EXTERNAL EXAMINER ANNUAL REPORT FORM
Guidance is available here on Cardiff University’s Intranet to help you complete this report, or contact [email protected].
To be completed by the External Examiner: Name of External Examiner: Dr Lowri Lloyd Home Institution / Employer of University of Wales Trinity Saint David External Examiner: Programme and / or Modules CY 22444 Paratoi i Addysgu Cymraeg i Oedolion covered by this report (Preparing to Teach Welsh to Adults) CY2242 Arfer Ac Adnoddau (Practice and Resources) (Combined National Qualification for Tutors of Welsh for Adults)
Academic Year / Period 2018-2019 Date of report: 30th July 2019 covered by this report:
Please provide all the information in the appropriate spaces, and submit the form within six weeks of the Examining Board meeting (the Management Board in the taught stage in the case of Postgraduate Masters programmes).
Please note this form will be published online, and should not make reference to any individual students or members of staff in accordance with the Data Protection Act (1998).
Please extend spaces where necessary.
1. Programme Structure (curriculum design, programme level and structure, teaching and learning methods)
Samples received separately for the following two modules: CY2247 Damcaniaethau ac Egwyddorion (Theories and Principles) CY2245 Cymraeg i Oedolion: Dysgu ac Addysgu (Welsh for Adults: Learning and Teaching).
For the two modules, the work of 6 applicants was received from Cardiff University and 3 from Bangor University. Every applicant’s mark profile was received from one centre and it is apparent that the work received was representative of the whole cohort. There was no record of marks from the other centre which makes it a little harder to get a flavour of the provision’s range and presentation. Despite this, one
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The nature of the sample also varies between the two centres, with one centre providing sound files and full evidence of the assessment tasks. There were no sound files from the other and the content of the assessment tasks varied. This comment is similar to the comments that were given over the last two years in terms of making the sample consistent. Having said that, the sample is much more organized and the electronic acceptance method is very effective (and kinder to the environment).
2. Academic Standards (comparability with other Higher Education Institutions in the UK, student achievement, any requirements by the Statutory and Regulatory Professional Bodies)
Once again, based on the evidence received, the academic standards appeared to be consistent with other Higher Education Institutions, and as noted over the last two years, the students are able to earn high marks, which is a credit to the work of the staff that teach them.
3. The Assessment Process (enabling achievement of the objectives and learning outcomes; extending assessments; comparability of standards with modules at the same level)
Once again this year, evidence was seen to suggest that assessment is being appropriately planned and achievement is measured against the set outcomes.
Once again, the marking this year is thorough on the whole, and the comments convey praise and encouragement effectively and in a sensitive manner. The bulk of the comments are uneven at times but are not a cause for concern.
The marks are high across the received samples. The mark span in one centre started at 67 and reached up to 86. The other centre’s marks are 72, 72 and 88. This can reflect a special cohort of individuals and excellent teaching, and the two centres deserve praise for that. Despite this, had lessons been observed or films received, it would be possible to come to a clearer judgment on this. One should also note in some places that there is a need for tutors to check their comments in more detail as there are language errors to be seen here and there. With a cohort that deserves consistent marks within the first class range, the standard of the feedback must be ensured.
The bulk of the paperwork attached to the second module is substantial. The planning requirements are very high and although I have an opinion on the practice and the need to plan to such detail with very specific recording of the timing for each task, one must note that the planning is very careful through and through. In the same way, the tutors respond in writing with especially detailed and stimulating comments. One must acknowledge the work involved with this and thank them for their care in cultivating this new generation of tutors for the field.
4. Year-on-Year Comments [You can see previous External Examiners’ Reports on Cardiff University’s website here.]
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One has to praise the manner in which the package was received once again.
The only other point to note is the difficulty of assessing evaluations of lessons without having seen the lessons themselves. This has been a yearly point and despite accepting the arguments for not doing so, I am aware that the two Universities use a method of filming evidence as part of the National Sabbatical Scheme in other modules.
To respond to the point made last year, the institution’s formal response to the yearly report notes:
The second point that the examiner raises is the learning practice. It is our view that observing a lesson offers a better opportunity for measuring the quality of teaching than watching video clips of one. In addition to that, there is no reference in the student handbook to filming the learning practice, so it would not be entirely fair for us to insist that it take place. It is important to see how learners respond and to get a taste of the classroom environment before being able to judge the success of a lesson. We would therefore like to recommend as follows: That the external examiner observes a total of six students, three from each provider. We will ensure (as we did with the 2016-18 cohort) that there is enough warning being given to the external examiner of the learning practice timetable. We will ask students to ensure that the lesson observed by the external examiner is one of the ones that they reflect on. Those six reflective lessons would be the sample that is sent to the external examiner.
Please note, for your information, an invitation to observe was not received.
5. Preparing for the role of External Examiner (for new External Examiners only) (appropriateness of the briefing paper provided, visits to the School, manuals and supporting information)
The work was received from both centres separately within the same period, approximately two weeks to a week before the Board.
6. Notable Practice and Improvement (good and innovative practices in learning, teaching and learning; a chance to improve the learning opportunities)
A great thanks is owed to the two centres for the work over the last few years. Although the period the work took was comparatively short, it was a pleasure and a privilege to accept the packs over the last three years. While praising the tutors and noting that the marks are consistent with other establishments, there is a danger that the practitioners’ work and the special examples of originality which are to be seen in their tasks will be forgotten. In turn, that leads back to the fact that it is the tutors that spark the originality and the standard.
Thank you for the experience and although it is saddening that the qualification in its current form is coming to an end, one must pay tribute to the work that has been done along the years and look forward to the future with the hope that the field continues to develop tutors to the highest standard.
Many congratulations and best wishes for the future.
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8. Annual Report Checklist
Please include appropriate comments within Sections 1-7 above for any ‘✖’ answers.
Please Or N/A ✓ ✖ (N/A) Information about the Programme/Course 8.1 Did you receive sufficient information about the Programme ✓ and its contents, learning outcomes and assessments? 8.2 Were you asked to comment on any changes to the .) assessment in the Programme? Draft Examination Papers 8.3 Were you asked to approve all examination papers contributing .) to the final award? 8.4 Were the nature, spread and level of the questions .) appropriate? 8.5 Were suitable arrangements made to consider your .) comments? Marking Examination Scripts 8.6 Did you receive a sufficient number of scripts to be able to ✓ assess whether the internal marking and classifications were appropriate and consistent? 8.7 Was the general standard and consistency of marking ✓ appropriate? 8.8 Were the scripts marked in such a way as to enable you to see ✓ the reasons for awarding the given marks? 8.9 Were you satisfied with the standard and consistency of ✓ marking applied by the internal examiners? 8.10 In your opinion, did you have an opportunity to examine a ✓ but sufficient cross-section of candidates’ work which was see contributing to the final assessment? comments Coursework and Practical Assessments 8.11 Was the choice of coursework and/or practical assessments ✓ appropriate? 8.12 Were you afforded access to an appropriate sample of ✓ coursework and/or practical assessments? 8.13 Was the method of assessment, and its general standard, ✓ appropriate? 8.14 Are students given enough feedback on their assessed work? ✓ Clinical Examinations (if applicable) 8.15 Were satisfactory arrangements made for the conduct of clinical .) assessments? Sampling of Work 8.16 Were you afforded sufficient time to consider samples of ✓ assessed work? Examining Board Meeting
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8.17 Were you able to attend the Examining Board meeting? ✓ 8.18 Was the Examining Board conducted properly, in accordance ✓ with established procedures and to your satisfaction? 8.19 Cardiff University recognizes the productive contribution of ✓ External Examiners to the assessment process and, in particular, to the work of the Examining Board. Have you had adequate opportunities to discuss the Programme and any outstanding concerns with the Examining Board or its officers? Joint Examining Board Meeting (if applicable) 8.20 Did you attend a Joint Examining Board meeting (i.e. one ✖ convened to consider the award of Joint Honours degrees)? 8.21 If so, were you made aware of the procedures and conventions .) for the award of Joint Honours degrees? 8.22 Was the Joint Examining Board conducted in accordance with .) its rules? Examining Masters Research Theses (if applicable) 8.23 Did you receive a sufficient number of theses to be able to .) assess whether the internal classifications and marking were appropriate and consistent? 8.24 Was the sample in accordance with the University sampling .) guidelines (the guidelines are provided above)? 8.25 Were you satisfied with the standard and consistency of .) marking by the Internal Examiners? 8.26 Were you able to attend the Masters Degree (Thesis) Stage .) Examining Board? 8.27 If so, was the Examining Board conducted appropriately and in .) accordance with the established procedures? 8.28 Were the marking and classification schemes applied correctly? .) 8.29 Were the standards of the awards recommended appropriate? .) 8.30 Comments on Masters Research Theses Please provide any comments on the issues raised above.
Please return this report, in Microsoft Word format, by email to: [email protected]
Your fees and expenses claim form should be sent electronically to the above email address or in hard copy to the address below:
External Examiners, The Registry, Cardiff University, McKenzie House, 30-36 Newport Road, Cardiff, CF24 0DE
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