Assessments Overview 20045

1
Assessments Overview 2004/5
2
Session Content

• Regulatory Changes
• Process Changes (2004/5 session)
• Process Changes (2005/6 session)
• Assessments Life Cycle
• Case Studies / Trouble Shooting

3
Regulatory Changes

• Discounting only applied to FULL GPA borderline
  cases.
• Students whose full GPA is between
• 38.00 to 39.99 (borderline 3rd)
• 48.00 to 49.99 (borderline 22)
• 58.00 to 59.99 (borderline 21)
• 68.00 to 69.99 (borderline 1st)

4
Regulatory Changes

• Students successfully retrieving a referral will
  be entitled to 40 rather than 35 for that
  retrieval.
• R Reason code (35 Quality Point) should be
  replaced by use of L Reason code (40 Quality
  point).
• I.e. Use of RL reason code at lower level as
  opposed to RP reason code

5
Regulatory Changes

• Students retaking either an entire course or an
  item of assessment in the following session are
  entitled to achieve full marks without any
  capping penalties.
• i.e. A student gaining a grade of 70 will not be
  capped at 35 or 40.

6
Regulatory Changes

• Compensation
• Any student compensated at master level will
  receive a Quality Point of 40 regardless of the
  grade entered.
• Reason code of CL and grade code of L30 to L39
  should be used
• Some PG level students may be compensated at
  master level to receive a Quality Point of 50.
• Reason code of CO and grade code of 50C should be
  used

7
Regulatory Changes

• Classifications of Pass/Commendation and
  Pass/Distinction have been agreed as valid to be
  used with a progress code of pass final stage.
• These codes are permitted to be used with awards
  below the level of UG degree.
• i.e. Foundation Degrees, HND, HNC

8
Regulatory Changes

• Edexcel Grading
• All Edexcel assessment component level grades are
  required to be provided by schools in numeric
  format.
• All Assessment Structures should be built with
  BTEC grade mode at master level and numeric grade
  mode at assessment level.

9
Regulatory Changes

• School of Health and Social Care have been
  granted special permission to continue working to
  the old regulations until the 2005/6 session
• Old PAB report for use with Health only
• Retrieved grades to continue to be capped at 35
  using RP reason code and R grade suffix.

10
Regulatory Changes

• Health exceptions continued
• Compensation however to be given to students with
  a cap of 40 (as per new regulations).
• Anticipated that students repeating an entire
  course next session will not receive a capped
  grade (as per new regulations).

11
Process Changes 2004/5

• SZRROLL blocked from rolling incomplete profiles.
• When a student has either a null grade or a grade
  of XX at master level no assessment components
  will roll to history, regardless of the
  parameters used during the roll attempt.

12
Process Changes 2004/5

• Pre-PAB report
• Report developed to enable schools to check
  profiles in advance of all grades having been
  rolled to history.
• Requires timely creation of assessment cohorts.
• Report requires a Sought record to exist and will
  therefore need revisiting as full
  desemesterisation takes hold.

13
Process Changes 2004/5

• PAB Report
• Ability to run report to show a recommended
  result by DGPA has now been removed.
• Report will still display the DGPA however for
  use with borderline cases.
• Recommended result parameter now defaults to Do
  Not Show and will require changing where schools
  still want to see a recommended result.

14
Process Changes 2004/5

• PAB Report
• Award Points for borderline cases are now
  calculated on the full stage 2 and 3 profiles and
  not on the discounted profile.
• As a result Award Points will be displayed
  totalling 32 points (usually) as opposed to the
  discounted 24.
• Detailed explanation of the Award Point
  calculation at back of handouts.

15
Process Changes 2004/5

• PAB Report
• Date of the Board of Examiners (from Board Date
  in SWADCHT) is now displayed at the top of the
  report.
• Previous years of extenuating circumstances
  claims are now displayed in the personal details
  column of the PAB. Currently data will be
  displayed for 2003 and 2004 sessions only.

16
Process Changes 2004/5
17
Process Changes 2004/5

• The number of courses at both the higher (shaded
  in grey in the table below) and lower boundary
  (no shading) are then multiplied by the stages
  factor to obtain the award points.
• The courses below that are shaded in red indicate
  a double (3.0) credit courses.

18
Process Changes 2004/5

• Printing of Reports
• All schools are expected to run and print their
  own Mark Collection Forms, SAP, Pre-PAB and PAB
  reports for this session.

19
Process Changes 2004/5

• Pre History Grade Entry
• Business school have agreed for their
  administrative staff to enter all pre history
  marks.
• Process for all other schools remains unchanged.

20
Process Changes 2004/5

• Humanities Agreement
• Due to exceptional staffing problems within
  Humanities a short term agreement is in place
  whereby School staff and Records staff will share
  the full assessments process workload.
• There are no plans that this agreement will
  continue after the assessment cycle has passed.

21
Process Changes 2005/6

• Pre History Grade Entry
• Further schools to be approached with a view to
  the initial entry of marks being entered within
  school offices.
• Development of a BannerWeb form to enable
  academics within schools to enter marks direct
  into pre-history.

22
Process Changes 2005/6

• Investigation of methods by which to streamline
  the intensive paper based system particularly in
  relation to Result Lists.
• Investigation into feasibility of only issuing
  results letters to referred/deferred students and
  final year students. All other students notified
  of results through BannerWeb.

23
Assessments Life Cycle

• Life Cycle Flow Diagram provided at back of
  hand-outs. (Appendix A)

24
Pre-History Concepts
25
Pre-History Concepts

• BANNER uses a number of system rules to determine
  whether a grade is a valid entry for a specific
  section.
• When Courses and sections are set up in BANNER
  they are allocated a valid grading mode (for
  example, BTEC, Numeric, Pass/Fail).

26
Pre-History Concepts

• Suppose a section has been set up (in SWASDEF) as
  assessed by 60 coursework and 40 exam.
• When the raw grades are entered for the
  assessment sections they will be aggregated using
  these percentages.

27
Pre-History Concepts

• The same principle applies where the assessment
  hierarchy extends further, For example

28
Pre-History Concepts
29
Pre-History Concepts

• List of valid pre-history grade codes provided at
  back of hand-outs. (Appendix B)

30
Academic History Concepts

• Chart of valid academic history grade codes will
  be provided electronically while a list of valid
  reason codes is provided at back of hand-outs.
  (Appendix C)

31
Academic History Concepts

• Reason Code Hierarchy Table.

32
Academic History Concepts

• In this scenario two of the students three
  assessment sections have been successfully
  completed at the first attempt. In the third
  assessment, the student has now retrieved the
  component with a grade of 40.
• A reason code of RL (Repeat Pass) is entered at
  assessment level. This particular reason code is
  set up to roll-up to master level and to generate
  a prefix of L against the master section.

L45 RL
50 OE
40 RL
40 OE
33
Academic History Concepts

• In this scenario two of the students three
  assessments have been failed. One has been given
  a reason code of F1 (Failed First Attempt) while
  the second has a reason code of RF (Failed Final
  Attempt).
• Neither of the reason codes used generate a
  suffix, but both are designated as being able to
  roll-up to master section level.
• In this situation, the RF reason code has
  rolled-up as it is this code that is deemed to be
  the most severe of the two.

30 RF
30 F1
20 RF
40 OE
34
Academic History Concepts

• In this scenario one of the students assessments
  have been failed, one has been successfully
  completed while in the third the student has been
  deferred.
• The failure has been given a reason code of F1
  (Failed First Attempt) while the deferral has
  been given a reason code of DE (Deferred
  Session).
• In this situation, the F1 reason code has
  rolled-up as it is this code that is deemed to be
  the most severe of the two.

30 F1
30 DE
20 F1
40 OE
35
Academic History Concepts

• Compensation is entered at master level only.

L32 CL
35 F1
50 OE
54 OE
36
Level of Code Entry

• Codes recorded at assessment (lowest) level
  wherever possible
• Exceptions to rule include
• Aggregation level entry where a single piece of
  work is replacing multiple assessment level
  items. E.g. RC Retake as coursework

37
Level of Code Entry

• Master level entry where a single piece of work
  is replacing the entire assessment structure
  below master level

38
Level of Code Entry

• Common scenarios where higher level entry of
  codes was previously made that we are trying to
  avoid
• F1 (Failed first attempt)
• DE (Deferred session)
• Appendix sheet details level at which each
  significant reason code can be entered following
  the first PAB

39
Level of Code Entry

• First coding the most important as level of all
  future codes is dictated by the level at which
  the first entry was made.

40
2003/4 Reason Code Additions

• GN (Grade Noted)
• Used when a grade does not meet the pass criteria
  but where, when considered with the whole student
  profile, the grade is decided to be treated as
  condoned.
• No entry of compensation reason codes (CO, CL,
  IC) permitted below master level

41
2003/4 Reason Code Additions

• FA (Failed Assessment Item Retake next session)
  
• Used when a student has failed one or more items
  of assessment and is expected to retrieve those
  items rather than the entire course in the
  following academic session.

42
2003/4 Reason Code Additions

• F1 now exclusively interpreted as failed in one
  or more assessment items requiring a repeat of
  the entire course next session
• Both FA and F1 codes are intended primarily for
  use at the lowest level
• Removes the ambiguity of F1 at top level meaning
  something different to an F1 entered at the lower
  level

43
2003/4 Reason Code Additions

• DA (Deferred Assessment Item retake permitted
  next session)
• Used when a student has deferred in one or more
  items of assessment and is expected to retake
  those items rather than the entire course in the
  following academic session.

44
2003/4 Reason Code Additions

• DE now exclusively interpreted as deferred in one
  or more assessment items requiring a retake of
  the entire course next session
• Both DA and DE codes are intended primarily for
  use at the lowest level
• Removes the ambiguity of DE at top level meaning
  something different to a DE entered at the lower
  level

45
Working Examples

• Red indicates Master CRN level
• Green indicates Aggregation CRN level
• White indicates Assessment CRN level
• Yellow indicates code recorded at board

46
Working Examples (1)

• 200300 1.5
• COMP1045 LEV1
• 13658 43
• 20212 E 50
• 20213 C 36
• 20214 Q 42
• 20215 C 28

Student has failed the coursework component and
must repeat that item of assessment only in the
following academic session
FA
47
Working Examples (2)

• 200300 1.5
• COMP1045 LEV1
• 13658 40
• 20212 E 50
• 20213 C 30
• 20214 Q 32
• 20215 C 28

Student has failed the coursework and class test
components and must repeat both items of
assessment in the following academic session
FAFA
48
Working Examples (3)

• 200300 1.5
• COMP1045 LEV1
• 13658 43
• 20212 E 50
• 20213 C 36
• 20214 Q 42
• 20215 C 28

Student has failed the coursework component only
but must repeat the whole course in the following
academic session
F1
49
Working Examples (4)

• 200300 1.5
• COMP1045 LEV1
• 13658 30
• 20212 E 30
• 20213 C 30
• 20214 Q 32
• 20215 C 28

Student has failed all assessment components and
must repeat the whole course in the following
academic session
F1 F1F1
50
Working Examples (5)

• 200300 1.5
• COMP1045 LEV1
• 13658 43
• 20212 E 50
• 20213 C 36
• 20214 Q 42
• 20215 C 28

Student has been referred in the coursework
component only and must repeat that item at the
next opportunity
R1
51
Working Examples (6)

• 200300 1.5
• COMP1045 LEV1
• 13658 40
• 20212 E 50
• 20213 C 29
• 20214 Q 29
• 20215 C 28

Student has been referred in more than one
coursework component but must repeat a single
different coursework item at the next opportunity
R1
52
Working Examples (7)

• 200300 1.5
• COMP1045 LEV1
• 13658 40
• 20212 E 50
• 20213 C 29
• 20214 Q 29
• 20215 C 28

Student has been referred in more than one
coursework component but must retake those items
as an examination at the next opportunity
RX
53
Working Examples (8)

• 200300 1.5
• COMP1045 LEV1
• 13658 28
• 20212 C 30
• 20213 C 25
• 20214 C 20
• 20215 C 30

Student has been referred in more than one item
of assessment but must retrieve just one single
piece of work Very Rare!
R1
54
Case Studies

• This part of the session is open to any
  questions, working examples, test scenarios etc.