1.1 The e-assessment policy outlines the minimum requirements that the University expects to be met when delivering summative assessment electronically. The requirements of the policy are in addition to normal University policies, procedures and regulations relating to assessment, which will apply unless otherwise stated.
1.2 e-assessment may be used for formative or summative examination purposes. Summative assessment must be conducted via the University’s approved e-assessment software (Rogo).
1.3 Module conveners should ensure that approval from their School Teaching and Learning Committee (or equivalent) is obtained before e-assessment is used as a tool for summative assessment.
1.4 All staff members involved in the e-assessment process must be familiar with the on-line environment and have attended the appropriate University training course prior to gaining access to the system.
1.5 Schools must ensure that e-assessment is fit for purpose and does not compromise the assessment methodology and the integrity of what is being assessed.
1.6 Comprehensive University-wide plans should be in place to manage every aspect of the e-assessment procedure ensuring that the process is robust, reliable, fair and efficient and that robust contingency plans are in place to mitigate against technical failure.
1.7 Where technical failure occurs within the first 75% of the time over which the examination is scheduled the examination will be rescheduled. If failure should occur within the last 25% of the time over which the examination is scheduled the examination will be abandoned and marks gained may, at the discretion of the exam board, be scaled accordingly.
1.8 In cases of serious technical failure which affects the whole group exams may be rescheduled or where appropriate students offered the examination in paper form.
1.9 Students must be given access to and be familiar with the examination format, question types and the technology prior to the summative examination.
2. Roles and Responsibilities
2.1 Schools wishing to use e-assessment should ensure that they comply with the appropriate procedures and policies which include the roles and responsibilities of staff, both within and outside of the School, who are involved in the e-assessment process. (Link to responsibilities chart here)
2.2 Student Services Development (Academic Processes)will be responsible for ensuring that the practical arrangements for all summative examinations undertaken via Rogo this includes scheduling, room booking and invigilation.
2.3 Schools are responsible for the academic aspect of the e-assessment, whilst Information Service is responsible for the technical infrastructure, which enables assessment to occur including technical support during examinations.
3. Assessment Design and Delivery
3.1 In order to protect the integrity of the examinations process, it will not be possible for students to take summative e-assessment away from designated University examination venues.
3.2 The academic processes surrounding the compilation of e-assessment examinations should be the same as those for other forms of assessment but in addition:
i) External Examiners should have experience of the process of e-assessment and be provided with appropriate training to allow for effective interaction with the University’s software
ii) In order to fulfil their responsibilities, External Examiners should be granted access to the e-assessment software to review examination papers and student scripts in the format in which they are to be delivered
iii) External Examiners should approve the base design of the e-assessment
3.3 In accordance with standard University procedure all questions should be peer reviewed.
4. Scheduling of e-assessment
4.1 Student Services Development (Academic Processes)will normally be responsible for scheduling all summative e-assessment. If however the e-assessment occurs outside the main exam periods it is the school's responsibility to ensure that any requested time slot avoids timetable conflicts for students.
4.2 It is the responsibility of schools to adhere to the published timelines for summative examinations. If the published deadlines dates cannot be met it will be the responsibility of the school to support these examinations in-house.
5. Assessment of students
5.1 The school is responsible for ensuring that students are aware of contingency arrangements to cover technical failure on the day of a scheduled e-assessment examination.
5.2 It is the responsibility of the school to approve all marking schemes which may include negative marking or compensation for baseline guess. Details of how these marking schemes are applied must be made clear to the students before the examination.
5.3 Comprehensive programme and/or module information must be provided to students which should include details of all assessment requirements included marking criteria.
5.4 Students sitting e-assessment for summative purposes must be given an opportunity to familiarise themselves with the software before formal assessment takes place.
5.5 School procedures should include systems for checking accuracy of system generated marks, the accurate recording of these marks within the student record system and protocols for the amendment/removal of problematic questions.
6.1 Invigilation for centrally scheduled examinations will be through normal University procedures.
6.2 Student Services Development (Academic Processes)will be responsible for ensuring that invigilation arrangements are appropriate for the medium of delivery.
7. After the Examination
7.1 Results and feedback for summative assessment should not be released to students until normal school procedures for the receipt, review and validation of marks have been undertaken.
7.2 The views of the External Examiners must be sought for any decisions on post exam question removal and details of any removal should be noted by the school examination board.
7.3 Schools must ensure that processes are in place to review results from e-assessment as part of the annual monitoring process to facilitate the identification of trends and allow for comparisons across assessment delivery methods.
Contacts and links
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