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Common Awards (Theology, Ministry and Mission)
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Marking assessments which include quantitative marks

This policy should be read in conjunction with: 

 

1. Summative assessment marks for a module must represent the qualities of the work judged against the overarching assessment framework as set out in the core regulations.

2. This will be achieved by means of one or more assessed tasks, each of which:

    1. either is marked using an appropriate Common Awards assessment criteria grid 
    2. or yields a quantitative score which aligns with the overarching assessment framework,
    3. or yields a quantitative score which is then converted by an appropriate method to align with the overarching assessment framework (see Converting Test Scores into Marks).

3. One formal piece of assessment may be made up of multiple tasks each separately graded in one of the above ways. For example, a written exam might include both a linguistic test marked quantitively and an essay marked using the assessment criteria for an essay at the relevant level.

4. Where TEIs are using quantitative scores for any summative assessment task they should have an explicit statement of how assignments will be designed and (when appropriate) any process of conversion will be applied to achieve an appropriate grade. Students undertaking a module shall be informed of how any process of conversion will be applied before any assessment to which it is applicable.

5. Proportionately stronger justification may be expected where quantitative scores make up a higher proportion of a module mark, and likewise where the module mark is expected to have a greater effect on an overall award. For example, a 20 credit module is likely to have a greater effect on an overall award than a 10 credit module, and a level 4 module taken in the first year of a BA is likely to have less effect than a level 6 module.

6. Any new or revised statement shall be submitted to the Common Awards team as part of the annual cycle of confirming assessment patterns. TEIs are advised to consult their University Liaison Officer and/or external examiner in advance if they wish to make a significant change to their practice.  The statement shall be available to the Common Awards team and the external examiner on request. 

7. Assessment design and marking is always a matter of academic judgement, guided by the relevant formal principles and criteria.