Changes to Assessment for 2011/12 1.New University Marking
Scale 2.New Assessment Tool 3.New Student Record System: QLv4
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University Marking Scale Letter grades not numbers More
intuitive More in line with practices of marking in arts subjects
Maps onto the Marking Criteria Modelling suggests no adverse impact
on degree calculations
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University of the Arts London Undergraduate Marking Criteria
UALv8 2011 (Word) CriteriaLevel of Achievement Indicators Fail F
Marginal Fail E Pass DCBA 1 Research Systematic identification and
investigation of a range of academic and cultural sources Little or
no information presented Information presented does not relate
sufficiently to the task; there may be evidence of rudimentary
research Adequate information has been gathered and documented from
readily available sources applying standard techniques Information
is accurate, appropriately categorised and from a range of sources
Well informed judgements made of the relative value of connected
information from a wide range of sources Extensive independent
research, accuracy, familiarity with the material, and sound
judgements FEDCBA 2 Analysis Examination and interpretation of
resources Little or no evidence of examination of source material
Constituent elements may be incorrectly identified; analysis may be
attempted but not justified Key elements within relevant
information are identified, but may lack accurate interpretation
Accurate interpretation of the relationships between constituent
elements Accurate interpretation and evaluation of relationships
between elements Accurate and perhaps personally based synthesis
and evaluation of elements FEDCBA 3 Subject Knowledge Understanding
and application of subject knowledge and underlying principles
Unable to evidence or articulate basic principles and knowledge
related to the subject Limited knowledge of the subject and its
development Evidence of understanding key aspects of the subject
context, in current debates and / or historical background.
References to some relevant movements / people Accurate
understanding of subject context. References to key movements and
people Accurate, extensive understanding of subject context.
Evidence of appreciation of the relative significance of movements
and people Contributes to the subject debate by assimilating
knowledge into a personal hypothesis (or elements of / the
beginnings of one) FEDCBA 4 Experimentation Problem solving, risk
taking, experimentation and testing of ideas and materials in the
realisation of concepts Little or no engagement with alternative
ideas and processes Unable to identify problems; does not
understand the purpose of risk taking or exploration of
alternatives Operates within familiar and well established ideas,
processes, media and / or materials; some evidence of exploration
Evidence of exploration of processes, media and materials; may lead
to potential directions for future work Evidence of conceptual risk
taking / using own analysis to inform further cycles of inquiry and
potential future directions Unfamiliar conceptual territories may
be explored FEDCBA 5 Technical Competence Skills to enable the
execution of ideas appropriate to the medium Execution demonstrates
poor judgement and very limited command of techniques Uses limited
rudimentary processes exercising little judgement Skills are
adequate to communicate ideas; accepted conventions and procedures
are usually applied Skills facilitate communication of ideas;
evidence of checking / testing / finishing; conventions and
procedures are used consistently and appropriately Skills
facilitate practice and the communication of ideas; full command of
conventions and procedures is evident Idea and technique are
unified. Discernment and judgement are evident. Technical / craft
skills may have contributed to conceptual advances FEDCBA 6
Communication and Presentation Clarity of purpose; skills in the
selected media; awareness and adoption of appropriate conventions;
sensitivity to the needs of diverse audiences Ineffective use of
visual / oral / written communication conventions in the production
and presentation of ideas Partial lack of awareness and observance
of conventions and standards; lack of clarity in structure
selection and organisation of information; lack of awareness of
audience Conventions and standards are applied; structure is clear;
information selection and organisation shows awareness of audience
requirements and preferences Communication media have been selected
/ used with good judgement; standards and conventions of use have
been fully adhered to; decisions show awareness of the audience and
the context The nature and strengths of appropriate communication
media have been exploited; information has been selected, organised
and presented showing awareness of audience and context Message and
medium are unified with personal style; the communication is
persuasive and compelling; it takes full account of diverse
audience needs FEDCBA 7 Personal and Professional Development
Management of learning through reflection, planning, self
direction, subject engagement and commitment Consistent lack of
evidence of reflection or planning for learning. No awareness of
personal strengths and weaknesses in relation to task Sporadic
evidence of reflection and planning for learning but not followed
through consistently. Incomplete awareness of personal strengths
and weaknesses Evidence that reflection and planning have led to
increased subject engagement and commitment. Developing an
awareness of strengths and weaknesses Evidence that a cycle of
reflection and planning has been iterative and productive. Actively
works to develop strengths and mitigate weaknesses Reflection and
planning is self directed, iterative, habitual and evidenced
clearly. Strengths have been built on, weaknesses have been
mitigated Takes full responsibility for own learning and
development through iterative cycles of well articulated purposeful
analysis and planning, supported by extensive evidence FEDCBA
8Collaborative and / or Independent Professional Working
Demonstration of suitable behaviour for working in a professional
context alone, or with others in diverse teams Does not collaborate
with others; unproductive working alone; shows no knowledge of
related profession Collaborates reluctantly; struggles to produce
work alone; has unrealistic view of professional life Awareness of
main standards required of relevant profession. Able to work both
collaboratively and independently Aware of and able to meet most
standards required of relevant profession in simulated or real
professional situations. Productive when working in a team or
working alone Aware of and able to meet most standards required of
relevant profession in simulated or real professional situations.
May work well in a team, provide effective leadership, and
demonstrate a well rounded profile working alone Integrates a sense
of own identity productively into real or simulated professional
situations. Can work comfortably as a team member, in a leadership
role, or alone
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University of the Arts London Undergraduate Assessment Feedback
Sheet Student Name Course Unit Title / Code Type of Assessment
Staff Assessment Self Assessment Peer Assessment Formative
Summative Name of Student Text Date of AssessmentStudent IDCourse
Unit Level DateAA 0000000 Assessment TitleCourse and
CollegeAssignment / Project Title TextCourse College Text Marking
CriteriaLevel of AchievementCriteria Specific Comments (optional)
FailPassWhere criteria do not apply, write n/a in the comments box
1 Research Systematic identification and investigation of a range
of academic and cultural sources Text here To indicate achievement
level, highlight the grey bullet in the text box below the relevant
grade and change the font colour to black FEDCBA 2 Analysis
Examination and interpretation of resources Text here FEDCBA 3
Subject Knowledge Understanding and application of subject
knowledge and underlying principles Text here FEDCBA 4
Experimentation Problem solving, risk taking, experimentation and
testing of ideas and materials in the realisation of concepts Text
here FEDCBA 5 Technical Competence Skills to enable the execution
of ideas appropriate to the medium Text here FEDCBA 6 Communication
and Presentation Clarity of purpose; skills in the selected media;
awareness and adoption of appropriate conventions; sensitivity to
the needs of diverse audiences Text here FEDCBA 7 Personal and
Professional Development Management of learning through reflection,
planning, self direction, subject engagement and commitment Text
here FEDCBA 8 Collaborative and / or Independent Professional
Working Demonstrates suitable behaviour for working in a
professional context alone or with others in diverse teams Text
here FEDCBA The feedback you are given should be informed by the
criteria and should help you plan and execute work in the future as
well as understand how your grade was arrived at. Grades are
arrived at through markers holistic judgement informed by the
criteria General comments and advice on how to improve your work in
the future Text Marker(s) Name(s) of Marker(s) Signature(s) Date
Grade This is an indicative grade which is subject to moderation
and ratification by the Board of Examiners. Internal verification
complete / pending / not required(delete text as applicable) Date
UALv8 2011
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When will the Scale be introduced? New scale introduced for all
UG and taught PG students enrolling onto a new course, or a new
stage of a course, on or after 1 st September 2011. Some courses
will run out on the old percentage bands and introduce the new
Marking Scale when they start their next academic session (e.g.
some part time courses and any PG courses ending in Spring 2012).
If you are unsure, please email
[email protected]@arts.ac.uk
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Assessment Tool Integrated, web-based marking system Custom
built for UAL Students access their grades and feedback via
Blackboard Feedback is easier to read and more accessible Can also
be used for formative assessments and project work Released in two
phases
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Phase one will allow tutors to: Mark formative and summative
assessments against the University Marking Criteria Give students
clear, accessible and fast electronic feedback. Phase two will
allow tutors to: Submit their grades for discussion by the Exam
Board.
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QLv4 Student Record System Unit Grades and Element Grades
(where used) entered into QL All calculations for Exam Boards
automatically generated in standard report format Impact of
referrals, compensation etc automatically incorporated into
calculations
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Frequently Asked Questions
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How is the final mark for the year calculated? The student
grade for the year is calculated in exactly the same way as for the
old percentage scale, as in the following example: 1.A student
receives the following unit Letter Grades for the year: Unit 1 (20
credits) = A- Unit 2 (40 credits) = B- Unit 3 (60 credits) = A
2.The Letter Grade for each unit has an equivalent point value:
Unit 1 (20 credits) = 13 Unit 2 (40 credits) = 10 Unit 3 (60
credits) = 14
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3. The points are weighted according to the credit-rating of
the unit: Unit 1 (20 credits): 13 x (20/120) = 2.167 Unit 2 (40
credits): 10 x (40/120) = 3.333 Unit 3 (60 credits): 14 x (60/120)
= 7.000 4. The weighted points for all the units are added
together: Unit 1 = 2.167 Unit 2 = 3.333 Unit 3 = 7.000 Total 12.500
5.The final grade for the year is rounded to the nearest whole
number (0.50 is rounded up, 0.49 is rounded down): 12.500 becomes
13 13 = A- or 1 st Class Honours/ Distinction
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How are elements added together? Where units are divided into
weighted elements, the Letter Grades for each individual element
are added together to create the unit Letter Grade, as in the
following example: 1.A unit is made up of 2 assessment elements:
Element 1: Presentation - 20% weighting Element 2: Essay - 80%
weighting 2.The student receives the following grades for each
element: Element 1 (Presentation) = C+ Element 2 (Essay) = A- 3.
The Letter Grades are converted to the equivalent point value (on
the right hand side of the UAL Marking Scale): Element 1
(Presentation)= 9 Element 2 (Essay) = 13
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4. The points are multiplied by the element weighting: Element
1: 9 x 20% = 1.8 Element 2: 13 x 80% = 10.4 5. The weighted points
for all the elements are added together: Element 1: 9 x 20% 1.8
Element 2: 13 x 80% 10.4 Unit Mark 12.2 6. The unit mark is rounded
to the nearest whole number (0.50 is rounded up 0.49 is rounded
down): 12.2 becomes 12 or B+
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Impact on Course Regulations Borderline Students Students on
the borderlines will be automatically rounded to the next grade/
classification because all unit and final marks are rounded to the
nearest whole number. There will be no further consideration of
borderline students by the exam board. Extenuating Circumstances
The adjustment of marks for Extenuating Circumstances will still
take place at unit level. The Board can agree an uplift to the
Letter Grade (e.g. B to B+ etc).
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Failure All resubmissions, repeat units and retake years will
be capped at D-. Compensation The criteria for compensation will
remain at no more than 30 credits marginal failure for progressing
UG students. Marginal Failure is represented by an E Grade.
Academic Misconduct Academic Misconduct penalties are represented
by an F- Grade for the unit, with any resubmissions or retakes
capped at D-. External Moderation External Moderation will still
take place at either unit or classification level. The External
Examiner can propose a change to the Letter Grades (e.g. all
students on B+ move to A-).