Northumbria University

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• Northumbria University
• EXTERNAL EXAMINERS SEMINAR
• 26 January 2005

QAA Code of Practice Section 4 External Examining
Gill Clarke - g.clarke_at_qaa.ac.uk Janet Bohrer
j.bohrer_at_qaa.ac.uk
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QAA Code of Practice Section 4 External
Examining

• What is the background to the Code?
• Why did we review Section 4?
• How was the new version developed?
• What feedback did we have?
• What are the main issues and changes?
• Where do we go from here?

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What is the Code of Practice and what is it for?

• What is it?
• A section by section guide based on good practice
  for academic procedures in HE
• (10 sections)
• A reference point for institutions
• A tool for external examiners and reviewers

• What is it for?
• Universities and colleges can use it to inform
  and update their existing practice
• External reviewers can use it to measure
  institutional awareness and implementation of
  good practice

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Why did we review External Examining?

• The External Examining section of the Code had
  been in place for some time (2000)
• QAA had feedback from institutions suggesting an
  update to incorporate changing practice and to
  make some sections clearer
• Code is intended as a dynamic document that
  reflects actual practice it must do that to be
  useful to institutions
• Guidance from the Better Regulation Task Force
  less prescriptive firm precepts fewer bullet
  points more explanation

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How was the new version developed?

• By a working group including representatives from
  different types of institution and from UUK and
  SCOP
• By consultation with institutions and
  professional bodies, through correspondence and
  round table meetings

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What feedback did we have? 1

• The External Examining Code was generally fit for
  purpose
• Revisions should be relatively minor
• It should have UK-wide applicability
• Proposals for formal, professional development of
  external examiners at national level were not
  supported
• Concern about the increasing demands on external
  examiners for wider involvement

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What feedback did we have? (2)

• Anxiety about the impact of low fees and
  additional demands on recruitment and retention
• Requests for a more detailed analysis of the
  roles and powers of external examiners
• Concern about lack of acknowledgement of the
  demands on external examiners by their home
  institution

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Main issues and changesGeneral principles Role
of external examinersPrecepts 1-3

• Revised principles for clarity and added one
  about good practice
• More explanation about the potential roles of the
  external moderation, advice, signing off,
  commenting on assessment practice
• Differentiation between external examiners at
  different stages / levels of the programme
  helpful or not?
• What should an external examiner not be asked to
  do?

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Nomination, appointment, terminationPrecepts 4-6

• Longer introductory section to explain precepts
• More explanation about appointments criteria
  and objectivity of the external
• Precept 4 now emphasises the role of
  professional, statutory or regulatory bodies
• Precept 5 has been expanded and now includes
  advice on termination of appointment (both
  parties)
• Precept 6 more general explanation on conflicts
  of interest

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Preparation of external examiners 1 Precept 7

• Variation in amount and content of preparatory
  material provided to externals
• Need to bear in mind collaborative arrangements
  (section 2, precepts A21 to A23)
• External examiners need explicit guidance on what
  is expected of them by both the institution and
  the relevant department/school
• External examiners from professions / industry
  should receive similar induction and development
  as all other external examiners

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Preparation of external examiners 2 Precept 7

• Some are in favour of some development to be
  provided by the recruiting institution, but
• Role is part of professional academic practice
• Question of development as part of a national
  requirement - more useful for prospective
  externals to gain experience of the assessment
  process in their home institution?

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External examining Precepts 8 and 9

• Less prescriptive up to institutions how many
  external examiners they appoint
• Precept 8 explanation outlines options volume
  of work and academic diversity
• Should externals be involved in moderating all
  work that contributes to an award?
• Precept 9 what evidence does the external need
  to do the job properly? Should s/he meet
  students?
• See also CoP section 6 Assessment, P8

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External examiners reportsPrecepts 10 and 11

• Precept 10 written reports fundamental part of
  the external examiners role
• For institutions to decide on timing and who
  receives them
• The complication of HEFCE Teaching Quality
  Information
• Precept 11 general, core guidance about what
  externals should be asked to comment on (bullet
  points)

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Use of external examiners reports within
institution Precepts 12 and 13

• Precept 12 kept firm guidance on reports being
  sent to head of institution or designate
• More explanation to underline why its important
  to give full and serious consideration to
  externals reports
• Importance of informing professional bodies

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Feedback to external examinersPrecept 14

• Precept unchanged
• Replaced bullet points with explanation
  emphasising that externals need to have
  confidence their judgements taken seriously
• Explicit statement that institutions dont have
  to accept recommendations

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Where do we go from here?

• HE Academy project
• http//www.heacademy.ac.uk/externalexaminers.htm
• Purpose of enhancing current system
• Creating opportunities for professional
  development
• Learning from Audit clean bill of health