Access to HE Diploma

Grading and Assessment

University of the Arts London

The Access to HE grading model

• unit grading

• all level 3 units (level 2 not graded)

• no aggregate or single final grade• Pass/Merit/Distinction model, where

Pass = achievement of the learning outcomes, as assessed by assessment criteria of the unit

Merit and Distinction = higher level of performance

The Access to HE grading model

• application of generic grading descriptors

• no numerical grades

• grades subject to moderation and standardisation

• grade profiles awarded with Diplomas

Credit and grades: essential differences

Award of credits depends on reference to• Assessment criteria: absolute requirements

Tutor considers: whether the assessed work display evidence of achievement specified in assessment criteria

Award of grades depends on reference to:• Grade descriptors: broad band descriptions of standard

of performance within a certain levelTutor considers: which set of grade descriptors best describes the standard of the assessed work

Generic grade descriptors Seven key areas

Understanding of the subject

Application of knowledge

Application of skills

Communication and presentation

Using Information

Autonomy/independence

Quality

Grade descriptors: range

Common set of seven descriptors:• six relate to key aspects of performance

(identified as most significant by Access tutors and HE admissions staff)

• descriptor 7(Quality) relates to overall quality and allows for an holistic judgment to be made

• applied across assessed work, as appropriate (not one-to-one with learning outcomes or assessment criteria)

Grade descriptors:commonality and flexibility

Generic – for use with any subject• Provide for choice, within a consistent

framework• Choice of grade descriptors:

– which descriptors to use for a unit? (AVA)– what content from each descriptor? (centre)

Grade descriptors: using with units

• All GDs assigned to the unit must be used

• GDs can be used in more than one assignment

• All GDs do not have to be used in every assignment

• GD7 must be used to assess performance in every assignment

Grade descriptors: using with units

• An ‘Assessment Plan’ should be used to determine GDs and grading components to be used in each assignment

and to consider• How many assignments/tasks you will use

to assess the unitand to inform the • Writing of the assignment brief for the

assessment of the unit

Grade descriptors: using with units

• Not all components should be used.

• The wide range reflects the generic nature of the grade descriptors and the fact that they are applied across a wide range of subjects.

• Tutors should consider all the components , but then select and use only the ones that are most appropriate for their subject and the nature of the work being assessed.

Arriving at the final grade for a unit

• Grading occurs only when whole unit has been achieved at Level 3

• Tutors decide for each assignment which grade achieved: P, M or D

• These are ‘grade indicators’, not formal grades• Each GD will generate at least one grade

indicator (more if the GD has been used more than once)

• List of all ‘grade indicators’ will then form the grade profile e.g. PPMMDD

Arriving at the final grade for a unit

• Grade profile is then used to determine final grade for unit

• Mid-point of list of grade indicators determines the grade, e.g. PPMMDD = M

• Grade based on holistic review of all assessed work for the unit

• Tutor judgement may be used• GD7 Quality may be deciding factor (where there are only two

GDs )• No weighting of assignments; all grade indicators have

equal value• Borderline grades cannot be awarded (M/D)

Arriving at the final grade for the unit (single assignment)

Grade descriptors for this unit = 2, 4, 5 and 7

Arriving at the final grade for the unit (several assignments)

.

Feedback to learners

• Feedback on performance should relate to GDs and specific grade components

• Care needed with language of feedback, especially ‘very good’ and ‘excellent’ Providing learners with developmental feedback on how to improve on future assignments is also important.

• Grade indicators may be given to learners when returning individual assignments or Tutors may decide to wait until all assignments for unit assessed, before giving final grade for unit. Tutors need to be make it clear that grade indicators are not the final unit grade

Recording grading information

• Grading decisions must be recorded in tutor record and student feedback

• Grading decisions must be moderated• Opportunities for standardisation• Tutor record for each student• Grades recorded for student group

• Pre -RACs will record grades for L3 units (up to 60 credits)

Assessment regulations-Drafts

Submission of drafts:• Drafts can be submitted for discussion before

formal submission if drafting has been identified as part of the learning process

• Written feedback after consideration of drafts must not include grade indicators or grading information

• Once a formal submission has been made, the learner or tutor cannot later declare it to be a draft

Assessment regulations- unsuccessful submissions

If one or more learning outcomes not achieved:• Tutor gives feedback on

(1) what is not achieved, and

(2) the requirements for resubmission• No grade indicators or grading feedback is

provided at this stage• The tutor records the decisions made, as part

of the evidence available for moderation

Assessment regulations- successful submissions

If and when all learning outcomes achieved:• The work is graded according to guidance,

grade indicators are given, and unit profiles are created

• Assessed work cannot be resubmitted once grades have been given. The purpose of resubmission is to allow learners to become eligible for grading, not to allow grades to be improved

Assessment regulations- Resubmission

• Only one resubmission is allowed• Grading does apply as with a successful first

submission • Original submission must be kept for external

moderation.• Resubmissions should be proportionate to the

non achievement.

Assessment regulations- Late Submissions

• Late submissions (i.e. where an extension has not been agreed and there are no

extenuating circumstances) are capped at PASS.

• If a late submission or a resubmission is unsuccessful, the only possibility of gaining

credit is by referral to the Awards Board.

Assessment regulations- Referral

• A referral to the AVA Awards Board can be considered by the External Moderator when:

1. a resubmission has been unsuccessful

2. a late submission that has not met the assessment criteria at level 3.

• Referrals for a learner will not normally be considered for more than

one unit. (In exceptional circumstances up to a total of 15 credits)

• Where a learner is missing a unit through non submission a special case for ‘Extenuating Circumstances’ needs to be presented to the External Moderator, who will then consider whether or not this can be presented to the AVA Awards Board.

Internal moderation v standardisation

• Internal moderation MUST be a process which formally allows for assessment practice to be monitored and assessment decisions to be changed/questioned and MUST come under one or more individuals responsibility

• Standardisation is a process through which teams check that there is a consistent approach to the award of credit and grades and amend centre practice in line with findings

• Best practice model:– All assignment briefs to be moderated during 2010/11– One, or a small number of named Lead IM/IVs who sample assessed

work. Sample to be decided early in the year by using tracking sheets and making sure each assessor is IM/IVd to an appropriate and predetermined amount

Useful Links

• OCNLR website. For Access news documentation, updates and handbooks

www.ocnlr.org.uk/access-to-higher-education.

• QAA Website. For all QAA information on grading and the Access to HE Recognition scheme.

www.accesstohe.ac.uk.