Assessment Handbook & Board Of Examiner Guidance
Assessment Handbook& Board of ExaminerGuidanceThe Assessment Handbook is based on regulations, policies and procedures agreedby relevant London School of Hygiene & Tropical Medicine (LSHTM) committeesincluding Senate and Senate Postgraduate Taught Committee (SPGTC).The Assessment Handbook is aligned to the expectations contained within the UKQuality Code for Higher Education published by the Quality Assurance Agency,including the advice and guidance on Assessment.This Handbook was last updated July 2019
This Document is aimed at all staff involved in assessment including: Markers Module Organisers Programme Directors Taught Programme Directors Administrative staff who support assessment processes Exam Board Chairs Exam Board membersLSHTM’s academic regulations are contained within the LSHTM Academic Manual.Additional policies and guidance can be found on the LSHTM’s Regulatory Documentswebpage.Contents1.Introduction . 51.1Scope . 51.2Student Attendance . 61.3Extenuating Circumstances & Extensions . 61.4Assessment Irregularities & Plagiarism . 62.Module Assessments . 72.1Introduction . 72.2Objectives of Module Assessment . 72.3Amount of Module Assessment . 82.4Setting and Administering Module Assessments . 82.5Guidance on Grading . 92.6Double-Marking & Grade Reconciliation . 112.7Combining Grades . 122.8Moderation of Assessed Module Work . 132.9Feedback to Students . 133.Unseen Written Examinations . 153.1Introduction . 153.2Marking Written Examinations . 153.3Combining Grades for Written Examinations . 163.4Moderation of Exam Scripts . 173.5Feedback on Exam Performance . 172
4.Exam Paper Setting . 174.1Security of Exam Questions . 174.2Responsibility for Exam Question Setting . 184.3Procedure and Deadlines . 194.4Writing Good Exam Questions . 224.5Reviewing Draft Exam Questions . 245.Format of Examination Papers. 255.1General Formatting of Exam Paper . 255.2Rubric for Front Page . 255.3Front Page Template . 265.4Exam Paper Content . 286.Exam Support for Students. 296.1Supporting Students’ Exam Preparations . 296.2Access to Previous Exam Papers . 306.3Revision Sessions . 306.4Other Sources of Support . 307.Project Reports . 317.1Project Criteria & Requirements . 317.2Project Marking Schemes . 327.3Operation of Project Marking . 337.4Feedback to Students . 338.Resit Assessments . 348.1Scope . 348.2Planning and Design of Resits. 348.3Providing Resit Information . 358.4Compensation . 368.5Record of Resit Decisions . 368.6Grading and Feedback . 378.7F2F Exam Resits . 388.8Project Resits . 418.9F2F Students Resitting DL Modules . 459.Board of Examiner Roles . 459.1Role and Duties of Exam Board Chairs & Deputies . 469.2Role of the Exam Board Secretary . 489.3Role and Appointment of Assessors . 499.4Role and Appointment of Internal Examiners . 513
10.Authority of Boards . 5210.1Final Exam Board meetings. 5210.2Interim Exam Board meetings . 5310.3Duties of the Secretary . 5410.4Calendar of duties for Exam Board Chairs . 5411.Exam Board Meeting . 5911.1Awards Schemes . 5911.2Evaluation of Student Work for Borderline . 5911.3Decisions . 6111.4Outcomes . 6211.5Reporting. 6211.6Student Debtors . 6312.Retention and Disclosure. 6312.1Introduction . 6312.2Assessment Scripts and Marking Guides . 634
1. Introduction1.11.1ScopeThe Assessment Handbook compiles LSHTM’s formal guidance aboutassessment processes that happen prior to Board of Examiners’ consideration.This includes:1.1.1 setting assessment tasks, exam questions and marking schemes; grading work; reasonable adjustments for exam arrangements; internal moderation;resits.It applies to assessment for all LSHTM’s taught programmes, at module andprogramme level, and whether award bearing or non-award bearing. The focus is on face-to-face (F2F) Master’s programmes andmodules: However, it also applies to other provision within LSHTMincluding Continuing Professional Development short courses. Distance learning (DL) Master’s programmes and modules: LSHTMprocedures are designed to meet the requirements of the University ofLondon Worldwide Guidelines for Examinations. Collaborative programmes: This covers joint programmes with otherinstitutions. The partner institution procedures will normally apply inrespect of modules they lead, and/or where the Memorandum ofAgreement for the programme specifies that their assessment modelshould apply at programme level. Research Degrees: This handbook does not cover research degrees,except where research degree students may take a taught programmeor module as part of their studies.1.1.2In the event of any inconsistency between the information in this handbookand any other LSHTM document, advice should be sought in the first instancefrom the Head of Registry.5
1.2Student Attendance1.2.1The Student Attendance Policy provides guidance about attendancerequirements and procedures for dealing with poor attendance.1.2.2Failure to attend or participate by students should be reported to the relevantExam Board. The Exam Board may decide not to ratify credits or award thedegree on the grounds that the student has failed to participate fully. Nodecision shall be taken by the Exam Board without considering anyextenuating circumstances reported to it by the Extenuating CircumstancesCommittee.1.3Extenuating Circumstances & Extensions1.3.1Extenuating Circumstances are defined as unforeseen, exceptional, shortterm events, which are outside of a student’s control and have anegative impact on their ability to prepare for or take an assessment.These events will normally occur shortly before or during an assessment. Allrequests must be accompanied by appropriate evidence and submitted by thedeadline in the Extenuating Circumstances Policy in Chapter 7, GeneralAcademic Regulations of the LSHTM Academic Manual. The potential impacton assessment can be:1.3.2 attempted but performance has been affected; deferral of assessment to the next opportunity; extension to a coursework or project deadline.The Extenuating Circumstances Policy can be found in Chapter 7 of the LSHTMAcademic Manual. The Extenuating Circumstances Form can be found on theweb here.1.4Assessment Irregularities & Plagiarism1.4.1The Assessment Irregularities Policy (which can be found in Chapter 7 of theLSHTM Academic Manual) sets out comprehensive procedures for identifyingand acting on plagiarism, cheating or any other form of suspected assessmentirregularity. Academic writing handbook provides students with general6
guidance on how to write in the ‘academic style’ the School expects and howto reference and avoid plagiarism.1.4.2If a case of plagiarism or cheating is suspected, this should be dealt withbefore any student grades are presented to an Exam Board. If a case is still inprogress, provisional confirmation of grades will be suspended until theoutcome is known.2. Module Assessments2.1IntroductionThis section describes the standard practice for the assessment of individualmodules (sometimes referred to as in-course assessment.) This may includecoursework, unseen written exams or other forms of exams, group work, orother appropriate methods.2.2Objectives of Module Assessment2.2.1Module assessment tasks should aid the learning process and assess theachievement of the intended learning of that module. Assessment tasks mustbe integrated with the learning process and should not be just an add-on.2.2.2Where the understanding of new knowledge needs to be tested, this can bedone during the programme (e.g. through untimed written answers to suitablequestions) or through an unseen test at the end of the period.2.2.3Where the ability to do a complex task is an essential outcome, theachievement of this task must be assessed.2.2.4Where the ability to tackle a problem within a group is an appropriateoutcome, then a group task that is integrated into the learning process may beassessed. However, all group work assessments must be integrated withan element of individual assessment, in order to distinguish the varyingcontributions of each student and assess their individual achievement.7
2.3Amount of Module Assessment2.3.1Assessment must not dominate the learning process. The number ofassessed assignments should not exceed two in any module; normally oneassessment will be sufficient.2.3.2The amount of time needed to complete assessment tasks must be calculatedrealistically; extra non-contact time may be needed for some tasks to preventthe total learning time from exceeding permitted limits.2.3.3Further guidance is given in the Course & Module Design Code of Practice.2.4Setting and Administering Module Assessments2.4.1All aspects of module assessment are subject to the agreement and authorityof the Exam Board responsible for moderating that module. Boards shouldnormally delegate authority to the relevant Module Organiser(s) to coordinatemodule assessment arrangements as set out in the relevant modulespecification. Separate procedures are in place for agreeing any changes tothe module specification; these procedures can be found in Chapter 3,Programme & Module Management, Monitoring and Evaluation of the LSHTMAcademic Manual.2.4.2Module Organisers are required to set clear assessment criteria and markingguidance for modules. Marking guidance should facilitate equitable andtransparent treatment of students. Note that penalties for late submissionsand exceeding the word count are standard across LSHTM and outlined inChapter 8a, Face-to-face Postgraduate Taught Degree Academic Regulationsand Chapter 8b, Distance Learning Postgraduate Taught Degree AcademicRegulations of the LSHTM Academic Manual and must be adhered to.2.4.3Students must have visibility of the module assessment criteria prior toassessment taking place, either via broad principles in the modulespecification, or more detailed guidance disseminated by the ModuleOrganiser(s).8
2.5Guidance on GradingModule assessments, examinations (both written exams and practicals) andproject reports should all be marked using the standard grading systemdetailed in Chapter 8a (for face-to-face programmes) and Chapter 8b (fordistance learning programmes) of the LSHTM Academic Manual and guidancedetailed below.2.5.1Percentage or Numeric MarkingAs set out in Chapter 8 of the LSHTM Academic Manual, percentage ornumeric marking schemes may be used for certain assessments, e.g.mathematical questions, yes/no questions or multiple-choice questions(MCQs).The percentage to grade point conversion scheme that fits the particularassignment or question should be agreed in advance by the relevant ExamBoard, which fits the particular assignment or question. The approvedconversion should appear in the marking pack for each assessment/questionfor which it is used. Table 1 gives examples of three percentage-to-grade pointconversion charts.Table 1 – Percentage-to-grade point conversion chartstypical schemeMarkGrade(%)point80-100570-79higher numeric passlower numeric passthresholdthresholdMark 0-59120-291 400 500 200While individual assessments may use specific marking schemes in this way,all schemes must remain compatible with the School’s standard assessmentframework as set out above (i.e. the six-point grading scale). Any deviationsfrom this should be addressed by the relevant Board of Examiners.9
2.5.2Grade Distributions & Range of MarksMarkers are encouraged to use the full range of available marks, to reflect thefull range of student achievement. Markers should not feel reluctant to award5.0 grades provided work meets the appropriate standards. The followingspecific points should be noted:i)excellent work does not have to be outstanding or exceptional bycomparison with other students;ii)since LSHTM uses criterion-referenced marking rather than bandedmarking, 5.0 grades should not be capped to a limited proportion ofstudents per class;iii) there is no standard cut-off for what constitutes ‘excellent’ work,different conversion schemes may be used to convert numeric scoresor percentage marks into a grade point result on the 0-5 integer scale,in many cases where quantitatively scored assessments are used, a 5.0grade may be awarded for work scoring above a particular threshold(for example 80%) of the possible marks, i.e. by no means perfect butof a sufficiently high standard;iv) good assessment design should ensure that tasks have clear criteria toallow excellent students to achieve 5.0 grades.Grades should not be forced into a standard distribution. Marking criteriashould reflect LSHTM standards.Group assessment tasks should be anticipated to produce higher standardsthan individuals would achieve alone.Following the initial grading process, Module Organisers should look at thedistribution of grades for the particular module. If this deviates significantlyfrom past performance or appears to differ significantly from other gradedistributions at Programme, Faculty or LSHTM level, grades should beconsidered to confirm that the marks given are in line with LSHTM criteria.Module Organisers should refer to regulations on ‘Internal Moderation’Chapter 8a (for face-to-face programmes) and Chapter 8b (for distancelearning programmes) of the LSHTM Academic Manual.10
2.6Double-Marking & Grade Reconciliation2.6.1All summative work must be double-marked, with any discrepanciesbetween markers resolved. Neither marker should see the other’s commentsor grade before assigning their grade. An agreed grade must be given to thestudent. Formative assessments do not need to be double-marked.However, clearly defined marking criteria and sampling of scripts should beused to help assure consistency in marking formative work.2.6.2Markers may not record two grades for a piece of work which they feel isborderline between two grade bands. Markers must always agree one finalgrade for a piece of work which will be reported to students. However, belowthis level (i.e. if an assessment task has informal component elements),markers’ views may differ
Module assessments, examinations (both written exams and practicals) and project reports should all be marked using the standard grading system detailed in Chapter 8a (for face-to-face programmes) and Chapter 8b (for distance learning programmes) of the LSHTM Academic Manual and gui
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