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- Student administration and academic policy
- Taught students
- Research students
- Staff
- Assessment and feedback
- Assessment procedures
- Awarding of Taught Students
- Collaborative provision
- Committees
- Levels and awards framework
- Programme and module descriptors
- Programme and module development
- Programmes of study regulations
- Quality assurance and monitoring
- Registry services
- Student complaints and appeals
- Supervision of Research Students
- Undergraduate Assessment Norms
- University regulations
- Staff development
- Education Quality and Enhancement Projects
- Student administration and academic policy
- General advice
- Programme title
- Description of the Programme
- Educational aims of the programme
- Programme structure
- Programme Modules
- Programme's Intended Learning Outcomes
- Learning Activities, Teaching and Assessment Methods
- Programme Regulations
- College support for students and students’ learning
- University Support for Students and Students' Learning
- Admissions criteria
- Regulation of assessment and academic standards
- Indicators of quality and standards
- Methods for evaluating and improving quality and standards
- Awarding institution
- Lead College(s) / Teaching Institution and Discipline
- Partner College / Institution and Discipline
- Programmes accredited/validated by
- Final award(s)
- UCAS code
- NQF (FHEQ) level of final award(s)
- CATS and ECTS
- QAA subject benchmarking group
- Origin Date/ Date of Last Revision
Regulation of assessment and academic standards
Standard entry on the University’s procedures for security of assessment and academic standards, with reference to procedures for acting on external examiners reports – making use of precepts in the relevant sections of the QAA Code of Practice (with opportunities for amendment by the College)
The main processes to be referred to are: (1) the central approval of examination conventions and assessment strategy; (2) the scrutiny of external examiners; and (3) Annual Programme Monitoring. These processes are alluded to in the centrally-provided text that must be included in all Programme Specifications except where it is inappropriate to do so. Partner institutions should consult their central learning and teaching units.
