Chapter 1 - Introduction

  1. Handbook for Assessment, Progression and Awarding: Taught Programmes
    1. Introduction
      1. The Handbook for Assessment, Progression and Awarding: Taught Programmes consolidates a number of policies and regulations previously located in the Teaching Quality Assurance Manual (TQA). It covers the QAA requirements on assessment as laid out in Chapter B6 of the QAA, UK Quality Code for Higher Education.
      2. The handbook provides staff and students with the University’s regulations and guidance on assessment procedures from the setting of assessment to the classification of degrees. It should be consulted in conjunction with other relevant documentation, including:
        1. The Credit and Qualifications Framework.
        2. The Quality Review Framework.
        3. Initial Approval and Subsequent Amendment of Taught Programmes/Modules: Procedures and Requirements.
        4. The Code of Good Practice for Managing Academic Misconduct.
        5. Academic Regulations within the University Calendar.
      3. The guidance within the handbook recognises that for good academic and pedagogic reasons disciplines will set different types of assessment and will both mark and offer feedback in different ways. However, underpinning each Chapter are generic principles that apply in all instances. These are:
        1. The equitable treatment of students.
        2. Transparency.
        3. Consistency.
        4. Maintenance of the academic standards and integrity of University of Exeter awards.
      4. To ensure that the expectations of Colleges, students and staff are clear the following verbs are adopted and highlighted in the text:
        1. Must: to indicate a regulation that must be adhered to in all circumstances. Exceptions to such regulations will only be granted by the Deans in exceptional circumstances. For example “Students must receive feedback on all assessed work”.
        2. Should: to indicate a regulation that should be adhered to unless sound pedagogical reasons prevent this. For example “Students should be provided with timetables at the start of each module indicating when coursework will be set, when it is to be submitted”.
        3. May: to indicate a regulation where action is discretionary but Colleges are expected to demonstrate that taking the action has been considered. For example “A standard template for student feedback may be developed to ensure consistency of feedback across all modules and assessment methods”. May is used both as an indication of good practice and also in the permissive sense.
      5. The Handbook for Assessment, Progression and Awarding: Taught Programmes is approved by Senate and will be updated and re-published on an annual basis. Changes from the previous edition will be clearly highlighted and explained.
      6. College variations in practice that differ from the norms stipulated in this handbook must be recommended via the Assessment, Progression and Awarding Committee system to the Dean of the relevant Faculty for approval.
      7. The regulations and guidance in this handbook also apply to programmes offered under Academic Partnerships. Any queries regarding application of this guidance in respect of partnership arrangements should be directed to the Partnerships team (email:partnerships@exeter.ac.uk).
      8. Special provisions for online programmes offered in partnership with Keypath Education are set out in a document of that same name, which has the same force as this Handbook. The special provisions should be read in the context of this Handbook, and unless the Special Provisions for Online Programmes offered in partnership with Keypath Education make clear, the provisions of this Handbook remain in force. In the event of inclarity or uncertainty, the matter should be referred to the Dean of the Taught Faculty.
      9. Special provisions for online programmes offered in partnership with Keypath Education are set out in a document of that same name, which has the same force as this Handbook. The special provisions should be read in the context of this Handbook, and unless the Special Provisions for Nursing Degrees make clear, the provisions of this Handbook remain in force. In the event of inclarity or uncertainty, the matter should be referred to the Dean of the Taught Faculty.

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