- Anonymous assessment should ensure summative assessments are marked as far as possible and where appropriate without the student’s name or identity being made known to the marker or subject assessment panel.
- Anonymity provides reassurance for students and assessors against the perception of discrimination and bias entering the assessment process, and aims to ensure all students are treated equally.
- Anonymous assessment should not impede rapid feed forward and feedback to students.
PU Anonymous Assessment policy.
- make decisions on progression and awards for all students registered for the named award(s) for which the board is responsible
- ensure that decisions are arrived at fairly and democratically, in accordance with the regulatory framework for undergraduate awards and integrated masters, and that justice is done to the individual student
- make sure that threshold academic standards of student performance are being maintained at award level, on the basis of the reports received from each of the constituent subject assessment panel chairs on the standard of assessment in subjects/modules, and are comparable with similar awards in other UK institutions, in the expert opinion of the award external examiner
- ensure that in making decisions all corroborated extenuating circumstances relating to individual students have been fully taken into account before a decision is reached
- report and discuss, where appropriate, any examination or assessment offences and take appropriate action.
- fairly evaluate students’ ability to meet module and programme learning outcomes and academic standards
- be accessible for all students
- provide every student with an equal opportunity to demonstrate their achievement
- support student engagement, learning, progression, retention and address the needs of our diverse student population
- be authentic and offer students contextualised meaningful tasks that replicate real world challenges through effective programme design
- reduce the need for MAPs (Modified Assessment Provisions).
- on the assessment pages
- on the inclusive teaching, learning and assessment pages
- in the guide to inclusive assessment
- in our Assessment Policy.
- understand the concepts of assessment, assessment criteria and standards
- have the skills to assess themselves and other students and members of staff
- be familiar with different approaches to assessment
- apply marking criteria to their own work
- be able to choose and apply appropriate approaches and techniques to assessment tasks.
- the outline and scope of a session
- preparatory reading
- key teaching materials e.g. PowerPoint presentations, support documentation, podcasts etc. should be uploaded in advance of the teaching session
- this should be available a minimum of 48 hours before the teaching session, but a period of seven days before the teaching session is recommended
- all teaching materials must conform to the University’s guidance on copyright and intellectual property rights.
- additional time
- own or small group room
- scribe or reader, use of a computer
- supervised breaks
- medication or pain relief
- an accessible venue.
|Programme type||Data require and frequency|| How recorded
|Undergraduate programmes||Attendance to be recorded at x4 core sessions per month, one a week (as a minimum)|| S3
|Postgraduate Taught programmes (taught period)||Attendance to be recorded at x4 core sessions per month, one a week (as a minimum)|| S3
|Postgraduate Taught programmes (dissertation period)||Meeting with dissertation supervisor x1 a month|| S3
|Postgraduate Research programmes||Meeting with DoS / other supervisors x1 a month|| GradBook (meeting can be via Skype if student on mobility)
|Repeating students||As above for taught programmes if repeating taught sessions, as above for dissertation period if resubmitting work / dissertation|| S3
|ELC||Attendance recorded at all taught sessions|| S3
|UPIC students (not integrated)||UPIC use own monitoring methods/registers etc.|| UPIC systems, data sent to compliance
|UPIC students (integrated)||As per undergraduate students, above|| S3
|Medical/Dentistry students||Attendance recorded via locality offices, in line with the above|| ADB, information sent to compliance
Audio Visual (AV) equipment: see the IT services web pages for information on IT training and development.
Bullying, harassment and racism: The anti-harrassment and anti-bullying policy and procedure web pages provide information for both staff and students on policy, guidance on what to do, and important contact details. Students can seek advice about issues on and off campus from the UPSU Student Advice Centre. See additionally the Complaints and appeals and Equality, diversity and inclusion web pages.
Why would you want to use it?
- Previously recording lectures would involve filming the screen and presenter with a camcorder which is time consuming and requires special equipment and often resulted in poor quality videos.
- Users are increasingly demanding that videos and audio are available on electronic mediums. Content capture technology allows the simultaneous recording of audio, video, PowerPoint and screen capture, and allows that content to be viewed on the web, and mobile devices.
- Content capture enhances instructional activities; it works especially well in subject areas where students benefit from repeated viewing of content, especially when complex items are being discussed.