. Invigilators should circulate around the room during the programme of the examination. First Aid provisions should be made known to all Invigilators. Invigilators will be briefed regarding individual medical conditions. The following details should be recorded by the Invigilator Number of candidates present in the examination room. Record of candidates who receive extra scripts beside the name on the sign-in- sheet. The Invigilator's Report Form should be completed legibly and in full. 40 The Invigilators Report Form is an Annex to this manual. The completed report, together with examination scripts, should be returned to the Examinations Office where they will be checked by a member of the Academic Affairs staff. 4.10.3. Assessment regulations for learners Instructions to Candidates Each Learner has a personal responsibility to make themselves familiar with the following regulations as they pertain to all examination sittings at the National College of Ireland. Examination Regulations reference, as appropriate, to written and oral examinations, assessment of programme work, project-work, etc., examination of theses, dissertations and similar work, an may have been approved or prescribed by the College in relation to any programme of study or instruction, and cognate expressions should be construed accordingly. A breach of examination and assessment regulations should be deemed to have occurred when any actual or attempted form of:  Cheating  Plagiarism, as defined in section 4.4 of this document  Misrepresentation  Bribery  Falsification  Impersonating or other such form of deception  Possession of copies of examination question or examination paper, in advance of the examination being held  Untrue claims to have carried out experiments / research is perpetrated by a candidate whether acting alone or with any other person or persons. Candidates should assemble 10 minutes before the advertised time of an examination but should not enter the examination room until requested to do so. Smoking in the examination room is not permitted. Except with prior approval of the Registrar, no eating or drinking is permitted in an examination room. No candidate shall bring into the examination room or have in his/her possession while in the room, any materials other than those expressly permitted for that examination. Pencil cases are not permitted on desks. Candidates should seat themselves at the desk indicated by their designated desk number as displayed on the notice board at the examination room entrance. They 41 should not move any of the papers on the desk or commence writing until requested to do so. Candidates are asked to leave their Learner identity cards visible on their desks for the purpose of checking. The Invigilator will advise all candidates on how to complete the cover sheet of the answer booklet and will indicate that their registration numbers and/or any other number should be used. Candidates are requested to read the instructions at the top of the examination paper before starting work. Candidates must comply with an Invigilator's directions at all times. Candidates may use slide rules, drawing instruments, dictionaries and other reference books/documents if expressly permitted. Mathematical tables, if required, will be supplied. Candidates may not bring their own mathematical tables or statistical tables into the examination room. If a candidate wishes to use anything other than that is expressly permitted for that examination, this must have been previously agreed with the Academic Affairs Office. Silent non-programmable calculators may be used provided that the rules of any relevant external examining body do not specifically exclude them, module to any regulations that may be imposed. It is the responsibility of each Learner to ensure that his or her calculator is in working order. It is advisable to bring a spare battery. Candidates will not normally be permitted to borrow materials from another candidate. Candidates shall not bring into the Examination room, nor have in their possession while in such examination room, any computing equipment, including electronic organisers and programmable calculators, mobile phones, recording equipment, radio, books, notes, paper or any source of information pertinent to the examination or which might influence examination performance. Retention of any unauthorised material shall be construed as a serious breach of Exam Regulations. The learner is reminded that severe sanctions are attached to any such breach of regulations under the Code of Discipline. No candidate will be admitted to the examination room more than thirty minutes after the start of the examination; in exceptional circumstances, however (and provided that no other candidate has left the examination room) a candidate may be admitted later, at the discretion of the Invigilator. Extra time is not normally allowed. If, after reading the examination paper, a candidate wishes to leave the examination room, he or she may not be allowed to do so until after thirty minutes from the start of the examination. Candidates wishing to temporarily leave the examination room may not do so unless accompanied by a nominated attendant. In any event, no person may leave the within the last thirty minutes of the examination period. At the end of the examination candidates must remain in their place until an Invigilator has collected his/her script(s),answer sheets and unused answer books are handed to the Invigilator before leaving the examination hall. If a candidate is absent from the examination for medical or other unavoidable reasons, a Medical Certification Personal Circumstances Form, Appendix 4 (AR3) 42 must be submitted to the learner Programme Coordinator without delay, together with a medical certificate if the absence was due to illness. Details of submission of this form are listed on the form. This form is an Appendix to this manual. A candidate must not, on any pretext whatsoever speak to or have any communication with any other candidate; such communications will be regarded as a breach of the examination regulations. If candidates need to ask questions they should raise their hands and one of the invigilators will attend to them. Spare paper, etc. is to be obtained only from the Invigilator. A candidate who is found to have unauthorised materials in her or his possession in the examination room shall be deemed to be in breach of the examination regulations. Books, notes, bags and coats must be left in the designated area. Any written or printed materials not written on the official answer booklets or examination paper(s) shall be considered to be unauthorised materials. The unauthorised materials shall be removed and retained by the Invigilator. The same procedure will be followed where a candidate or candidates is or are considered by the Invigilator to have copied or attempted to copy another candidates answer(s) to an examination question(s). In cases of impersonation, the impersonator and the personated shall be deemed to be in breach of the examination regulations. If any candidate shall be adjudged to have violated any of the examination regulations, or in any other way acted improperly, the Academic Council will refer such matters to the Disciplinary Committee, as set out under the Code of Discipline (www.ncirl.ie). An invigilator shall be empowered to inspect any material in the possession of a candidate during an examination. Rough work should be included in the answer book and identified as such. The candidate may NOT remove from the examination hall any items provided by the College other than the examination paper. Examination Results: The official result of the learner examinations will be sent to the learner at the Address shown on our college records. The learner should ensure that the record is correct. Do not telephone the college as results will not be given over the telephone 4.11. Venue Management  The Examinations Officer should ensure that venues used for assessment are fit for purpose.  There should be sufficient space between desks to prevent the integrity of the assessment being called into question  Where the venue is being used for accommodations for learners with a disability, the venue should be organised to ensure that screens or other such devices are in place should magnifying software be used 4.12. Exams and Assessment Policy for Learners with a Disability National College of Ireland is committed to ensuring that Learners with a disability 45 All examinations are conducted through the medium of English without reference to Use of Dictionaries While evidence of English competence at admission is required, it is acknowledged that, in some circumstances, including the examination conditions, the use of ambiguous or less familiar terminology, words or phrases may cause ENFL learners additional anxiety. In order to remove potential disadvantage of this kind, it is appropriate to permit students to use an English word for word dictionary provided by the College. The dictionary used should not contain expanded definitions of words. The use of electronic dictionaries in examinations is not permitted. Time Concessions Authorised ENFL students should be permitted additional time to complete written examinations. This will be 10 minutes extra time per examination hour. This means that all students with concessions (including for example students with dyslexia) will leave at the same time, making the system more manageable for invigilators. Marking While accepting that lecturers are responsible for maintaining standards and for ensuring equity in assessment, papers from authorised ENFL candidates will be identifiable and markers will be requested to adhere to the marking criteria for the assessment and not to penalise students purely for their poorer language skills so long as the concepts are correct. Clearly, if precise use of language is part of the assessment criteria for the module, this will not apply. Eligibility It is recommended that examination concessions only be extended to students who meet one of the criteria from Type 1 and the criterion in Type 2. Type 1 Are citizens of and have come to NCI directly from a country where English is not the first language. Are citizens of a country where English is not the first language and have come to NCI through an English Language School or Foundation / Bridging Course. Are citizens of a country where English is not the first language and not have lived in an English speaking country for more than 5 years. Are citizens of a country where English is not the first language and not have completed their last three years in secondary school in an English speaking country. Type 2 Students can only qualify for examination concessions if they demonstrate that they are taking measures to improve their English by attending recognised English language courses. Documentation to show that students have registered for these English classes and / or the NCI English support scheme and have attended must be presented. 46 4.14. Correction and Grading of Assessment 4.14.1. Guidelines for the Recording of Marks on Exam Scripts General Comments for the Benefit of Examiners Examiners should evaluate the academic content of the examination material in an objective, transparent fashion based on the solutions and marking scheme provided to the external examiner. Care should be taken to ensure that all the work of the Learner that is to be considered by the Examiner is evaluated using the appropriate guidelines for each school and that an accurate mark is returned. of spelling and grammar should be considered in that context. Specific Guidelines for Correction Marks awarded must be in accordance with the marking scheme agreed with the external examiner. NO extrinsic considerations should influence an examiner in the award of marks. The examination board will consider documented extrinsic considerations raised by programme directors. Care should be taken to scrutinise every page of each answer book as Learners sometimes leave blank pages between portions of their work, or do not begin their work on the first page of the answer book. Examiners should ensure that when they read a page in the answer book that they mark each page with a tick or an initial to demonstrate that the page has been read. Examiners should write the marks awarded for each portion of the Learners work in a colour other than that used by the Learner. The total mark awarded for the answer to a whole question should be given in bold clear figures beside the question number and ringed, i.e. on the page where the question starts. Any comments made must relate strictly to the criteria for the assessment in the marking scheme. Comments that could be construed as being in any way personal or offensive must be avoided. Where the Learner has answered one or more questions in excess of the number permitted he or she should indicate which question is cancelled. Examiners should mark only the required number of answers and if the excess questions are not cancelled the examiner should mark the questions in the order presented in the answer book until the required number of questions have been marked. Where a Learner answers only the required number of answers but has cancelled any question or part of a question, examiners should ignore the cancelling and mark all the required number of answers including the cancelled one(s). 47 The total mark awarded for each numbered question should be entered in the question grid on the cover of the answer book. In order to ensure that the total mark awarded to a candidate is correct, all marks should be double-checked. A suggested approach is to start at the front of the script and total up the marks. Record this total on the inside cover of the exam paper. Now repeat the process, this time starting at the last page of the answer book and working backwards. Record this mark on the inside of the answer book cover. Now check to make sure that the two totals agree. If they do not agree, all discrepancies must be rectified. The total for the entire examination should be entered into a box underneath the of the mark. All exam totals should be given in percentage format. Results must be entered onto the marksheet by the lecturer. This can be done manually using the marksheet distributed by the Examinations Office or electronically directly into the QuercusPlus system. The entry of results onto marksheets and QuercusPlus must be done with care and be crosschecked. Scripts should be checked against the sign-in sheet for the exam. Where a Learner is absent for the examination the lecturer should check this against the sign-in sheet. Where a Learner is absent with permission from a continuous assessment, the total for the examination should also be given for the continuous assessment. When a Learner achieves an overall result of 39% in a module, the lecturer should decide whether that Learner will be awarded 40% or not and make the change on the exam script or continuous assessment accordingly. Second Marking Second Marking Policy Purpose: The second marking policy has been introduced to ensure consistent marking standards are used. This is guided by European Standards & Guidelines on assessment and HETAC assessment & standards that assessment should Not rely on the judgement of single markers Definitions Blind Double Marking Blind double marking means that separate copies of the assignment are marked independently and anonymously, or that the 1st marker makes no annotations on the work being marked so that the second marker examines all pieces of work. Both markers record their marks and comments separately and a final mark is determined. 50  1st and 2nd markers are required to sign both the Double Marking Audit Sheet and the marksheet attachment before submitting the scripts to the Examinations Office for external examining. 4.14.2. Guideline to Correcting This guideline to correcting projects is to provide all faculty members with an overview of what is expected in the correction of assessment. Correcting is not an exact science and if in doubt it often helps to talk to a colleague and get a second opinion. Different modules lend themselves to different approaches in correcting. The Learner must display:  An ability to summarise and analyse key ideas or arguments in response to the assessment question.  References to the appropriate programme reading and texts.  An ability to illustrate key arguments and ideas by referring to their own experience. 51 4.14.3. HETAC Awards: Guidelines for Correction of Assessment Range and Accuracy of Knowledge Structure and Focus Quality of Argument and Expression Distinction/1st Hons (70%+)  Response demonstrates informed and secure understanding of the issue.  Response acknowledges complexity of the argument and reveals a very high standard of comprehension.  A range of reading and sources is evident.  Response is exceptionally well formulated.  Structure is clear, coherent and develops the  Answer relates directly to the task and shows an appreciation of the wider implications/contex t.  Writing is clear, fluent and accurate with an appropriate use of vocabulary and linguistic idiom.  Writing displays evidence of original thinking rather than merely replicating paraphrasing other ideas.  Argument demonstrates conceptual command of the issue and displays a level of critical reflection Merit 1 or 2.1 Hons (60- 69.9%)  Sound understanding of main issues demonstrated.  Knowledge is significant.  Answer is competent in the reproduction of received ideas.  There is evidence of good reading.  While work displays an understanding of the question it may lack a sustained focus.  Structure is clear but may wane from question.  Answer relates directly to the task and shows and appreciation of the wider  Writing is clear enough to meaning.  Writing displays evidence of original thinking rather than merely replicating  Argument demonstrates conceptual command of the issue. 52 Range and Accuracy of Knowledge Structure and Focus Quality of Argument and Expression implications/contex t. Merit 2 or 2.2 Hons (50- 59.9%)  Sound understanding of main issues demonstrated, but work is limited in terms of depth of analysis and findings.  Knowledge is significant.  Answer is competent in the reproduction of received ideas and in the demonstration of a critical viewpoint.  There is evidence of reading beyond class notes.  While work displays an understanding of the question it may lack a sustained focus.  Answer may get a little side tracked and veer away from the central issue or task set.  Response deals effectively with the task set but may omit to place this in the wider context.  Writing is clear enough to meaning.  Writing displays evidence of original thinking rather than merely replicating  Argument demonstrates conceptual command of the issue. Pass (40-49.9%  Shows sufficient knowledge to frame a basis answer to the question.  Shows a basic understanding and awareness of the relevant concepts and practice.  Misses some points of information and may not answer the question directly.  Writing is indiscriminately around the subject without showing real understanding of the question.  Structure of answer is underdeveloped.  Argument is incomplete and poorly organised.  Writing is generally grammatically correct but does not use extensive or sophisticated vocabulary.  Little originality is shown. Work is limited in terms of depth of analysis. FAIL (0-39%) Essentially, the work is severely lacking in a number of ways, as there is an inadequate 55 Grading Criteria for awards at Level 4 - Level 6 Pass Merit Distinction A Pass indicates that the learner has: achieved the learning outcomes as outlined in the minor award - a pass is the minimum acceptable standard used the language of the vocational/specialised area competently attempted to apply the theory and concepts appropriately provided sufficient evidence which has relevance and clarity. A Merit indicates that the learner has: achieved the learning outcomes as outlined in the minor award - a merit implies a good standard has been achieved used the language of the vocational/specialised area with a degree of fluency expressed and developed ideas clearly demonstrated initiative, evaluation and analytical skills presented coherent and comprehensive evidence. A Distinction indicates that the learner has: achieved the learning outcomes as outlined in the minor award - a distinction implies that an excellent standard has been achieved used the language of the vocational/specialised area fluently and confidently demonstration-depth understanding of the subject matter demonstrated a high level of initiative, evaluation skills demonstrated analytical and reflective thinking expressed and developed ideas clearly, systematically and comprehensively presented coherent, detailed and focused evidence 56 Level 9 Dissertation Standards FAIL 0 – 39% PASS 40 – 59% Second Class Honours 60 – 69% 1st Class Honours 70% + Dissertation Objectives: definition and attainment Objectives are inadequately specified Objectives may be specified but not achieved. Objectives have been clearly specified and achieved to some extent. Objectives have been clearly specified and are appropriate. The objectives have been fully achieved. Objectives have been clearly specified and are creative and appropriate. Objectives have been fully achieved or surpassed Use of and critical understanding of relevant theory Very limited use of theory and concepts Limited use of theory and concepts Reasonable use of theory and concepts but lack of breadth in literature reviewed. Comprehensive use of relevant theory and concepts. Evidence of breadth in literature review. Critical application and critique of relevant theory and concepts. Evidence of breadth and depth of literature reviewed. Relevance and justification of methodology utilised and the ability to carry out the specified methodology Alternative methodologies not considered and method selected not justified. Significant errors in the application of methodology. Alternative methodologies have not been considered and only limited justification for selected methods. Some errors in application. Alternative methodologies have not been fully considered, though a reasonable attempt made at justifying the selected methodology. The methodology has been completely carried out. Alternative methodologies have been considered and the methodology selected has been justified and critiqued. The methodology has been competently carried out. Alternative methodologies have been fully considered and the chosen methodology fully justified. The application has been rigorously carried out. Analysis of the research findings and ability to understand the study’s Pedestrian or poor attempt to analyse the findings. Some attempt at analysis although with some problems. A reasonable attempt has been made to analyse the findings. Rigorous analysis of findings. Demonstrates the ability to synthesise data collected and relevant Rigorous and creative analysis of findings. Demonstrated the ability to synthesise data 57 FAIL 0 – 39% PASS 40 – 59% Second Class Honours 60 – 69% 1st Class Honours 70% + implications and limitations Implications and limitations not understood. Implications and limitations not well understood. However, the synthesis of data collected and relevant theory is not fully achieved. Implications and limitations not fully appreciated. theory. Shows an understanding of the limitations and implications of the study. collected and relevant theory. Insightful conclusions which appreciate limitations and implications of the study. Quality of Presentation – including referencing and structure Poor presentation with inconsistent referencing Reasonable presentation but inconsistent in referencing Satisfactory presentation with consistent referencing and clear structure Good presentation and structure with rigorous referencing Excellent presentation and structure with rigorous referencing. 60  Programmes of 120 credits 7 internal examiners  Programmes of greater than 120 credits: 13 internal examiners Where an award is being made, the external examiner for the programme must attend or (having visited the College and made comments/recommendations and reported) be represented by an individual independent to the College The Director of Student Services and his/her staff as appropriate may also attend the Board but shall not participate in the decision of the board. All decisions of the assessment boards, internal and external, shall be made by majority decision of the Examiners present (by voting if necessary). In the event of an equality of votes, the Chairperson of the assessment board shall exercise a casting vote. The proceedings and deliberations of the examinations board are strictly confidential. Under no circumstances should any person attending an examination board disclose to any other person a decision of the Board or any document, information or opinion considered, conveyed or expressed at the meeting. 4.16.3. Broadsheets of Results At the assessment board meeting, broadsheets of results shall be endorsed and these shall record the total marks awarded to each candidate in each assessment module and which shall indicate, in relation to each candidate's overall result according to the grading criteria of the award. Other results available are: General Overall Results (HETAC awards) ABS Absent from Examination Counted as an Attempt DEF Deferral of Result(s) EXE Exemption(s) FAIL Fail NR Not Recorded NREC Not Recommended Research Degree only WDRW Withdrawn WHLD Withheld General Overall Results (FETAC awards) Referred Learner has not met minimum standards In the event of disagreement between Examiners with regard to the mark which should be awarded to a candidate in any assessed module, which has not have resolved between them prior to the meeting of the examination board, an Examiner who continues to dissent at the meeting, may choose to have a dissenting opinion recorded on the Broadsheet of Results. Any dissenting opinion by an Examiner which shall have been recorded upon the Broadsheet of Results shall be brought to the attention of the Registrar, Academic Council and or the relevant validating authority. The decision of the Awarding Body 61 in relation thereto will be final. 4.16.4. Decisions of the Assessment Board Pass by Compensation Grades which are greater than or equal to 35% but less than 40% are awarded when a learner has nearly (but not quite) demonstrated attainment of the relevant minimum intended learning outcomes for a particular assessment task. Performance at the first attempt in modules in a given stage (of at least 30 credits) may be used to compensate in the same stage provided no module in the stage has been failed outright. A pass earned in this way is referred to as a pass by compensation and is credit bearing. Where a candidate is just below pass in each of a string of independent modules in the same stage the results are reinforced. Consequently, it is justifiable to limit the number of independent modules that may be passed by compensation in a stage. Because modules can have different sizes it is reasonable to express such a limit as a proportion of the total available credit rather than the number of modules. This latter point assumes that the confidence in the grade is increased in larger volume modules owing to compensation processes operating within the module. In a programme based on stages, subject to conditions (i), (ii), (iii), (iv) and (v) specified below, a module can be passed by compensation (using passes in other modules from the same stage) unless specifically precluded in the programme assessment strategy and approved programme schedule. Compensation can be applied automatically. Accordingly the programme and module assessment strategies should take this into account and ensure that compensation is consistent with the requirement that minimum intended programme learning are achieved before an award is recommended. Certain modules may be designated as not passable by compensation in the programme assessment strategy and approved programme schedule. Compensation can only be applied if: i. learner has been assessed for all stage modules and no module in the stage has been failed outright ie below 35%); ii. the results of all modules in the stage are from first attempts; iii. in the case of fulltime learners, the results are from the same sitting (session); and iv. the stage aggregate of credit weighted excesses of Percentage marks (over 40) is greater than or equal to twice the stage aggregate of credit weighted deficits of marks (under 40) and the potentially compensatable results account for no more than one third of the credit for the stage: i.e. 20 credits in a 60 credit stage or 10 credits in a 30 credit stage. v. Compensation may be applied only to enable a learner to pass a stage (at the award stage a learner who passes by compensation remains eligible for honours etc.). Compensation does not change the result of the modules passed in that way. When reporting module passes by compensation (on the Europass Diploma Supplement), the actual result is returned, e.g. 37%, along with an indication that the module pass has been granted by compensation. 62 Transcripts A transcript of results (marks) combining both semesters will be made available to the learner in June following the Assessment Board. If the learner is in this category, the learner overall grade at the bottom of this transcript will indicate if the Examination Board has decided the learner will pass by compensation. It is indicated on the learner Semester One transcript if any failed results are currently in pass by compensation range. 65 such exemption should only entitle a learner to an unclassified award unless it is feasible to recognise or award a grade. Any grade awarded/recognised should be consistent with the prior award classification and the module grades in the associated Europass Diploma Supplement. Scenario 2 In this case the learning is certified by an awarding body in the form of a minor, special purpose or supplemental award or it is certified in respect of a period of study and 24 the relevant credit has not already been used to meet the credit requirements for a major award. This case of prior certified learning can be handled in the same way as prior uncertified learning with the exception that the provider should not require the learner to undergo assessment provided the attainment of the minimum intended module learning outcomes can be demonstrated. However, where there is a need for a grade to be assigned, for example, where it contributes to an award classification, then assessment may be necessary. The learner may transfer his/her credit. A grade is available in principle but providers may choose not to grade if consistency with the grading in regular assessment instruments cannot be assured. The result for learners who demonstrate the required learning but are not graded HETAC awards Criteria for Award of Higher Certificates (Level 6) /Ordinary Degrees (Level 7) Awards at Higher Certificate and Higher Diploma levels may be made at Pass, Merit 1, Merit 2 or Distinction classification. To be eligible for such an award at Pass classification, a candidate must:  Satisfy all examination and other requirements set for the programme and  Pass the final examination as a whole in accordance with the Programme Regulations. To be eligible for consideration for an award at Merit or Distinction classification, a candidate must:  Satisfy all the examination and other requirements set for the programme and  Achieve a pass in all the required Examination Subjects at the final examination and  Obtain an average mark as follows at the final examination. Average Mark Merit 2 at least 50% of the total marks available as specified in the Approved Programme Schedule. Merit 1 at least 60 % of the total marks available as specified in the Approved Programme Schedule. Distinction at least 70% of the total marks available as specified in the Approved Programme Schedule. 66 An Award of Merit 2, Merit 1 or Distinction classification may not be considered unless the candidate has passed the final examination:  In the case of full-time candidates, at the first attempt, or  In the case of part-time candidates, by virtue of passing in each required examination module at the first attempt. No module thresholds shall apply to eligibility for awards at Distinction and Merit classifications other than the candidate must achieve a pass in each required examination module. A pass by compensation will suffice for this purpose. Passes, Merits and Distinctions will be awarded on the results of the final year examination only. In NCI there are programmes where the total average sum is calculated over the final 2 years of the programme. Such an example is the BA in Human Resource Management. Criteria for Award of Bachelor Degree/Higher Diploma (Level 8) The award of a Bachelor Degree/Higher Diploma may be made at Pass or Honours classifications (First Class Honours, Second Class Honours, Grade 1, and Second Class Honours, Grade 2). In order to be eligible for consideration for the award of a Bachelor Degree at Pass Classification, a candidate must:  Satisfy all the examination and other requirements set for the programme and  Pass the final examination as a whole in accordance with the Programme approval schedule. To be eligible for consideration for the award of a Bachelor Degree at Honours classification, a candidate must:  Satisfy all the examination and other requirements set for the programme and  Pass the final examination as a whole in accordance with the Programme Regulations and  Obtain, at the final examination, an average mark (based on the total marks available as specified in the Approved Programme Schedule), as follows: Average Mark Second Class Honours, Grade 2 at least 50% Second Class Honours, Grade 1 at least 60% First Class Honours at least 70% An Award with Honours may not be considered unless the candidate has passed the final examination:  In the case of full-time candidates, at the first attempt or  In the case of part-time candidates, by virtue of passing in each required examination module at the first attempt. In such cases the Examination Subject marks/grades to be included in the average result shall be those obtained at the candidate's first attempt at the respective Examination Subjects. 67 Normally, Pass or Honours for a Bachelor Degree will be awarded on the results of the final year examinations only but contributions from other sources will be acceptable in accordance with the approved programme schedule, e.g. where a spectrum of skills indicate the worthiness of the candidate for the award and where these skills can only be acquired over time. To achieve the learner award, the total average sum of all modules taken in the final stage is the overall mark achieved by the Learner. Criteria for Award of Taught Masters Programmes (Level 9) The award of a Masters Degree may be made at Pass or Honours classification (First Class Honours, Second Class Honours). In order to be eligible for consideration for the award of a Masters Degree at Pass classification, a candidate must:  Satisfy all the examination and other requirements set for the programme and  Pass the final examination as a whole in accordance with the Programme Regulations And  Obtain, at the final examination, an average mark (based on the total marks available as specified in the Approved Programme Schedule), as follows: Average Mark between 40%-59% To be eligible for consideration for the award of a Masters Degree at Honours classification, a candidate must:  Satisfy all the examination and other requirements set for the programme and  Pass the final examination (including dissertation if required) as a whole in accordance with the Programme Regulations and  Obtain, at the final examination, an average mark (based on the total marks available as specified in the Approved Programme Schedule), as follows: Second Class Honours at least 60% First Class Honours at least 70% An Award with Honours may not be considered unless the candidate has passed the final examination:  In the case of full-time candidates, at the first attempt or  In the case of part-time candidates, by virtue of passing in each required examination at the first attempt. In such cases the Examination Subject marks/grades to be included in the average result shall be those obtained at the candidate's first attempt at the respective Examination Subjects. 70 4.17. Progression Eligibility Learners are required to pass all modules identified as essential prerequisites for progression (as specified by the programme assessment strategy and approved programme schedule) before progressing to the next stage. The presumption here is that the stages are substantial e.g. 30 or more credits and that the programme is for a major award. Learners may be permitted, on a case by case basis and under exceptional circumstances, to carry a failed module while progressing to the next stage, provided the module is not a prerequisite for any module in this stage and provided it is consistent with the requirements of the relevant programme assessment strategy. Normally, learners are required to pass a carried module in the stage into which it is carried. As a general guideline the normal maximum missing credit should be 16% of the credit for the stage e.g. 10 credits per 60 credit stage. The decision to allow a learner to progress whilst carrying modules will be made by the assessment board on recommendation of the Programme Director. 4.18. Communication of Results 4.18.1. Provisional Entries All results received by Learners prior to the ratification by the external exam board will be considered as provisional results. Only on completion of the external exam board process can exam results be confirmed as not provisional. Entries by candidates who have not complied with all appropriate College procedures and requirements such as registration, payment of fees, disciplinary issues concerning the college residence and the College itself, etc will be regarded as provisional. Any recommendations by the examinations board in respect of the result of any such candidate will be regarded as provisional until such time as the candidate has complied with the appropriate requirements and in consequence, results for such candidates will be withheld and WHLD will be noted on the broadsheet. The college shall not allow an award to be granted to any candidate whose results are deemed provisional. 4.19. Procedures for dealing with breaches of examination regulations 4.19.1. Code of Discipline 71 As members of the College community, Learners have an obligation to know and abide by, in addition to the laws of the state, all College policies and procedures, including the College Code of Discipline. In this regard, the College has developed relevant policies and regulations statements designed to offer all Learners a friendly and safe environment. In general, the College expects that the common sense of a mature and responsible individual will determine if the behaviour is one that should be avoided and may be adjudicated. The provisions of the Code of Discipline continue to apply when a Learner is outside the campus on an academic exercise or representing the College in any way. Learners should be aware that they are viewed by the public as representatives of the College and they are expected to behave in a manner that reflects positively on themselves and the College. Any breach by a Candidate of these regulations; During the examination shall be documented by the Invigilator and reported to the Examinations Office. The Candidate shall be notified to this effect by the Invigilator. Which is discovered during the marking of the examination, shall be documented by the lecturer and reported to the Dean of School. 4.20. Plagiarism - Code of Practice for Dealing with Plagiarism 4.20.1. Principles Plagiarism arises when extracts from acknowledgement, i.e. in the case of written work , not italicised, not set in quotation marks and not referenced. This is not limited to text but can also include graphics, tables, photographs, video, music and computer code. Plagiarism is also submitting the same piece of work for assessment under multiple modules; Plagiarism is not an acceptable practice and will cause a piece of work to be penalised or regarded as null. The submission of plagiarised materials for assessment purposes is fraudulent and all suspected cases will be investigated and dealt with appropriately by the College following the procedures outlined here and with reference to the Code of Discipline If perpetrated on a substantial scale, especially with intention, disqualification from an examination or award may occur. All work submitted by students for assessment purposes is accepted on the understanding that it is their own work and written in their own words except where explicitly referenced using the accepted norms and formats of the appropriate Whilst some cases of plagiarism can arise through poor academic practice with no deliberate intent to cheat, this still constitutes a breach of acceptable practice, and requires to be appropriately investigated, and acted upon. Regulations, guidelines and procedures regarding plagiarism should be made widely available and included in programme handbooks, websites, school noticeboards or appropriate handouts to learners. Plagiarism can arise through ignorance and therefore it is important to ensure that learners understand what is meant by the term and the seriousness of the offence. This should be reinforced by faculty when distributing assessment briefs. 72 Learners are required to sign a short declaration that work submitted by them for assessment purposes is their own. This statement should be attached to a submitted piece of coursework, essay or dissertation and should also require acknowledgment that the learner has read and understood the plagiarism regulations. Plagiarism detection software (Turnitin) has been introduced to assist learners in tracking poor academic practice. Cases in which students knowingly permit others to copy their work shall also be subject to the procedures outlined here and considered an offence. 4.20.2. Plagiarism Committee The Plagiarism Committee has responsibility for dealing with suspected and reported cases of plagiarism. The Committee is a College committee and will meet in November, January, March and May. The Committee will be comprised of a  member of faculty from each School,  the Director of Centre for Innovation in Learning & Teaching (Chair)  a representative from the Learning Support Team.  Administrative support will be provided by the registrar, Exams Office and CRILT. A Dean of School will not sit on this Committee. Members of this Committee may not sit on the Disciplinary Committee where the Disciplinary Committee is considering cases referred to it by the Plagiarism Committee The Committee will be appointed annually by Academic Council at the last meeting of the preceding Academic Year. Members of the Committee will be facilitated to attend training an professional development workshops which deal with plagiarism, academic integrity, scholarship and writing and academic assessment issues, be made aware of current best practice guidelines, techniques for minimising, detecting and responding to plagiarism, and current national and international developments across the HE sector. 4.20.3. Procedures Where a member of the teaching staff detects a suspected instance of examination and where the specific context and nature of the case indicates poor academic practice at the early stage of a Course or Module rather than deliberate intent to cheat, any of the following courses of action may be followed: Discuss directly with the student and provide advice about correct citation and how to avoid plagiarism in the future. The student may be required to resubmit the work without any further penalty; or 75 An appropriate record should be kept in respect of any upheld allegation, which can be consulted by the Plagiarism Committee to determine whether a new case is potentially a second, or subsequent, offence. Statistical information covering the number of cases referred to the Committee, the number of written warnings and other penalties applied and their distribution across Schools, should be collated by the Quality Assurance & Statistical Services Office to inform subsequent modifications to these regulations and ascertain the requirement for wider training and information dissemination on this topic. 4.21. Disciplinary Committee The Disciplinary Committee is appointed by the Academic Council and shall be constituted as follows: Registrar or Nominee of the President Three members of the Academic Council At least one member of faculty who does not sit on Academic Council One Learner representative who sits on the Academic Council Recording Secretary Four members shall constitute a quorum. The Registrar may nominate an alternative in the event of her/his unavailability. The Learner Body may nominate one alternative member and the Academic Council may nominate two alternative members. The Disciplinary Committee shall investigate the case and recommend an appropriate penalty, if any, should be imposed in each case. This recommendation from the Disciplinary Committee will then be presented by the Registrar at the Examinations Board for approval. Where the Disciplinary Committee has made a finding that there has been a breach of an examination regulation, for example plagiarism, it shall make such recommendations to the Examination Board as it considers appropriate to include but not limited to a recommendation.   That the Learner be deemed not to have passed their exam  That other examinations sat by the same Learner at the same examination sitting be declared void  That other forms of assessment undertaken in that academic year by the same Learner be declared void.  That the Learner be suspended from College for a specified period Recommendations of a disciplinary meeting are to be made known to the Course Director and Dean of School immediately after the meeting and in advance of Assessment/examination boards, including progress boards 4.22. Appeals Committee The decision of the Examinations Board on major offences may be appealed to the 76 Appeals Committee appointed by the Academic Council and shall be constituted as follows: President Three members of the Academic Council who did not sit on the original Disciplinary Committee One Learner representative who sits on the Academic Council who did not sit on the original Disciplinary Committee Recording Secretary Four members shall constitute a quorum. The President may nominate an alternative when s/he is unavailable. In the event of a tied vote the President or nominee shall exercise the casting vote. Notice of Appeal from decisions of the Examinations Committee shall be lodged in writing within 10 working days of receiving formal notification of the decision or penalty of the Examinations Committee. The written notice of appeal must state briefly the grounds on which the appeal is made. The Appeals Committee shall endeavour to reach its decision by majority and shall in its discretion decide the appropriate penalty, if any, that should be imposed in each case. Decisions of the Appeals Committee shall be final. 4.23. Major Offences Without prejudice to the general power of the Registrar to decide whether an alleged offence is major or minor, the following examples would normally be regarded as major offences. This list is not exclusive. Plagiarism or the use of unauthorised material during an examination/assessment or other breaches of the examination regulations Failure to adhere to Invigilators instructions during an examination/assessment Furnishing false information to the College with intent to deceive Forgery, alteration or misuse of College documents, records or identity cards Verbal or Physical abuse of another person Malicious destruction, damage or misuse of College property or of private property on the campus Illegal retention of library materials Forcible occupation of College buildings and grounds Unwarranted interference with the College safety equipment, fire fighting equipment and alarm systems 4.23.1. Rules Regarding both Major and Minor Offences The provisions of this paragraph shall apply to major offences and minor offences equally. A member of the Disciplinary Committee may not be a member of any Appeals Committee considering the same case. No member of the Disciplinary Committee or of the Appeals Committee shall adjudicate in any case in which he/she is to prosecute or be a witness. An accused person has the right to speak in his/her own defence and call witnesses, including character witnesses, at hearings of the Disciplinary Committee and of the Appeals Committee. 77 Persons reporting instances may also call witnesses. An accused person may also be represented at any hearing. The Disciplinary Committee and the Appeals Committee may seek advice from any expert or person they think fit and shall have the right to invite such persons to attend at any hearing of the Disciplinary Committee or the Appeals Committee. 4.23.2. Penalties The committees shall determine the actual penalty to be applied having regard to the seriousness of the incident and the guidelines set out in this manual. These penalties may be applied either separately or in combination. Without prejudice to its right to impose such penalties or make such recommendations as are considered appropriate in any case, the Registrar, or Disciplinary Committee, or Appeals Committee as the case may be, shall be empowered to: Deem the candidate to be innocent of the allegation(s). In such a case the examination board shall be instructed to consider the assessment or examination results in the normal manner. Issue a written warning to the candidate. In such a case the candidate may be informed that the written warning constitutes a formal record of breach of examination/assessment regulations. Deem the candidate to have failed all or part of the assessments or examinations for the stage or year of the programme. In such a case the committee shall determine the period of time which shall elapse before the Learner is entitled to be reassessed. Suspend a Learner from College for any specified period of time. Expel a Learner from College. Prohibit a Learner from sitting any examination or assessment. May impose such fines as are considered reasonable. May require a Learner to attend additional or other lectures or programmes or undertake additional academic work. 4.23.3. Notification Procedure Academic Affairs shall notify the Registrar in writing and without delay of a suspected regulations offence. The head invigilator present at the examination/assessment will forward a full report of events to the Director of Learner Life. In the event of a suspected serious breach of Examination Regulations a Disciplinary Committee will be formed by the Registrar. In such cases, the candidate shall be notified in writing through the office of the Registrar at least three days in advance of the meeting of the Disciplinary Committee in relation to the following:  The precise allegation(s)  The entitlement to present a response either orally or in writing to the Disciplinary Committee  The entitlement to be accompanied or be represented at all hearings conducted by the Disciplinary Committee 80 material, where feasible, to be made available by the Examinations Office. There will be external verification that the percentage mark on the learner transcript for a module has been awarded in respect of all answers, part answers and any assessment material to have been included in the result. 4.24.4. Procedures for the Reviewing of Examination Results and Continuous Assessment A review will not be considered except under the three criteria listed below: If the learner wish to query a particular mark and do not have specific grounds for review under the three criteria below, the learner can request a re-check (AR2) Appendix 3 to this manual. A request for a review automatically includes a re-check. The outcome of a review may mean a result is found to be higher or lower than that initially indicated. An application for a review will only be considered if it is based on one of the following grounds: The examination regulations of the College have not been properly implemented and where there is a prima facia case that this has had an adverse affect on a Or Compassionate circumstances related to t were not made known to the college, for a justifiable reason, by the candidate prior to or during the programme of, the examination concerned and of which the Examinations Board were unaware. Or There has been an error in the recording and addition of marks on a particular paper (applications for an administrative recheck of the recording and addition of marks) A Learner may NOT appeal against the academic judgement of the examiners. 4.24.5. Procedures to be followed to request a review The Review Application Form (AR1) (see Appendix 2) should be completed (Sections A,B,C,D,E) and returned to the Registrar within five working days on receipt of results. These forms are available form the Academic Affairs Office, Information D per module must be included with the application. This fee will be refunded if the learner review is deemed successful. The learner must attach with this form any relevant medical or supporting documentation that the learner wishes to be assessed with the learner application. This is documentation that has not been previously made available to relevant staff and Examinations Board. It is the responsibility of the Learner to ensure that they comply with the correct procedures or the learner request will not be processed. The submission must identify the element or elements of the examination in relation to which the review is being sought. It must also specify the grounds on which the review is sought and must contain all information, which the candidate requires to have taken into account in the review. 81 4.24.6. The Review Process The document presented for review shall be considered by the Review Committee. The Learner shall have the right, accompanied if desired by another person, to appear personally before the Committee. The Review Committee shall be constituted as follows: President or nominee (i.e. Registrar), 3 members of Academic Council and one learner representative who sits on Academic council, Programme Directors, Four members shall constitute a quorum. The Review Committee shall endeavour to reach its decision by majority vote. In the event of a tied vote, the President or his/her nominee shall exercise a casting vote. The Review Committee shall make known its decision in writing to the Learner and shall notify Academic Council of its findings. The Chairperson of Academic Council shall then take appropriate action. There shall be no appeal from the decision of Academic Council. The decisions of any Examination Boards, Standing Committees, the Review Committee or Academic Council shall not be invalidated by reason of the fact that such bodies may from time to time comprise some of the same members. In the case of a review above being upheld by the Examinations and Awards Committee, the candidate will normally be given the opportunity to re-sit the examination at the next available session and to have the result for the session appealed to be recorded as deferred. 4.24.7. Feedback Procedures The purpose of feedback is to provide academic information and direction to Learners after an assessment has been completed and to assist in the development of learning. Feedback should explain to Learners what they are doing correctly and incorrectly. Also, feedback should be forward looking and refer to a specific task. Feedback refers both to quantitative and qualitative forms. Feedback will not alter the mark awarded. It is a different process to either a review or re-check procedure, information on both has already been detailed in this manual. The following sections detail the feedback procedures to be used for:  Continuous assessment  Terminal semester examinations Overall Continuous Assessment (CA) Feedback Process. A summary of the overall CA result should be communicated to Learners in advance of the terminal semester examination. Lecturers will conduct a class feedback session reviewing how the assessment task was handled, highlighting common errors and key areas for improvement. Lecturers are encouraged to demonstrate model answers of all CA work. Names of Learners attending the class feedback session will be recorded on a sign-in sheet. Lecturers may distribute a handout at the class feedback session. The detail, date and type of feedback that will be available to learners will be published in the programme & module assessment strategy that will be available to each learner Lecturers may distribute individual feedback sheets. The return of any element of CA 82 work to Learners is at the discretion of the individual lecturer, the lecturer must retain however a copy of all CA works for individual Learners for a year and a day. Only a Learner who has attended the class feedback session may request additional individual feedback. In exceptional cases i.e. illness or family bereavement a Learner who has not attended the class feedback may also apply. Individual feedback must be applied for in writing using the Individual Feedback Request Form highlighting the specific reason for the request. This request must be given to the Programme Co-ordinator using the Individual Feedback Request Form (Appendix 1) and received within five working days of the class feedback session. The Programme Coordinator will then forward the request to the relevant lecturer and examinations office for scheduling where relevant. This meeting must take place prior to the terminal examination. 4.24.8. Terminal Semester Examinations The Results for each module for each semester will be published on the college website and notice boards. All Learners will also be given an individual transcript from the Academic Affairs office detailing their module results for the First Semester. Early in semester two, lecturers will conduct a class feedback session on semester one examinations. A special one-hour class feedback session will be scheduled by the relevant Programme Co-ordinator in liaison with the individual lecturer for lecturers not teaching the class in semester two. Non-returning lecturers will provide a feedback report and handover session. Names of Learners attending the class feedback session will be recorded on a sign- in sheet. Lecturers may distribute a handout at the class feedback session. Only a Learner who has attended the class feedback session may request additional individual feedback. In exceptional cases i.e. illness or family bereavement a Learner who has not attended the class feedback may also apply. Individual feedback must be applied for in writing using the attached form highlighting the specific reason for the request. This request must be given to the Programme Co-ordinator using the Individual Feedback Request Form and received within five working days of the class feedback session. The Programme Co-ordinator will then forward the request to the relevant lecturer and examinations office for scheduling where relevant. This meeting must take place prior to the terminal examination. After the publication of semester one and two examination results all lecturers will make themselves available for one day. This day will be published as part of the academic calendar and will take into account the five day rule for applications for rechecks and reviews as outlined in 4.3.8.7 After the publication of semester one and two examination results, Learners seeking an individual feedback meeting must apply in writing to the relevant Programme Co- ordinator within five working days of publication of results on the website and notice boards.