Northern Ireland Coursework Mark Scheme

Northern Ireland Coursework Mark Scheme-17
The circumstances in which cases are to be considered must relate to the nature of the academic discipline and to the learning outcomes and competencies being assessed.Published Compulsory Module Requirements and prescribed classes Section 8 of the Quality Handbook sets out the requirements of compulsory attendance and prescribed classes.In each such case the procedure must be consistent with the procedure set out in 6.3.2, must be recorded in the board of examiner minutes and reported to the Academic Panel.

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6.2.2 Assessment Criteria Examinations and assignments must be designed to assess the learning outcomes for the module and the programme.

The assessment should be judged on the basis of achievement of the learning outcomes in line with the Common Marking Scheme criteria before selecting the 0-100 scale mark.

Grade translation for the University of Guelph can be accessed in section 7.5 of Exchange Policies and Procedures.

This arrangement remains in place for a period of one year (2015/16). Exceptionally, a subject may use an ad-hoc aggregating procedure in an individual student’s case.

Undergraduate Thesis Requirements - Northern Ireland Coursework Mark Scheme

For example, it may choose to reduce the weight of a component of assessment affected by a student’s illness.

Modules assessed on a pass/fail basis Some modules may be exempt from the Common Marking Schemes and assessed on a pass or fail basis only due to the nature of the content of the module and the learning outcomes and competencies to be achieved and assessed. Academic Council delegates authority to the Education and Student Experience Committee, in the course of programme approval, to designate modules as exempt from the Common Marking Schemes where its application is inappropriate.

The assessment must not be judged in an opposite process of attributing marks to elements of an assessment (such as with multiple choice tests) and reading across to the criteria, which may imply a level of learning outcome achievement which cannot be warranted by the content of the assessment. Assessment criteria must be explicit for all modules and, if appropriate, for particular assignments and examinations.


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