ASC 10/38
University of Glasgow
Academic Standards Committee - Friday 18 February 2011
Assessment Issues Arising from the Student Lifecycle Project Board
Cover Sheet
Ms H Butcher, Clerk to the Committee
ASC has been inivted to consider four proposals on assessment issues which were presented to EdPSC from the SLP Project Board. EdPSC noted that the proposals were interlinked and each had the potential to affect the implementation of others. Academic Standards Committee was therefore asked to consider the implications of the proposals and to suggest the way forward.
The Proposals
Proposal 1: consider modifying the code of assessment to allow continued marking components of assessment in percent where appropriate, but to insist that all aggregation is performed after conversion to the 22 point scale
Proposal 2: consider insisting that contributions of reassessment components are exactly the same as the weightings of the original assessment components.
Proposal 3: consider a means of ensuring that section 16.9 of the code of assessment is applied consistently throughout the University. The default position should be that all components of reassessment are available and a University approval process should be developed for approving "opt outs" for provision of component reassessments.
Proposal 4: consider specifying how aggregate course results should be calculated when there is no reassessment opportunity for one or more components. Two possible methods could be employed for dealing with the component grades which cannot be reassessed:
ASC is invited to consider the following:
Adoption of Proposal 1.
Adoption of Proposal 2 with the associated action of amending the Code of Assessment to make it explicit that separate components of assessment could not be reassessed in a single reassessment.
Adoption of Proposal 3 with an action for the Programme and Course Approval Working Group and PIP team to develop the opt-out process in PIP.
Adoption of option 1 in Proposal 4.
ASC is also invited to consider EdPSC's view that ignoring some components of assessment is not good practice; for example, in assessment schemes which only use the best two out of three essay grades to calculate the overall course result. EdPSC requested that a statement be added to the code of assessment to make this clear.