University of Salford

Internal Verification and Moderation

INTERNAL VERIFICATION AND MODERATION 1 1.1 PURPOSE This document outlines the principles and regulations governing the internal verification of assessment briefs and moderation of the marking of assessments for taught programmes. GENERAL PRINCIPLES The University seeks to ensure that its assessment of students is appropriate and promotes effective learning through a process of independent internal verification required for every assessment brief. The University uses a process of moderation to ensure that assessment and marking criteria are properly applied. The University has agreed how a sample of assessed work for moderation should be compiled. The University policy on moderation should be considered a minimum level of acceptable practice. REGULATION, PROCEDURE AND GUIDANCE (VERIFICATION) All assessment briefs which form part of a module assessment scheme shall be verified. (ARTP 5.2.6) The role of the internal verification is to consider the appropriateness of the assessment brief in relation to the modules intended learning outcomes and whether the assessment scheme for the module is fair and effective. Internal verification is to be undertaken by a minimum of one member of academic staff - preferably two - from outside the module team. The verifier must be provided with the: assessment brief including submission requirements assessment criteria marking scheme The verification process must be recorded on a template. Indicative questions which could form a verification template for a piece of assessed work include: Are the expectations for the assessment task clearly expressed? Does the assessment brief state clearly the learning outcomes and key skills expected? Is the task a suitable type of assessment for the subject of the module? Are the task and its content suitable for the level of the programme? Does the form of the assessment task enable students to demonstrate the knowledge, skills and understanding identified as the intended learning outcomes? Will the assessment allow students with differing abilities to demonstrate their capabilities? Is the allocation of marks transparent and are the marks appropriately apportioned? Is the work marked out of 100? Do the expectations shown in the assessment criteria match the intended learning outcomes? Additional indicative questions which might be used specifically for a written examination include:
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University of Salford

Internal Verification and Moderation

3.8

Are the formal instructions (rubric) on the front page adequate and clearly expressed? Are the questions clearly written? Are the questions unambiguous in their meaning? Are the questions written concisely? Is there consistent use of instruction verbs? Is there a balanced mix of questions requiring: knowledge, understanding, application, development, calculation, explanation, interpretation and discussion? Are the questions appropriate for the level of the programme?

The verifier(s) must record and sign off confirmation that the assessment brief is acceptable. The verifier(s) should record any concerns, with any suggested amendments, and discuss them with the module leader. REGULATION, POLICY PROCEDURE AND GUIDANCE (MODERATION) All assessed work (i.e. examination scripts and coursework assignments) at Level 5, 6 and 7 of a programme shall be moderated. (ARTP 8.2.3) All assessments must have clearly defined assessment criteria established at the time of verifying the assessment. The form of marking which has been used must be identified and transparent to the moderator (e.g. single or double marking; if double marking blind or non-blind, annotated or non-annotated). The moderator must identify all items sampled as part of the moderation and must keep a separate record of the moderation process to include: the name of the candidate or roll number the name of the assessor(s) and the marks assigned the name of the moderator a confirmation of the finally agreed marks for all the students taking the assessment. The comments made by the assessor(s) on the students work or performance must be available to the moderator. As a minimum requirement, moderation should consist of a confirmation that the assessment criteria have been correctly and accurately applied. Schools should use a moderation template which includes the following information: Academic year Programme(s) Module Level Name of marker(s) Name of moderator Type of assessment (e.g. written examination, assessed essay, artefact, musical performance; clinical assessment; project) Identification of student sample (by name or roll number) Reason for selection (e.g. high/low mark, range of programmes) Marks awarded (agreed marks if more than one marker) Moderators comments Moderators confirmation that verified assessment and marking criteria have been applied accurately, consistently and fairly Moderators confirmation that any concerns have been discussed with assessor(s), resolved and what actions have been taken Moderators confirmation of agreed marks for all students taking the assessment.

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University of Salford

Internal Verification and Moderation

4.7

If a concern is raised by the moderator (e.g. a systematic irregularity or a query on an individual assessment) discussion should take place between the assessor(s) and the moderator prior to the final confirmation of the marks for all the students taking the assessment. As a result of the moderation process it may be necessary for the assessor(s) to reconsider the marks awarded for the entire cohort of students and, as a consequence, to make changes either to all marks or to some marks. The minimum institutional policy must be available on the University website and referred to in the School handbook; any additions to the minimum policy, agreed by the School Executive, must be clearly documented within the School handbook. Alternative methods of moderation may be required for assessments where evidence of the students performance is difficult to retain or cannot be retained (e.g. assessments of performance, language orals, clinical placements and residential placements abroad assessed over an extended period of time). In most cases the documentary record of the assessor(s) will provide the basis for moderation. Mechanisms to support the moderation of ephemeral assessments include: providing a documentary record of the assessment involving more than one assessor directly in the assessment event videotaping or recording wherever possible. The Universitys policy on moderation is not a marking policy. The University differentiates marking and moderation by the following characteristics: Moderation Checking that the verified assessment and marking criteria for a component of assessment have been accurately, consistently and fairly applied by the assessor(s). The moderator therefore does not need the same level of subject expertise as the assessor(s). A specified sample of students assessed work is moderated. The moderator should not have been involved in marking the assessment but should be familiar with marking at that academic level. Wherever possible the moderator will not be a member of the module team.

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Marking Using academic judgement to assign marks based on the knowledge, understanding and skills a student has displayed in the assessment task and by reference to the assessment criteria approved in the verification stage.

All pieces of assessment within a module are marked. Single marking - Marking is done by one member of academic staff within the module team. Double marking (non blind) - A second member of academic staff marks the work with prior knowledge of the marks awarded by the first marker. Double marking (blind) - A second member of academic staff marks the work without prior knowledge of the marks awarded by the first marker. The marker(s) must provide feedback by annotating the assessed work itself or providing a separate feedback sheet which demonstrates clearly how marks have been assigned.

The moderator must have access to the markers feedback sheets. The moderator must keep a separate moderation record identifying all items sampled and recording: student ID: name of marker(s) and marks assigned; name of moderator; comments on sample; confirmation that assessment criteria have been accurately, consistently and fairly applied; confirmation of all marks awarded for the cohort in that particular assessment.

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University of Salford

Internal Verification and Moderation

5 5.1

POLICY AND GUIDANCE (MODERATION SAMPLE) The sample to be moderated should be equal to the square root of the total number of students within a cohort. The sample should be applied to each component of assessment of each module (to a minimum number of 10 or all assessments if less than 10 students in the cohort). For example: 130 cohort size; module with 2 components of assessment = 12 exam scripts and 12 coursework assignments. The sample should reflect: The whole mark range Examples of work from all markers in modules where more than one marker contributes to the module assessment The full range of programmes to which the module is delivered.

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A greater sample than the minimum may be needed in order to incorporate the points in 5.3. REGULATIONS AND POLICY (THE ROLE OF EXTERNAL EXAMINERS) An external examiner shall participate in the assessment process wherever it contributes to a final qualification awarded by the University. (ARTP 11.3.7) External verification is by negotiation with the external examiner. The external examiner may ask to see all assessment briefs (i.e. all exam question papers and coursework assignments) or choose to sample them, perhaps auditing a set number each year. The record of all items sampled in the moderation process is to be made available to the External Examiner. FLOWCHART/DIAGRAM Attached. RESPONSIBILITIES FOR MANAGEMENT AND GOVERNANCE Policies, Principles and Regulations for Internal Verification and Moderation are determined by Senate on the advice of the Learning, Teaching and Enhancement Committee. The operation of Internal Verification and Moderation is the responsibility of Schools, in negotiation with external examiners as appropriate. REVIEW DATE To be confirmed.

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UNIVERSITY OF SALFORD VERIFICATION AND MODERATION

External examiner moderates sample (including feedback given to students) by negotiation to check robustness of internal moderation and confirm standards represented by marking EXTERNAL MODERATION Process recorded on template and any concerns resolved with marker IM confirms finally agreed marks for all students taking assessment Creation of Module Assessment Scheme i.e. number, form and timing of assessment tasks Creation of assessment task(s) appropriate for achievement of learning outcomes Creation of assessment criteria and marking scheme for assessment task(s) Appointment of internal verifier (IV) (at least 1 and preferably 2 academic members of staff outwith the module team)

INTERNAL VERIFICATION All assessment tasks/briefs internally verified

Internal moderator checks and confirms that verified assessment criteria and marking scheme have been accurately, consistently and fairly applied

Internal verifier checks: Module assessment scheme Appropriateness of brief(s)/task(s) in relation to learning outcomes Assessment criteria Marking scheme

Process recorded on template and IV confirms acceptability of task(s)/brief(s)

INTERNAL MODERATION

EXTERNAL VERIFICATION

Selection of representative sample for internal moderation L4, L6, L7 Sample = square root of students on module

Appointment of internal moderator (IM) not involved in marking of assessment

Internal marking (single/double blind/double non-blind)

External examiner verifies sample of assessment task(s)/brief(s) by negotiation similar documentation required i.e. module assessment scheme, brief, assessment criteria, marking scheme, grade descriptors

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