Sent by Email to A.M.Mccaig@Leeds.Ac.Uk 16 December 2016

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Academic & Student Support Services Academic Registrar Simon Wright LLB Gwasanaethau Academaidd a Chefnogi Myfyrwyr Cofrestrydd Academaidd Simon Wright LLB

Cardiff University McKenzie House 30-36 Newport Road Cardiff CF24 ODE

Tel Ffôn l +44(0)29 2087 9189 www.cardiff.ac.uk

Prifysgol Caerdydd Tŷ McKenzie 30-36 Heol Casnewydd Caerdydd CF24 ODE

Sent by email to [email protected] 16 December 2016

Dear Dr McCaig,

Re: Institutional Response: External Examiner Annual Report 2015–2016

I am writing further to the receipt of your External Examiner’s Report for the Master in Earth Sciences (MESci).

Your Report has been considered by the School in accordance with our approved procedures. I am, therefore, now in a position to respond on behalf of the Vice- Chancellor to the main points you had raised.

Issues Highlighted

1. Perceived fall in the popularity of the Marine Geography strand of the MESci; 2. Recommended re-evaluation of the methodology used to arrive at the new mark translations for marks obtained on international exchanges, particularly at non-European institutions. 3. Recommended inclusion of an assessment based on data collection in the form of a lab book, field notebook or equivalent in the MESci project. 4. Recommended development of a proforma documenting the process of marking and moderation in each module, and of a spreadsheet showing how the final mark arose from component marks, with a mean s.d. for each component. 5. Recommended moderation of coursework with a credit weighting of 2 or more.

Cardiff University Prifysgol Caerdydd McKenzie House Tŷ McKenzie 30-36 Newport Road 30-36 Heol Casnewydd Cardiff CF24 0DE Caerdydd CF24 0DE Tel Ffôn l +44(0)29 2087 9189 Tel Ffôn l +44(0)29 2087 9189 www.cardiff.ac.uk www.caerdydd.ac.uk

6. Reiterated suggestion that data on Year 2, Year 3 and Year 4 marks should be routinely collated and reported on by the School and further suggestions on data sets that could be provided in advance of the External Examiner visits.

7. Recommended review of marking criteria for essay papers.

The following response has been provided in consultation with the School:

1. The assertion that the Marine Geography MESci is not very popular is not backed up by the data. There are 6 Marine Geography students in Year 1 (21% of the total cohort), and 5 in years 2 and 3 (23% and 28% of the cohort, respectively). Since the Marine Geography students make up more than 20% of the cohort in each of these years, and the cohorts are split between five different degrees, the Marine Geography degree is no less popular than any other.

2. Cardiff University carried a grade conversion modelling exercise in 2016 which included international mark translations, and which led to new conversion tables being approved by the University’s Academic Standards and Quality Committee. Because marks are culturally dependent, distinct rules have been calibrated for different regions (e.g., different areas in the USA) based on a rigorous, statistical approach on an extensive record of marks from Cardiff University and exchange partners. The general questions raised by the examiner have therefore been considered and further work is now being undertaken to review the outcomes and consider the best way of taking this forward. The School will continue to monitor the results and strive for refinement where required.

3. The Learning Outcomes (LO’s) for the MESci Dissertation projects are as follows:

(1) To be able to deal with complex issues systematically and creatively, make sound judgments in the absence of complete data, and communicate your conclusions to both specialist and non-specialist audiences; (2) To be able to demonstrate self-direction and originality in tackling and solving problems and act autonomously in planning and implementing tasks at a professional level; and (3) To have advanced your knowledge and understanding, and developed new skills to a high level.

Following the principles of constructive alignment, the assessments have to be aligned with these LOs. The current assessments for the module (project plan, progress report, dissertation and conference presentation) assess each of these LOs appropriately. The assessment categories currently used for marking of the dissertations also cover these LOs: scientific rationale (LOs 1, Cardiff University Prifysgol Caerdydd McKenzie House Tŷ McKenzie 30-36 Newport Road 30-36 Heol Casnewydd Cardiff CF24 0DE Caerdydd CF24 0DE Tel Ffôn l +44(0)29 2087 9189 Tel Ffôn l +44(0)29 2087 9189 www.cardiff.ac.uk www.caerdydd.ac.uk

3), methodology (LOs 1, 2), data analysis & interpretation (LOs 1-3), conclusions (LO 1), breadth and appropriateness of referencing (LOs 1, 2), writing quality and figure quality (LO 1). How students keep notes does not form part of these LO’s, and adding an assessment for this purpose is thus not warranted with the current LOs for the module but the School will consider whether a modification to these is justified.

4. The School thanks you for providing the Leeds proforma which will be considered alongside others that have been received. The School will also consider mark spreadsheets for each module, noting that this might need preparation independently of the University system.

5. The School will consider this recommendation.

6. The School confirms that data on Year 2, Year 3 and Year 4 marks will be collated and reported on by the School. The School will also consider enhancements to the data sets made available in advance of External Examiner visits.

7. This is being done as part of the post-School Periodic Review of assessment type, format and weightings.

The University is pleased to note your positive comments including:

1. your positive indications regarding academic standards and the assessment process; 2. positive responses of the School to a number of your earlier suggested programme enhancements; 3. your report of “an increase in average marks from year to year, signalling added value in the degree” 4. exemplary MESci project, both in its organisation and final product; 5. opportunities provided by the programme for real student involvement in research, with excellent field courses and opportunities to study abroad; 6. confirmation of positive student perceptions of the degree, the standard of teaching and engagement of staff.

I hope that you will find this response satisfactory and we thank you for your continued support of the programme.

As this is your final year as External Examiner, we would like to thank you for your service and we are most grateful for your valuable input into this process.

In order to meet the expectations of the QAA Quality Code, both the External Examiner Annual Report and this Institutional Response will be published on the University website and will be available to all students and staff.

The University’s provision of the formal Institutional Response is not intended to constrain direct communication between schools and their External Examiners. Schools are encouraged to discuss with their External Examiners any matters of detail raised in their Reports and, more widely, any issues impacting on the quality and standards of awards, including possible changes to programmes.

We are most grateful for your comments and for your support in this matter.

Yours sincerely,

Mr Simon Wright Academic Registrar