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Paper 81 - External Examiners Report - The University of Edinburgh

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GEP-THE ANIMAL BODY
MALCOLM COBB

     Adequacy of Information                             Types of Assessment                      Assessment Criteria                      Quality and Standards                             Administration                        General Comments

External Examiner Comments
Info provided adequate:                           Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                              Yes
                                                                                                                              Not




                                                                                                                                                                        Yes
                                                                                                                                                                        Not
                                                                                                                                                                        Not




                                                                                                                                                                                                                    Yes
                                                                                                                                                                                                                    Not
                                                  and programme aims

Degree programme syllabus and X                   Degree examinations               X       Were the marking criteria          X Course aims                            X           Time available for marking      X
specifications                                                                              sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests      X       Were the marking criteria          X Course structure and content in        X           Operation of the Board of        X
specifications                                                                              appropriate to the assessment        relation to the aims                               Examiners
Course handbook for students    X                 Assessed coursework               X       Were the marking criteria          X Degree programme structure             X           Quality of data presented to the X
                                                                                            consistently applied by markers                                                         Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects            X                                           Teaching methods                    X           Handling of special              X
                                                                                                                                                                                    circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork              X                                           Students' work in relation to       X
teaching methods                                                                                                                    their level of study
Description of assessment       X                 Oral examinations                 X                                               Opportunities for students to               X
processes                                                                                                                           develop communication and
                                                  Overall mix of assessment types       X                                           other transferable skills
                                                                                                                                    Internal marking                        X

                                                                                                                                    Profile of degree classifications       X
                                                                                                                                    or grades
                                                                                                                                    Mechanisms for course                       X
                                                                                                                                    monitoring and review
Access given to R(D)SVS VLE;             See attached report. All                           Some variability in application of                                                                                            See attached. In particular see commnet
availability of material can be patchy - assessments test knowledge, some                   model answers (note a major                                                                                                   in report about the need for TAS to sign
some parts of VLE seem complete,         comm skills in oral exams but no                   issue but increasingly students                                                                                               off the IPID elements of the course
others less so?                          marks awarded for quality of comm                  are likely to challenge results and
                                         skills or quality of writing in essays,            currently there is a lack of
                                         etc                                                transparency regarding
                                                                                            how/where marks are awarded)
Course Organiser Comments




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THE ANIMAL BODY 1
PROFESSOR BARRY HIRST

Adequacy of Information                              Types of Assessment                     Assessment Criteria                      Quality and Standards                       Administration                             General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                            Yes
                                                                                                                                                                                                            Not
                                                       and programme aims

Degree programme syllabus and x                   Degree examinations               X     Were the marking criteria         X     Course aims                         X     Time available for marking      X
specifications                                                                            sufficiently clear to you?
Course descriptions or          x                 Class examinations and tests      X     Were the marking criteria         X     Course structure and content in     X     Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    x                 Assessed coursework               X     Were the marking criteria         X     Degree programme structure          X     Quality of data presented to the X
                                                                                          consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      x                 Dissertations and projects        X                                             Teaching methods                    X     Handling of special              X
                                                                                                                                                                            circumstances eg medical at the
Description of course ork and   x                 Placements and fieldwork          X                                             Students' work in relation to       X
teaching methods                                                                                                                  their level of study
Description of assessment       x                 Oral examinations                 X                                             Opportunities for students to       X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types X                                               other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications   X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course               X
                                                                                                                                  monitoring and review
I received Teaching and Course                    The course utilises an extensive and The marking criteria, against in           As far as I can ascertain for the         The administrations of the            This is the first year of the new course.
Handbooks, which provided all the                 excellent spread of assessments for most case model answers, were               point of view of moderating the           examination processes were            It looks an excellent programme and the
information required. The                         this stage of study. I had the       very clear.                                examinations, the educational             exemplary. Particularly helpful       integration, if not of the full course, is to
information is clear and                          opportunity to examine in detail                                                provision is of high quality.             were the summary packs, with          be welcomed. The course fully met its
comprehensive.                                    essays, short answers, spots, lab                                                                                         the very useful comparator tables     stated aims and the standards are high.
                                                  books, etc. Thus I am fully                                                                                               of data for the two modules, etc      The requirement to write full lab books is
                                                  confident that the scope and                                                                                                                                    an extremely valuable skill.
                                                  magnitude of the examinations were
                                                  very thorough. I reflect, however,
                                                  that this comes at an expensive cost
                                                  to staff time. I recommend that
                                                  alternative methods of examination
                                                  are considered, such as EMIs; these
                                                  can cover the same, even greater,
                                                  areas of core material in a more
                                                  efficient manner (for students and
Course Organiser Comments
Positive comments from External                   The External Examiners praised the Positive comments from External Positive comments from External                        Positive comments from External Positive comments from External
Examiners. No requirement for a                   „extensive and excellent spread of  Examiners. No requirement for a Examiners. No requirement for a                       Examiners. No requirement for a Examiners. No requirement for a
response from the teaching team                   assessments‟. The External          response from the teaching team response from the teaching team                       response from the teaching team response from the teaching team
                                                  Examiners expressed concern at the
                                                  expensive cost to staff time of the
                                                  assessment styles, suggesting that
                                                  we consider use of MCQ or
                                                  equivalent methods of assessment
                                                  for next year. However, MCQs are
                                                  frequently used for formative
                                                  purposes during the course.




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THE ANIMAL BODY 1
DR CATHY FULLER

Adequacy of Information                              Types of Assessment                     Assessment Criteria                      Quality and Standards                       Administration                            General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                            Yes
                                                                                                                                                                                                            Not
                                                       and programme aims

Degree programme syllabus and x                   Degree examinations               X     Were the marking criteria         X     Course aims                         X     Time available for marking      X
specifications                                                                            sufficiently clear to you?
Course descriptions or          x                 Class examinations and tests      X     Were the marking criteria         X     Course structure and content in     X     Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    x                 Assessed coursework               X     Were the marking criteria         X     Degree programme structure                Quality of data presented to the X
                                                                                          consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      x                 Dissertations and projects                                                      Teaching methods                    X     Handling of special              X
                                                                                                                                                                            circumstances eg medical at the
Description of course ork and   x                 Placements and fieldwork                                                        Students' work in relation to       X
teaching methods                                                                                                                  their level of study
Description of assessment       x                 Oral examinations                 X                                             Opportunities for students to       X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types X                                               other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications   X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course               X
                                                                                                                                  monitoring and review
The information supplied was entirely The types of assessment are varied                  Because of the range of                 The quality and standards of the          The administration of the             As previously stated, I found the
adequate, thanks                      and wide ranging forming an                         assessments and number of staff         educational provision seemed              assessment process seemed             assessment procedure fair,
                                      extensive and comprehensive                         marking, no single examiner             entirely comparable to those in           extremely efficient and well          comprehensive and efficiently managed.
                                      examination. This is very                           seemed to influence the marks           other institutions I am familiar with.    managed. This has always been         As an anatomist I was particularly
                                      impressive and a credit to the staff                more than any other. On                                                           the case while I have been            impressed with the anatomy lab books as
                                      who organise and mark these                         reviewing the papers, marking                                                     examining in Edinburgh but on         a good way to encourage student
                                      projects and papers. I wonder if a                  seemed fair and appropriate to                                                    this occasion was particularly        interaction and best use of the cadaveric
                                      less extensive assessment would                     the mark scheme and it ws good                                                    impressive considering the            material. I do not feel able to comment
                                      still provide a very adequate                       to see marks applied across the                                                   difficult circumstances under         on how well the new curriculum covers
                                      indication of a student's                           whole range of the scheme. The                                                    which the staff were working.         the material compared to the old system
                                      performance while reducing a very                   model answers supplied were                                                       Their attention was much              since I was only involved with the Animal
                                      large workload for staff. maybe                     detailed and very helpful and the                                                 appreciated.                          Body 1, however my impression was that
                                      some thought could be given to the                  general comments explaining                                                                                             it is a very extensive first year course. I
                                      use of MCQs in one paper which                      where students tended to make                                                                                           hope that the benefits of introducing
                                      could be automatically marked.                      omissions or erors was a useful                                                                                         vertical integration do not reduce the
                                                                                          addition.                                                                                                               considerable importance of providing
                                                                                                                                                                                                                  available time to the basic sciences. This
                                                                                                                                                                                                                  is the last of my four years as external
                                                                                                                                                                                                                  examiner and I would like to extend my
                                                                                                                                                                                                                  thanks to all staff involved for their
                                                                                                                                                                                                                  hospitality.




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Adequacy of Information                              Types of Assessment                     Assessment Criteria                      Quality and Standards                       Administration                       General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course




                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                            Yes
                                                                                                                                                                                                            Not
                                                       and programme aims

Degree programme syllabus and x                   Degree examinations               X     Were the marking criteria         X     Course aims                         X     Time available for marking      X
specifications                                                                            sufficiently clear to you?
Course descriptions or          x                 Class examinations and tests      X     Were the marking criteria         X     Course structure and content in     X     Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    x                 Assessed coursework               X     Were the marking criteria         X     Degree programme structure                Quality of data presented to the X
                                                                                          consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      x                 Dissertations and projects                                                      Teaching methods                    X     Handling of special              X
                                                                                                                                                                            circumstances eg medical at the
Description of course ork and   x                 Placements and fieldwork                                                        Students' work in relation to       X
teaching methods                                                                                                                  their level of study
Description of assessment       x                 Oral examinations                 X                                             Opportunities for students to       X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types X                                               other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications   X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course               X
                                                                                                                                  monitoring and review
The information supplied was entirely The types of assessment are varied
THE ANIMAL BODY 1                                                                         Because of the range of                 The quality and standards of the          The administration of the
adequate, thanks                      and wide ranging forming an                         assessments and number of staff         educational provision seemed              assessment process seemed
DR CATHY FULLER
                                      extensive and comprehensive                         marking, no single examiner             entirely comparable to those in           extremely efficient and well
Course Organiser Comments             examination. This is very                           seemed to influence the marks           other institutions I am familiar with.    managed. This has always been
                                      impressive and a credit to the staff                more than any other. On                                                           the case while I have been
Positive comments from External       The organise and mark praised
                                      who External Examiners these the                    reviewing the papers, marking
                                                                                          Positive comments from External         Positive comments from External           examining in Edinburgh but on
                                                                                                                                                                            Positive comments from External Positive comments from External
Examiners. No requirement for a       projects and papers. I wonder if a
                                      „extensive and excellent spread of                  seemed fair andrequirement to a
                                                                                          Examiners. No appropriate for           Examiners. No requirement for a           this occasionNo requirement for a Examiners. No requirement for a
                                                                                                                                                                            Examiners. was particularly
response from the teaching team       less extensive assessment would
                                      assessments‟. The External                          the mark from theand it ws good
                                                                                          response scheme teaching team           response from the teaching team           impressive considering the team response from the teaching team
                                                                                                                                                                            response from the teaching
                                      still provide a very adequate at the
                                      Examiners expressed concern                         to see marks applied across the                                                   difficult circumstances under
                                      indication of a student's
                                      expensive cost to staff time of the                 whole range of the scheme. The                                                    which the staff were working.
                                      assessment while suggesting that
                                      performancestyles, reducing a very                  model answers supplied were                                                       Their attention was much
                                      large workload for staff. or
                                      we consider use of MCQ maybe                        detailed and very helpful and the                                                 appreciated.
                                      equivalent methods be given to the
                                      some thought could of assessment                    general comments explaining
                                      usenext year. However, MCQs are
                                      for of MCQs in one paper which                      where students tended to make
                                      could be automatically marked.
                                      frequently used for formative                       omissions or erors was a useful
                                      purposes during the course.                         addition.




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INFECTION AND IMMUNITY, INTRODUCTION TO PATHOLOGY AND INFECTIOUS DISEASE AND THE ANIMAL BODY
PROFESSOR PHILIP DUFFUS

Adequacy of Information                              Types of Assessment                       Assessment Criteria                      Quality and Standards                         Administration                            General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                              Yes
                                                                                                                              Not




                                                                                                                                                                        Yes
                                                                                                                                                                        Not
                                                                                                                                                                        Not




                                                                                                                                                                                                                Yes
                                                                                                                                                                                                                Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X       Were the marking criteria         X     Course aims                         X       Time available for marking      X
specifications                                                                              sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests      X       Were the marking criteria         X     Course structure and content in     X       Operation of the Board of        X
specifications                                                                              appropriate to the assessment           relation to the aims                        Examiners
Course handbook for students    X                 Assessed coursework               X       Were the marking criteria         X     Degree programme structure                  Quality of data presented to the X
                                                                                            consistently applied by markers                                                     Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects            X                                           Teaching methods                    X       Handling of special              X
                                                                                                                                                                                circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork              X                                           Students' work in relation to       X
teaching methods                                                                                                                    their level of study
Description of assessment       X                 Oral examinations                     X                                           Opportunities for students to       X
processes                                                                                                                           develop communication and
                                                  Overall mix of assessment types X                                                 other transferable skills
                                                                                                                                    Internal marking                        X

                                                                                                                                    Profile of degree classifications   X
                                                                                                                                    or grades
                                                                                                                                    Mechanisms for course               X
                                                                                                                                    monitoring and review
I received all the information I                  The Exam Board has taken note of          On my arrival in Edinburgh I was        I felt that the quality of the              I have commented favourably on        I was pleased to note that the electronic
required to act as external examiner              some of the comments from the             supplied with a selection of            educational provision on these two          this aspect in other sections of      objective spot was now a better test of
                                                  external examiners made last year,        student work covering: those            courses were entirely appropriate           this report. I found the              students' abilities with a very reasonable
                                                  see my further comments below. I          students with a substantial failure     and certainly of a standard                 administration to be particularly     spread of questions. I also feel the
                                                  believe that the balance of               mark, paying particular attention       comparable to other veterinary              helpful which makes the job of an     comments from last year's exam board
                                                  assessment type is a very fair test of    to students between 46 and 49%.         schools I reguarly examine in.              external examiner so much             meeting had been taken on board,
                                                  the stduents ability, both in their       Those students on a borderline                                                      easier. I also felt that the          especially to create better spot
                                                  knowledge recall as well as their         pass/fail mark. Those students                                                      handling of the 'special              examinations. In addition, the short
                                                  ability to apply that knowledge to a      on the border of a                                                                  circumstances' cases were dealt       questions were more specific which
                                                  series of problems.                       merit/distinction mark. Sufficient                                                  with both discretion and              would have not only helped the
                                                                                            time was allowed for me to                                                          sympathy                              candidates, but also helped the marking.
                                                                                            carefully study both the answers                                                                                          One suggestion made at the Board
                                                                                            in the scripts and the set                                                                                                meeting was to capitalise abnd bold key
                                                                                            questions. In addition, I was able                                                                                        words eg 'LIST'. I would also comment
                                                                                            to compare the stardard of                                                                                                that it was good to see examiners at
                                                                                            marking from the individual                                                                                               Edinburgh making full use of the marking
                                                                                            examiners that contribute                                                                                                 scake 0-10. I also thought that the
                                                                                            questions to the short answer                                                                                             college had some really bright and better
                                                                                            papers. I felt that the standard of                                                                                       quality 2nd year students this year but
                                                                                            marking was tough but fair.                                                                                               that the IPID students were not as good.
Course Organiser Comments




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2ND YEAR ANIMAL HUSBANDRY
CHRISTOPHER SAWYER

Adequacy of Information                              Types of Assessment                           Assessment Criteria                    Quality and Standards                       Administration                  General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                                Yes
                                                                                                                                Not




                                                                                                                                                                          Yes
                                                                                                                                                                          Not
                                                                                                                                                                          Not




                                                                                                                                                                                                                Yes
                                                                                                                                                                                                                Not
                                                       and programme aims

Degree programme syllabus and x                   Degree examinations                   x       Were the marking criteria       x     Course aims                         x     Time available for marking      x
specifications                                                                                  sufficiently clear to you?
Course descriptions or          x                 Class examinations and tests              x Were the marking criteria         x     Course structure and content in     x     Operation of the Board of        x
specifications                                                                                appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    x                 Assessed coursework               x         Were the marking criteria         x     Degree programme structure          x     Quality of data presented to the x
                                                                                              consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      x                 Dissertations and projects                x                                         Teaching methods                    x     Handling of special
                                                                                                                                                                                circumstances eg medical at the
Description of course ork and   x                 Placements and fieldwork                  x                                         Students' work in relation to       x
teaching methods                                                                                                                      their level of study
Description of assessment       x                 Oral examinations                 x                                                 Opportunities for students to       x
processes                                                                                                                             develop communication and
                                                  Overall mix of assessment types                                                     other transferable skills
                                                                                                                                      Internal marking                    x

                                                                                                                                      Profile of degree classifications   x
                                                                                                                                      or grades
                                                                                                                                      Mechanisms for course               x
                                                                                                                                      monitoring and review
                                                  Most practical exams were                     Mostly consistent marking with                                                  more time scheduled to assess
                                                  appropriate and relevant to the               clear sample answers and                                                        borderline papers (or papers
                                                  course. Question on written paper             marking criteria. Some issues                                                   available sooner before exam
                                                  (WHO classification of dogs) seems            with wording on some borderline                                                 board meeting) would be helpful.
                                                  somewhat irrelevant to the vast               papers where the principle the                                                  Would suggest that resits in
                                                  majority of veterinary surgeons and           examiner was seeking to                                                         Victoria week when Uni was
                                                  I question whether it accounting for          establish seemed to be well                                                     closed Mon/Tue is not ideal.
                                                  25% of the short answer questions             expressed by the student but
                                                  on the written paper is justified             phrased differently and no marks
                                                  when far more important material              given. (Especially on
                                                  was taught in the course                      advances/trends in farming
                                                                                                question)
Course Organiser Comments




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AN INTRODUCTION TO ANIMAL HUSBANDRY
DR PETE GODDARD

Adequacy of Information                              Types of Assessment                       Assessment Criteria                      Quality and Standards                             Administration                            General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                              Yes
                                                                                                                              Not




                                                                                                                                                                        Yes
                                                                                                                                                                        Not
                                                                                                                                                                        Not




                                                                                                                                                                                                                    Yes
                                                                                                                                                                                                                    Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X       Were the marking criteria         X     Course aims                         X           Time available for marking      X
specifications                                                                              sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests      X       Were the marking criteria         X     Course structure and content in     X           Operation of the Board of        X
specifications                                                                              appropriate to the assessment           relation to the aims                            Examiners
Course handbook for students    X                 Assessed coursework               X       Were the marking criteria         X     Degree programme structure                      Quality of data presented to the X
                                                                                            consistently applied by markers                                                         Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects        X                                               Teaching methods                    X           Handling of special              X
                                                                                                                                                                                    circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork          X                                               Students' work in relation to       X
teaching methods                                                                                                                    their level of study
Description of assessment       X                 Oral examinations                     X                                           Opportunities for students to           X
processes                                                                                                                           develop communication and
                                                  Overall mix of assessment types X                                                 other transferable skills
                                                                                                                                    Internal marking                            X

                                                                                                                                    Profile of degree classifications   X
                                                                                                                                    or grades
                                                                                                                                    Mechanisms for course                       X
                                                                                                                                    monitoring and review
The information I received was                    I believe that the components             As for last year, provision of a        This will be the last year of this              My previous concerns about some       As noted earlier, the majority of students
appropriate to my task and was                    making up the overall assessment          model answer and a marking              particular course. I look forward to            of the examination processes di       performed very well. The introduction of
provided very efficiently.                        are appropriate to the nature of the      scheme was very helpful. I did          seeing how the new curriculum beds              not arise. The allocation of the      the new course, from you recent
                                                  course and the skills required by the     not detect any significant              in and impacts on the students'                 mark for the practical components     experience, bodes well for the future as it
                                                  students. I fully understand the          variance between markers,               performance. (My first experience               had been clarified - thank you.       imparts some key learning objectives at
                                                  response given to my previous             though inevitably mean marks for        of the Year 1 assessment for the                There was quite a complex             an early stage in the students' career. I
                                                  comments about the lack of                individual questions will vary a        AHW&FS course was very positive -               logisitical process for               understand that the taught AHW&FS
                                                  opportunity to meet with individual       little. Short answer questions          I will report on this elsewhere). As            determining, in the case of           elements may seem somewhat
                                                  borderline candidates under the           may been seen as easier to do           previously, many students                       students who had passed the           fragmented in terms of timetable delivery
                                                  general examination rules. I do find      well in but since all short answer      performed really well and they and              written exam components,              and this lack of coherence may appear to
                                                  this disappointing as it may allow        questions were compulsory, if           their teachers are to be                        whether or not passes should be       devalue the importance of this subject in
                                                  one or two borderline students to         marks are better than average,          congratulated. The GEP students                 withheld, pending completion of       the students' eyes. I am pleased that
                                                  demonstrate their ability; I won't        this is consistent across all           seemed tohave the most difficulty,              EMS or successfully passing all of    extra resources have been found which
                                                  mention it again!                         students. On this occasion, many        with almost a quarter failing, yet              the handling stations. It is          will facilitate training in the handling of
                                                                                            students missed the specific point      some did well. There may be                     obviously quite a costly exercise     exotics species. Thought should be given
                                                                                            of one short answer question, so        further need to provide more                    to require two examiners to be        to re-designating the Ogilvie Medal to
                                                                                            scored zero. Students scored wll        tailored support to them. I have no             present but given the number of       allow it to be awarded in 2010. I remain
                                                                                            int he MCQ indicating a good all-       way of knowing whether their                    students and the desire to            very enthusiastic about the web-based
                                                                                            round knowledge of the subject.         performance related to their pre-               examine the scripts and other         resources for the students, particularly
                                                                                                                                    entry experience but this may be a              work of, as a minimum, all of the     the virtual farm.
                                                                                                                                    factor. The performance of a small              borderline candidates, it does
                                                                                                                                    number of students in the handling              take a fair amount of time. I
                                                                                                                                    re-sits was again a worry despite               can't see any obvious solution to
                                                                                                                                    revision opportunities having been              this. There should be a clear
                                                                                                                                    made available to them (not all                 policy about when marks are
                                                                                                                                    students attended these I believe).             released to students, in relation
                                                                                                                                    I agree with the move to allow only             to ongoing exams in other
                                                                                                                                    one re-sit opportunity, which is in             disciplines.
                                                                                                                                    line with other areas of assessment
Course Organiser Comments                                                                                                           in the course. The students I met




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ANIMAL HEALTH WELFARE AND FOOD SAFETY
DR PETE GOODARD

Adequacy of Information                              Types of Assessment                       Assessment Criteria                    Quality and Standards                         Administration                            General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                              Yes
                                                                                                                                                                                                              Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X       Were the marking criteria       X     Course aims                         X       Time available for marking      X
specifications                                                                              sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests      X     Were the marking criteria         X     Course structure and content in     X       Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                        Examiners
Course handbook for students    X                 Assessed coursework                   X Were the marking criteria         X     Degree programme structure          X       Quality of data presented to the X
                                                                                          consistently applied by markers                                                     Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects        X                                             Teaching methods                    X       Handling of special              X
                                                                                                                                                                              circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork              X                                         Students' work in relation to       X
teaching methods                                                                                                                  their level of study
Description of assessment       X                 Oral examinations                     X                                         Opportunities for students to           X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types X                                               other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications       X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course
                                                                                                                                  monitoring and review
The information I received was                    The introduction of a more formal         With the trend towards clarity and    In my opinion from the evidence I           The administration process was        The majority of students performed very
helpful and appropriate for my task.              assessment at the end of Year 1 of        accruing marks for including          saw, the students have embraced             delivered very effectively. I was     well indeed; only six failed and 25
The administrative support was very               this two-year course has, in my           specific points in answers, it        the new course in a very positive           provided with all the information I   received a distinction mark. I would
efficient.                                        opinion, been very beneficial. I          would be useful to explore further    way and, generally, performed very          needed in a timely way and the        reiterate my concern, expressed at the
                                                  believe that the assessment               the way those marking papers          well, given that this is only the end       collation of the results was          exam board, that the taught course
                                                  adequately tested the foundation          respond to the inclusion of           of their first year. I feel a much          faultless. This allowed everything    elements should not become fragmented
                                                  work undertaken by the students.          irrelevant or incorrect information   better standard has been achieved           to run very smoothly. I received      in a busy timetable in case the new
                                                  The cattle and sheep calendars were       by candidates. For example, if        compared to that demonstrated in            some valuable feedback relating       course loses its impact with the students.
                                                  very impressive and reflect the           there is a "List five..." type of     the class exam of the previous              to the MCQ results. This latter       The new course appears to have brought
                                                  move to a more pro-active learning        question and the student              course.                                     should also allow some feedback       a much more focussed approach and,
                                                  experience.                               responds with 10 items, five of                                                   to students in relation to            judging by the results, the students seem
                                                                                            which are correct, does this                                                      questions which were answered         to have engaged with this. The
                                                                                            attract full marks, expecially if                                                 incorrectly by a significant          important additional emphasis on
                                                                                            some of the other five were                                                       number, especially where the          biosecurity and a number of animal
                                                                                            wrong, rather than simply                                                         incorrect response could be           welfare fundamentals will be valuable in
                                                                                            irrelevant?                                                                       dangerous (for example MCQ            setting the scene for the remainder of the
                                                                                                                                                                              question 3). Question 6 was also      course and the students' practical
                                                                                                                                                                              answered incorrectly by a large       placements - and later professional lives
                                                                                                                                                                              number of candidates.                 of course. In summary, the students
                                                                                                                                                                                                                    (and their teachers!) are to be
                                                                                                                                                                                                                    congratulated on their strong
                                                                                                                                                                                                                    performance.
Course Organiser Comments




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2ND YEAR BODY SYSTEMS 2
PROFESSOR BARRY HIRST

Adequacy of Information                              Types of Assessment                     Assessment Criteria                       Quality and Standards                      Administration                            General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                            Yes
                                                                                                                                                                                                            Not
                                                       and programme aims

Degree programme syllabus and x                   Degree examinations               X     Were the marking criteria             X Course aims                         X     Time available for marking      X
specifications                                                                            sufficiently clear to you?
Course descriptions or          x                 Class examinations and tests      X     Were the marking criteria         X     Course structure and content in     X     Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    x                 Assessed coursework               X     Were the marking criteria         X     Degree programme structure          X     Quality of data presented to the X
                                                                                          consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      x                 Dissertations and projects        X                                             Teaching methods                    X     Handling of special              X
                                                                                                                                                                            circumstances eg medical at the
Description of course ork and   x                 Placements and fieldwork          X                                             Students' work in relation to       X
teaching methods                                                                                                                  their level of study
Description of assessment       x                 Oral examinations                 X                                             Opportunities for students to       X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types X                                               other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications   X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course               X
                                                                                                                                  monitoring and review
I received Teaching and Course                    The course utilises an excellent        Overall the marking criteria,           As far as I can ascertain for the         All aspects of the administration     This is the last uear of an excellent
Handbooks, which provided all the                 spread of assessments for this stage    again in most case modela               point of view of moderating the           were extremely well handled,          programme. The course fully met its
information required. The                         of study. I particularly enjoyed        answers, were very clear.               examinations, the educational             enabling a very clear and efficient   stated aims and the standards are high.
information is clear and                          reading the sample of individual        However, the example of the in-         provision is of high quality and this     process.                              I particularly note the use of the in-
comprehensive.                                    essay topics. The best were             course essays made me look at           was reflected in the very pleasing                                              course essay which allowed students to
                                                  excellent, being well written,          the essay criteria. A mark of 10        distribution of marks, with a                                                   demonstrate critical interpretation and
                                                  interesting and full of critical        indicates 'high distinguished'.         significant number of distinctions, all                                         assessment of experimental evidence. I
                                                  discussion. While excellent, the        These are very subjective criteria      deserved.                                                                       suggest that this is retained in some
                                                  essays might benefit from clearer       and I suggest a move to more                                                                                            similar format in the new course. The
                                                  instructions to focus/comment on        objective criteria descriptors is                                                                                       integration of most of year 1/2 into a
                                                  veterinary medicine; some weaker        preferable.                                                                                                             single course starting with year two next
                                                  essays only utilised human medical                                                                                                                              year is to be welcomed; although
                                                  examples. Also some of the                                                                                                                                      perhaps the missed opportunity to fully
                                                  anatomical essays did not appear to                                                                                                                             integrate is regretful.
                                                  give the same scope for critical
                                                  discussion, although this may just
                                                  reflect weaker essays.
Course Organiser Comments
Positive comments from external                   External examiner praised the           The teaching team note the         Positive comments from external                Positive comments from external       Positive comments from external
examiner. No requirement for a                    'excellent spread of assessments',      external examiner's reservations examiner. No requirement for a                   examiner. No requirement for a        examiner. The external examiner
response from the teaching team                   particularly the individual in-course   regarding the subjectivity of in-  response from the teaching team                response from the teaching team       suggested that, in the new 2nd year
                                                  essay. The principles of the latter     course essay marking.                                                                                                   course, we retain the critical
                                                  will be retained in the new 2nd year    Consideration of this wil be given
                                                                                                                                                                                                                  evaluation of experimental evidence
                                                  animal body course                      when assessing similar items of
                                                                                                                                                                                                                  aspect of the in-course essay. This
                                                                                          work in the new 2nd year course
                                                                                                                                                                                                                  is our intention




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2ND YEAR BODY SYSTEMS 2
DR W D KILROY

Adequacy of Information                              Types of Assessment                       Assessment Criteria                    Quality and Standards                           Administration                           General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                              Yes
                                                                                                                              Not




                                                                                                                                                                        Yes
                                                                                                                                                                        Not
                                                                                                                                                                        Not




                                                                                                                                                                                                                Yes
                                                                                                                                                                                                                Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X       Were the marking criteria         X     Course aims                         X       Time available for marking      X
specifications                                                                              sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests      X       Were the marking criteria         X     Course structure and content in     X       Operation of the Board of        X
specifications                                                                              appropriate to the assessment           relation to the aims                        Examiners
Course handbook for students    X                 Assessed coursework               X       Were the marking criteria         X     Degree programme structure          X       Quality of data presented to the X
                                                                                            consistently applied by markers                                                     Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects        X                                               Teaching methods                    X       Handling of special              X
                                                                                                                                                                                circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork              X                                           Students' work in relation to       X
teaching methods                                                                                                                    their level of study
Description of assessment       X                 Oral examinations                 X                                               Opportunities for students to       X
processes                                                                                                                           develop communication and
                                                  Overall mix of assessment types X                                                 other transferable skills
                                                                                                                                    Internal marking                    X

                                                                                                                                    Profile of degree classifications   X
                                                                                                                                    or grades
                                                                                                                                    Mechanisms for course                   X
                                                                                                                                    monitoring and review
All above material was received in                In my view, the assessment system         I found the marking criteria very       Body Systems II is a well taught            The assessment process was, as        I found the Body Systems II course to be
good time. The course documents                   is a good mix of theory, practical        clear and satisfactory, broadly         course that covers all the core             usual, excellent, thanks to Dr Cali   well organised and professionally run.
and handbook were clear and                       and essay components. The spot            similar to those used at my             material that students need before          Ingham and her team's                 The students were of a similar standard
covered all the relevant points of                test and LASTA oral sections are          college (Royal Veterinary College)      embarking on their clinical                 dedication. The technical staff       to other UK veterinary schools where I
interest. The exams were, as always,              excellent additions to the standard                                               education. I hope the new                   organising the anatomy                examine (Cambridge) and teach (RVC,
well organised.                                   written tests. I was again involved                                               curriculum retains most of the              specimens for the May oral            London). The LASTA oral component of
                                                  in the LASTA oral exams in May, a                                                 excellent features of the current           assessment did a fine job and         the course is an excellent means of
                                                  useful exercise for me.                                                           course                                      should be complimented on their       assessing students and I hope it will be
                                                                                                                                                                                work                                  retained in the new format course. The
                                                                                                                                                                                                                      teaching staff operate under quite
                                                                                                                                                                                                                      stressful conditions with so many
                                                                                                                                                                                                                      students. These dedicated members of
                                                                                                                                                                                                                      staff do an outstanding job


Course Organiser Comments




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3RD YEAR BODY SYSTEMS 3
DR PETER BROWN

Adequacy of Information                              Types of Assessment                           Assessment Criteria                    Quality and Standards                         Administration                            General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                                  Yes
                                                                                                                                  Not




                                                                                                                                                                            Yes
                                                                                                                                                                            Not
                                                                                                                                                                            Not




                                                                                                                                                                                                                  Yes
                                                                                                                                                                                                                  Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X           Were the marking criteria         X     Course aims                         x     Time available for marking      x
specifications                                                                                  sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests          X       Were the marking criteria         X     Course structure and content in     x     Operation of the Board of        x
specifications                                                                                  appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    X                 Assessed coursework               X           Were the marking criteria         X     Degree programme structure          x     Quality of data presented to the x
                                                                                                consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects                X                                           Teaching methods                    x     Handling of special              x
                                                                                                                                                                                  circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork                  X                                           Students' work in relation to       x
teaching methods                                                                                                                        their level of study
Description of assessment       X                 Oral examinations                         X                                           Opportunities for students to       x
processes                                                                                                                               develop communication and
                                                  Overall mix of assessment types X                                                     other transferable skills
                                                                                                                                        Internal marking                    x

                                                                                                                                        Profile of degree classifications   x
                                                                                                                                        or grades
                                                                                                                                        Mechanisms for course               x
                                                                                                                                        monitoring and review
I was able to see and comment on                  The combination of assessmetn                 Mention was made at the exam            The quality and standards are             A technical problem encountered       The course and its assessment delivers
the proposed questions to be                      methods allowed assessment of                 board that some marking criteria        entirely acceptable and what would        during a computer-based exam          teaching in veterinary pathology that is
included in the examination. All                  knowledge and some application of             led to relatively high proportions      be expected for equivalent courses        was dealt with in an efficient        comparable for that in other UK
aspects of external examining were                knowledge                                     of marks available being given to       at other places                           manner. The incident was              veterinary schools. The course is
made easy and worked well                                                                       only a few key points. This is not                                                recorded and an allowance made        established and does not appear to
                                                                                                a major problem, but it is better if                                              for students to complete the          encounter any problems in delivery. The
                                                                                                larger numebrs and key points                                                     exam, allowing for any lost           staff are enthusiastic and obviously
                                                                                                can be identified                                                                 answers. There seems not to           interested in their students' performance
                                                                                                                                                                                  have been any adverse impact on
                                                                                                                                                                                  any student's performance


Course Organiser Comments




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3RD YEAR INTEGRATED CLINICAL COURSE DOG AND CAT
DR CLARE KNOTTENBELT

Adequacy of Information                              Types of Assessment                       Assessment Criteria                  Quality and Standards                           Administration                           General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                              Yes
                                                                                                                                                                                                              Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X       Were the marking criteria       X     Course aims                         X       Time available for marking      X
specifications                                                                              sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests      X     Were the marking criteria         X     Course structure and content in     X       Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                        Examiners
Course handbook for students    X                 Assessed coursework                   X Were the marking criteria         X     Degree programme structure          X       Quality of data presented to the X
                                                                                          consistently applied by markers                                                     Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects            X                                         Teaching methods                    X       Handling of special
                                                                                                                                                                              circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork              X                                         Students' work in relation to       X
teaching methods                                                                                                                  their level of study
Description of assessment       X                 Oral examinations                     X                                         Opportunities for students to           X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types X                                               other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications   X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course               X
                                                                                                                                  monitoring and review
The information provided was                      The weighting of assessment               The marking criteria were clearly All the aspects of education                    The administration of the             The standard were similar to other
adequate and provided early in the                methods was appropriate and               provided for all essay questions. provision were of a high standard.              assessment process was                institutions. The examiners reports
year.                                             students failing the examination          There seemed to be some                                                           excellent. The results were           prepared for each failed essay question
                                                  were consistently bad across at least     confusion about                                                                   available in a variety of formats     continue to be useful both to students
                                                  two of the three assessments points.      recommendations that only whole                                                   making it easy to identify key        through feedback and to the external
                                                  This supports the current weighting       marks be used. Some examiners                                                     parameters and to assesse the         examiner to establish the examiners over
                                                  policy. I have some concerns about        had applied these rules whilst                                                    scripts appropriately.                view of individual performance.
                                                  the use of very verbose questions in      others had not. A consistent
                                                  the MCQ section of the examination.       approach to this would be
                                                  Whilst I appreciate they are              preferable. The methods for
                                                  designed to test different things         rounding up or rounding down
                                                  these type of questions with a lot of     marks if whole marks are to be
                                                  background information should have        used should be established and
                                                  more than one question based upon         made clear to all examiners in
                                                  them. Improvements to the layout          advance of their marking process.
                                                  including the use of bullet points
                                                  may make these questions easier to
                                                  read for students with special needs
                                                  who sometimes struggle with long
Course Organiser Comments
I am delighted this was satisfactory              Discussed at post course review and will avoid marking by halves as             I am delighted with this response           I am delighted with this response I am delighted with this response
                                                  will be acted upon                  discussed at post course review




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3RD YEAR CLINICAL FOUNDATION COURSE
JACKIE DEMETRIOU

Adequacy of Information                              Types of Assessment                       Assessment Criteria                  Quality and Standards                         Administration                            General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                            Yes
                                                                                                                                                                                                            Not
                                                       and programme aims

Degree programme syllabus and x                   Degree examinations               X       Were the marking criteria           X Course aims                         X     Time available for marking      X
specifications                                                                              sufficiently clear to you?
Course descriptions or          x                 Class examinations and tests          X Were the marking criteria         X     Course structure and content in     X     Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    x                 Assessed coursework               X     Were the marking criteria         X     Degree programme structure          X     Quality of data presented to the X
                                                                                          consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      x                 Dissertations and projects            X                                         Teaching methods                    X     Handling of special              X
                                                                                                                                                                            circumstances eg medical at the
Description of course ork and   x                 Placements and fieldwork              X                                         Students' work in relation to       X
teaching methods                                                                                                                  their level of study
Description of assessment                         Oral examinations                 X                                             Opportunities for students to       X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types X                                               other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications   X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course               X
                                                                                                                                  monitoring and review
All information received was directly The course is well balanced,                          During my time an external            The Clinical Foundation Course            I was kept informed adequately        I have been overall impressed by the
relevant to the content of the course, containing both a practical and                      examiner there have been only a       appeared to be extremely well             during my period as external          quality of the Year 3 Clinical Foundation
degree and assessment processes        written component. The practical is                  very low proportion of                organised. Material provided to the       examiner. The exam board              Course. The exam committee work
                                       an integral part of the course and                   examination papers that I have        students and the level of teaching        meeting was held very soon after      extremely hard to provide the students
                                       has a robust monitoring and                          recommended or queried mark           were both of a very high standard         the completion of examination         with a very high standard course in terms
                                       marking system resulting in a fair,                  changes to a small degree.            which enables this course to form an      and with a last minute                of both teaching and examination.
                                       objective examination. The                           Therefore I conclude that the         integral part of the BVM&S course.        rescheduling of the August            Innovative ideas have resulted in a well-
                                       importance of the practical exam                     marking system is fair, consistent    Although at present I am satisfied        meeting I unfortunately could not     balanced, practical based relevant exam
                                       should continue to be emphasised to                  and reliable. Because the exam        with the balance of the paper future      attend either in person or by         of which I have been proud to be
                                       the students so that they view it as                 questions are set by a number of      consideration should be given to this     conference call.                      external examiner. I am confident that
                                       an essential part of the course and                  different people there is some        area so that students that excel are                                            the exam will evolve in the future due to
                                       equal in importance to the written                   inconsistency regarding the detail    highlighted and equally students                                                the commitment and motivation of the
                                       component. I have been impressed                     provided for model answers and        that are struggling are also focused                                            individuals involved in the course to
                                       with the refinement of the                           the marking scheme. For               on. By 'balance' I mean areas such                                              become further improved. The design of
                                       assessment procedures over the                       example some examiners provide        as; - MCQ version short answer                                                  the course complements the aims of the
                                       past 3 yeares whereby the                            me with detailed answers to the       questions. It apepars that the MCQ                                              BVM&S course and the standard
                                       examination committee are                            questions and indicate exactly        part brings up marks and the short                                              compares extremely favourably to other
                                       undergoing a constant reflection and                 how many points are allocated to      answer questions are generally                                                  institutions in the UK.
                                       re-evaluation process to strive for                  each question point. Whereas          more poorly answered. Should MCQ
                                       improvement in this relatively new                   other examiners give an overall       form a higher proportion of the
                                       exam.                                                mark to a question making the         marking scheme? - Expand the
                                                                                            breakdown of marks less clear. I      current practical to include eg
                                                                                            would like to emphasise that          anaesthesia set up?
                                                                                            although this makes the clarity of
                                                                                            the marking scheme less clear, I
                                                                                            am still confident the questions
                                                                                            are consistently and fairly
                                                                                            marked. Perhaps more
Course Organiser Comments                                                                   transparency and clarity in this




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4TH YEAR CLIC
CAROL GRAY

Adequacy of Information                              Types of Assessment                       Assessment Criteria                    Quality and Standards                            Administration                            General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course




                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                              Yes
                                                                                                                              Not




                                                                                                                                                                        Yes
                                                                                                                                                                        Not
                                                                                                                                                                        Not




                                                                                                                                                                                                                 Yes
                                                                                                                                                                                                                 Not
                                                       and programme aims

Degree programme syllabus and   x                 Degree examinations                   X Were the marking criteria           X     Course aims                         X       Time available for marking       X
specifications                                                                            sufficiently clear to you?
Course descriptions or          x                 Class examinations and tests      X       Were the marking criteria         X     Course structure and content in     X     Operation of the Board of          X
specifications                                                                              appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    x                 Assessed coursework               X       Were the marking criteria         X     Degree programme structure              X Quality of data presented to the   X
                                                                                            consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      x                 Dissertations and projects            X                                           Teaching methods                    X     Handling of special                X
                                                                                                                                                                              circumstances eg medical at the
Description of course ork and   x                 Placements and fieldwork              X                                           Students' work in relation to       X
teaching methods                                                                                                                    their level of study
Description of assessment       x                 Oral examinations                     X                                           Opportunities for students to       X
processes                                                                                                                           develop communication and
                                                  Overall mix of assessment types X                                                 Internal marking skills
                                                                                                                                    other transferable                  X

                                                                                                                                    Profile of degree classifications       X
                                                                                                                                    or grades
                                                                                                                                    Mechanisms for course               X
                                                                                                                                    monitoring and review
I was provided with a comprehensive               Good mix of assessment types, from        Marking criteria clearly stated in      Level of educational provision is           I was very happy with the time         I am satisfied that the standards applied
collection of course documentation.               production of original pieces of work     course handbook. Criteria               entirely appropriate for the position       and range of work provided for         to the CLIC course are suitable for a
This contained all of the information             (client leaflet, discharge letter,        comprised minimum 75%                   lf this module in the course. The           marking. Paperwork provided            course at this level, and develop the skills
required to carry out my external                 referral letter), to evidence of          attendance (to be allowed to            internal quality assurance system           was clear and unambiguous. The         stated in the programme aims and
examining duties.                                 planning (session plan for peer led       submit portfolio/sit exam),             seems to be robust. The mix of              consideration of special               outcomes.
                                                  teaching session), to reflective          submission of all portfolio             assessment methods used ensures             circumstances was handled fairly
                                                  writing (reflective essay on              elements by specified date/time,        the development of transferable             and the conduct of the board of
                                                  communication skills role play and        and achievement of 50% with             skills, from teaching skills to             examiners was exemplary.
                                                  reflection on selected e-cases).          maximum 3 attempts at on-line           reflective writing skills.
                                                  Traditional MCQ examination was           assessment.
                                                  delivered on-loine, and allowed
                                                  multiple attempts, testing
                                                  knowledge gained through practical
                                                  sessions and through completing the
                                                  e-cases. Finally, peer feedback was
                                                  given for the PAL sessions and for
                                                  the referral letter/discharge notes.
                                                  The final portfolio contains a variety
                                                  of assessment methods and gives a
Specific feedback on assessments
The quality of the session plans for the PAL session has increased markedly from last year. The feedback from the 1st years was overwhelmingly positive. The enthusiasm shown by the 4th year students was evident. I would
highlight this assessment as an example of good practice.
The quality of the client leaflet, discharge notes and referral letters was, again, very variable, but I think unless you are grading the course you will always find this. However, some I would have classed as unacceptable, but
you do not have sanctions to apply if they are handed in on time.
Perhaps some widening of the peer evaluation system would help, where they must also submit what they have done to improve their work in light of peer feedback (i.e., a “before and after” approach). Obviously those with
The reflection on e-cases was interesting. Some people obviously reflected very honestly (highlighting their lack of knowledge, identifying learning objectives, admitting mistakes in selecting tests/treatments) while others did
the bare minimum (“wouldn‟t change anything” or “wouldn‟t leave it so late to complete”). Similarly, reflection on communication skills-role play was variable, with some students grasping the essence of their scenario, thinking
about what they had done and how they would change things, and some completely missing the point!
In summary, this course has evolved tremendously from its first year in existence, and incorporates exciting methods of assessment that could be tried in other areas. It develops a range of transferable skills that are essential
for students at this stage.
Carol Gray
07.07.09




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Adequacy of Information                              Types of Assessment                       Assessment Criteria                    Quality and Standards                            Administration                            General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course




                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                              Yes
                                                                                                                              Not




                                                                                                                                                                        Yes
                                                                                                                                                                        Not
                                                                                                                                                                        Not




                                                                                                                                                                                                                 Yes
                                                                                                                                                                                                                 Not
                                                       and programme aims

Degree programme syllabus and   x                 Degree examinations                   X Were the marking criteria           X     Course aims                         X       Time available for marking       X
specifications                                                                            sufficiently clear to you?
Course descriptions or          x                 Class examinations and tests      X       Were the marking criteria         X     Course structure and content in     X     Operation of the Board of          X
specifications                                                                              appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    x                 Assessed coursework               X       Were the marking criteria         X     Degree programme structure              X Quality of data presented to the   X
                                                                                            consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      x                 Dissertations and projects            X                                           Teaching methods                    X     Handling of special                X
                                                                                                                                                                              circumstances eg medical at the
Description of course ork and   x                 Placements and fieldwork              X                                           Students' work in relation to       X
teaching methods                                                                                                                    their level of study
Description of assessment       x                 Oral examinations                     X                                           Opportunities for students to       X
processes                                                                                                                           develop communication and
                                                  Overall mix of assessment types X                                                 Internal marking skills
                                                                                                                                    other transferable                  X

                                                                                                                                    Profile of degree classifications       X
                                                                                                                                    or grades
                                                                                                                                    Mechanisms for course               X
                                                                                                                                    monitoring and review
4TH provided with
I was YEAR CLIC a comprehensive                   Good mix of assessment types, from        Marking criteria clearly stated in      Level of educational provision is           I was very happy with the time
CAROL of course documentation.
collectionGRAY                                    production of original pieces of work     course handbook. Criteria               entirely appropriate for the position       and range of work provided for
This contained all of the information             (client leaflet, discharge letter,        comprised minimum 75%                   lf this module in the course. The           marking. Paperwork provided
Course Organiser Comments
required to carry out my external                 referral letter), to evidence of          attendance (to be allowed to            internal quality assurance system           was clear and unambiguous. The
No comments require a response
examining duties.                                 No comments require a response
                                                  planning (session plan for peer led       No comments require a response
                                                                                            submit portfolio/sit exam),             No comments requireThe mix of
                                                                                                                                    seems to be robust. a response              No comments of special response
                                                                                                                                                                                consideration require a                F It was noted that the quality of the
                                                  teaching session), to reflective          submission of all portfolio             assessment methods used ensures             circumstances was handled fairly       client leaflet, discharge notes and
                                                  writing (reflective essay on              elements by specified date/time,        the development of transferable             and the conduct of the board of        referral letters were variable. It was
                                                  communication skills role play and        and achievement of 50% with             skills, from teaching skills to             examiners was exemplary.               suggested that submission of before and
                                                  reflection on selected e-cases).          maximum 3 attempts at on-line           reflective writing skills.                                                         after peer review copies of discharge
                                                  Traditional MCQ examination was           assessment.                                                                                                                and referral items should be submitted.
                                                  delivered on-loine, and allowed                                                                                                                                      The peer review of referral letter and
                                                  multiple attempts, testing                                                                                                                                           discharge notes was an addition to this
                                                  knowledge gained through practical                                                                                                                                   year‟s course. Although some students
                                                  sessions and through completing the                                                                                                                                  did submit before documents, peers
                                                  e-cases. Finally, peer feedback was                                                                                                                                  feedback sheets and after documents the
                                                  given for the PAL sessions and for                                                                                                                                   majority did not. The course team felt
                                                  the referral letter/discharge notes.                                                                                                                                 that it was not clear to students that all
                                                  The final portfolio contains a variety                                                                                                                               the above items should be submitted. It
                                                  of assessment methods and gives a                                                                                                                                    will be explicit that all items should be
                                                                                                                                                                                                                       submitted at the end of the course and
                                                                                                                                                                                                                       clearly stated in the course book for
                                                                                                                                                                                                                       2009/2010. submission of poor quality
                                                                                                                                                                                                                       Sanctions for
                                                                                                                                                                                                                       work were discussed. Given the short
                                                                                                                                                                                                                       time-frame for this course it is not
                                                                                                                                                                                                                       possible for tutors to check quality of
                                                                                                                                                                                                                       work and request resubmission prior to
                                                                                                                                                                                                                       the end of the course. However greater
                                                                                                                                                                                                                       emphasis on the requirement to submit
                                                                                                                                                                                                                       evidence of improvement of work in
                                                                                                                                                                                                                       response to peer feedback should
                                                                                                                                                                                                                       address this issue to a significant degree.
                                                                                                                                                                                                                       Following the comments of the external
                                                                                                                                                                                                                       examiner at the exam board and the
                                                                                                                                                                                                                       subsequent course review meeting the
                                                                                                                                                                                                                       client leaflet component will NOT be
                                                                                                                                                                                                                       required    next   year.    It   was    felt
                                                                                                                                                                                                                       unnecessary given the discharge notes
                                                                                                                                                                                                                       which requires similar skills, namely “Be
                                                                                                                                                                                                                       able to demonstrate an ability to
                                                                                                                                                                                                                       communicate effectively with clients and
                                                                                                                                                                                                                       colleagues, both in writing and verbally.”




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4TH YEAR INTEGRATED CLINICAL COURSE - FARM ANIMAL
FIONA HOWIE

Adequacy of Information                              Types of Assessment                       Assessment Criteria                  Quality and Standards                        Administration                           General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                          Yes
                                                                                                                                                                                                          Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X       Were the marking criteria       X     Course aims                           X Time available for marking      X
specifications                                                                              sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests          X Were the marking criteria         X     Course structure and content in       X Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                    Examiners
Course handbook for students    X                 Assessed coursework                   X Were the marking criteria         X     Degree programme structure            X Quality of data presented to the X
                                                                                          consistently applied by markers                                                 Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects            X                                         Teaching methods                      X Handling of special              X
                                                                                                                                                                          circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork              X                                         Students' work in relation to         X
teaching methods                                                                                                                  their level of study
Description of assessment       X                 Oral examinations                 X                                             Opportunities for students to         X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types X                                               other transferable skills
                                                                                                                                  Internal marking                      X

                                                                                                                                  Profile of degree classifications     X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course                 X
                                                                                                                                  monitoring and review
I discussed the duties at some length             I had access to the multiple choice       The mark given for the                My experience is restricted to my    I was happy with the process.            I think introducing a basic practical
prior to accepting the role. This                 and essay papers, the multiple            oral/practical exams was a fair       own undergraduate training 20                                                 assessment in 4th year is excellent.
information and the written                       choice scores and essay answers,          assessment of the students            years ago. I was very impressed                                               Especially now that much larger class
instructions were clear and accurate.             and the oral/practical exams. All         ability. Only basic knowledge in      with the good basic general                                                   sizes makes practical teaching in the
                                                  were fair and well balanced.              one area could be bolstered by        knowledge and skills being assessed                                           course more difficult.
                                                                                            good knowledge in another.            by the practical exams at this stage
                                                                                                                                  of study. Much better than I
                                                                                                                                  experienced.


Course Organiser Comments




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4TH YEAR INTEGRATED CLINICAL COURSE - EQUINE AND EXOTICS
KRIS HUGHES

Adequacy of Information                              Types of Assessment                       Assessment Criteria                  Quality and Standards                         Administration                            General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                            Yes
                                                                                                                                                                                                            Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X       Were the marking criteria       X     Course aims                         X     Time available for marking      X
specifications                                                                              sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests          X Were the marking criteria         X     Course structure and content in     X     Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    X                 Assessed coursework                   X Were the marking criteria         X     Degree programme structure          X     Quality of data presented to the X
                                                                                          consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects            X                                         Teaching methods                    X     Handling of special              X
                                                                                                                                                                            circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork              X                                         Students' work in relation to       X
teaching methods                                                                                                                  their level of study
Description of assessment       X                 Oral examinations                     X                                         Opportunities for students to       X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types       X                                         other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications   X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course               X
                                                                                                                                  monitoring and review
All the information required to obtain            The examination is based on short         All markers adhered to the model      Quality and standards of the              The assessment process was            Overall, the course was run to a very
a good understanding of the course,               answer questions and multiple             answer for each short answer          privision and assessment of this          undertaken in an efficient            high standard and this was also reflected
including expectations of students,               choice questions. The examination         question. On examination of           course (equine component) was             manner. Sufficient time was           in the examination process. It has been
aims, objectives and examination                  (both 1st and 2nd diet) covered a         multiple student answers for          comparable to that of the University      provided to examine examination       a pleasure to act as internal examiner for
procedure was supplied.                           broad range of topics that was            various questions (equine), the       of Glasgow.                               scripts prior to the BoE meeting.     the Equine & Exotics Course (4th Year
                                                  applicable to the course content. As      marking was fair and consistent.                                                This allowed scripts reflecting a     BVM&S) over the past two years.
                                                  such, the examination content and                                                                                         range of quality of answers to be
                                                  weighting was appropriate and fair                                                                                        examined. The BoE meeting ran
                                                  for the students.                                                                                                         smoothly and all material relating
                                                                                                                                                                            to the special circumstances of
                                                                                                                                                                            the students was discussed and
                                                                                                                                                                            carefully considered. The
                                                                                                                                                                            decision to award a fail grade to
                                                                                                                                                                            the relevant students was agreed
                                                                                                                                                                            by all present at the BoE meeting.
                                                                                                                                                                            For the second diet, I provided
                                                                                                                                                                            comments on the examination
                                                                                                                                                                            content electronically to Dr Martin
Course Organiser Comments
Equine: Examiner happy. No report                 Equine: Examiner happy                    Equine: examiners adhered to          Equine: comparable to those of            Equine: examiner happy                Equine: “course run to a high
received from external examiner for                                                         marking criteria                      equivalent courses at the University                                            standard, reflected in the
Exotics section of exam / course                                                                                                  of Glasgow                                                                      examination process”




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4TH YEAR INTEGRATED CLINICAL COURSE - FARM ANIMAL
DAVID TAYLOR

Adequacy of Information                              Types of Assessment                       Assessment Criteria                  Quality and Standards                         Administration                          General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                          Yes
                                                                                                                                                                                                          Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X       Were the marking criteria       X     Course aims                           X Time available for marking      X
specifications                                                                              sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests          X Were the marking criteria         X     Course structure and content in       X Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                    Examiners
Course handbook for students    X                 Assessed coursework                   X Were the marking criteria         X     Degree programme structure            X Quality of data presented to the X
                                                                                          consistently applied by markers                                                 Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects            X                                         Teaching methods                      X Handling of special              X
                                                                                                                                                                          circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork              X                                         Students' work in relation to         X
teaching methods                                                                                                                  their level of study
Description of assessment       X                 Oral examinations                     X                                         Opportunities for students to         X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types       X                                         other transferable skills
                                                                                                                                  Internal marking                      X

                                                                                                                                  Profile of degree classifications     X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course                 X
                                                                                                                                  monitoring and review
The information provided was                      The OSPRE component is a            Marking criteria applied fairly and                                                   The process was efficient and       The good candidates were good and the
satisfactory in detailing what is to be           worthwhile addition to the Fourth   uniformly between examiners and                                                       adherent to the guidelines laid     failures disappointingly poor. However,
expected of students in the                       Year degree examination. Ensuring across the students.                                                                    down.                               there was a marked improvement in
examinations.                                     that students have acquired an                                                                                                                                those candidates that represented for the
                                                  adequate approach to their clinical                                                                                                                           resits. The good candidates reflect the
                                                  examination and history taking                                                                                                                                high standard of teaching in the large
                                                  including an appreciation of the                                                                                                                              animal department.
                                                  management and husbandry factors
                                                  that can impact on disease
                                                  individual and the group.

Course Organiser Comments




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FINAL YEAR
MR STUART RENTON

Adequacy of Information                              Types of Assessment                     Assessment Criteria                    Quality and Standards                               Administration                General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                                Yes
                                                                                                                                                                                                                Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X     Were the marking criteria          X Course aims                            X           Time available for marking    X
specifications                                                                            sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests      X     Were the marking criteria          X Course structure and content in        X         Operation of the Board of        X
specifications                                                                            appropriate to the assessment        relation to the aims                             Examiners
Course handbook for students    X                 Assessed coursework               X     Were the marking criteria          X Degree programme structure                     X Quality of data presented to the X
                                                                                          consistently applied by markers                                                       Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects        X                                             Teaching methods                              Handling of special              X
                                                                                                                                                                                circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork          X                                             Students' work in relation to               X
teaching methods                                                                                                                  their level of study
Description of assessment       X                 Oral examinations                 X                                             Opportunities for students to       X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types X                                               other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications           X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course                   X
                                                                                                                                  monitoring and review
                                                                                                                                                                                  Ongoing improvements to data
                                                                                                                                                                                  quality is being undertaken.
                                                                                                                                                                                  Comparative Studies of Examiner
                                                                                                                                                                                  Marking for the Oral Stations is
                                                                                                                                                                                  commendable and objective.


EXTERNAL EXAMINERS SUMMARY COMMENTS (June 2009)
Commendations
1          The dedication and efforts of the staff in successfully developing and delivering a new exam system is a credit to RDSVS.
2          The new system of targeted stations is welcomed by the EEs and, while needing development, has contributed to an increased effectiveness and efficiency in exam delivery and less repetition between stations.
3          The exam stations were generally well organised
4          The RDSVS communications with the EEs regarding the MCQ and Spots was appreciated , and facilitated question review and comment in advance
5          Once again the expertise, professionalism and enthusiasm of the internal examiners was outstanding. The following traits were noted
          Competence, fairness and compassion towards the student candidates
          Care and consideration in grade allocation
6          It was good to see the shadowing system for new examiners
7          The range and number of clinical cases for the exams was impressive
8          Specific improvements from the previous year
          The EEs would like to thank the faculty and staff for accommodating a significant number of last year‟s review in the new exam design
          Targeted activities and focus objectives at each station.
          DR particularly liked the extended question stations
          An evolution of standardization in the marking sheets
          We commend the active efforts of all faculty in making the assessment system more objective
9          The focus on day 1 skills across all the stations was very evident
10        Several examiners expected the student s to understand the economic ramifications of their clinical decisions and would encourage the examiners to further develop business knowledge application in further station
11        SR thought the non-alphabetical group allocations was useful
Challenges and Recommendations
1          Major concerns of the EEs for this year
          Regulations regarding number of stations required to pass. The EEs unanimously agree that requiring pass on only 4 stations is an unacceptable standard. The fact that candidates can pass with two fails at F level or
          We recommend that the faculty consider a simpler pass-fail categorization. 5 Categories would be recommended : Distinction - Credit - Pass - Fail - Bad Fail
The EE understand that the regulations for Borderline Candidates is not as intended. The Regulations regarding Borderline Candidates needs reviewed and rewritten to be fit for prupose.
Other recommendations
1          There was a range of understanding between examiners as to the boundaries of questioning and expectation at the different targeted stations, and this led to problems in uniformity between parallel stations. This
o                              redesigning the evaluation forms and tailor making the categories and score allocations for each station




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Adequacy of Information                              Types of Assessment                     Assessment Criteria                    Quality and Standards                               Administration                General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course




                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                                Yes
                                                                                                                                                                                                                Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X     Were the marking criteria          X Course aims                            X           Time available for marking    X
specifications                                                                            sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests      X     Were the marking criteria          X Course structure and content in        X         Operation of the Board of        X
specifications                                                                            appropriate to the assessment        relation to the aims                             Examiners
Course handbook for students    X                 Assessed coursework               X     Were the marking criteria          X Degree programme structure                     X Quality of data presented to the X
                                                                                          consistently applied by markers                                                       Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects        X                                             Teaching methods                              Handling of special              X
                                                                                                                                                                                circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork          X                                             Students' work in relation to               X
teaching methods                                                                                                                  their level of study
Description of assessment       X                 Oral examinations                 X                                             Opportunities for students to       X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types X                                               other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications           X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course                   X
                                                                                                                                  monitoring and review
o                              better defining the objectives of each station could be better defined                                                         Ongoing improvements to data
o                              examiner training.                                                                                                             quality is being undertaken.
2                                                                                                                                                             Comparative Studies of Examiner
            The targeted station system was more informal and flexible in the large animal sections. This was largely a result of using real clinical cases and seemed to work quite well. The introduction tailor-made evaluation
3                                                                                                                                                             Marking for the Oral Stations the
            The use of tailor-made rubrics and marking sheets for each targeted station category would further increase the uniformity between parallel stations and further reduce is subjectivity between examiners
4           The examiners feel that there is still a significant lack of number and variety of practical stations. The practical skills were essentially limited to physical exam and radiograph interpretation. Would it be useful to
                                                                                                                                                              commendable and objective.
5           Since the students had completed the process and order of physical exams in their OSPREs, the EEs suggest that the physical exams required of the students could be less generalized and more targeted to the
6           The role of observers seemed less concrete this year. The EEs recommend that the requirements and sheets for observers need to be redesigned to reflect their roles (commentary on process not content).
7           Observer participation seemed to be stretched by resource limitations this year. Observers should be mandatory. There should be enough observers present to give satisfactory cover of all examination areas with
8           The EE have been made aware that there are concerns about the uniformity of content and process in the anaesthesia stations which may have upset some students. and recommend that this is examined further
9           The anaesthesia staff are to be commended for their new system to increase the objectivity and consistency between parallel stations. The new system holds great promise for correcting the perceived differences by
10         All Examiners be informed of examinees with learning difficulties. Practical Station timetable did not highlight these students as in previous years.
 Acknowledgements
The EEs would like to express their appreciation for the hospitality towards each of us and their admiration for the efforts shown by all the faculty and staff in continuing to develop a robust, effective, efficient and defendable
Stuart Renton
David Reed
Brian Aldridge
8th June 2009
Course Organiser Comments




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FINAL YEAR
DAVID REED

Adequacy of Information                              Types of Assessment                     Assessment Criteria                     Quality and Standards                        Administration                               General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                             Yes
                                                                                                                                                                                                             Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X     Were the marking criteria         X     Course aims                         X     Time available for marking           X
specifications                                                                            sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests      X     Were the marking criteria         X     Course structure and content in     X     Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    X                 Assessed coursework               X     Were the marking criteria             X Degree programme structure          X     Quality of data presented to the X
                                                                                          consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects        X                                             Teaching methods                    X     Handling of special              X
                                                                                                                                                                            circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork          X                                             Students' work in relation to       X
teaching methods                                                                                                                  their level of study
Description of assessment       X                 Oral examinations                 X                                             Opportunities for students to       X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types X                                               other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications   X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course               X
                                                                                                                                  monitoring and review
Review of MCQ & Spot for both        The physical/history stations were                   Some markers shied away from            The opportunities to students             Particularly at the resits, a slightly   Extended sessions with case material -
exams and resits very useful; use of on occasion not directed at the                      "Bad Fail" due to the implication       undoubtedly gives them the chance         longer interval between stations         cadaver, radiographs, etc were truly
email very helpful as easiest        presenting sign but were a more                      for the student. Some means of          to graduate with the necessary skill      would allow EE to discuss grading        excellent and should be encouraged. The
communications method for both       general animal exam - more focus                     preventing such marking should          sets. Exam board members                  and move on to another examiner          marking system as in 2009 was such that
parties.                             would be better as the ability to                    be sought; or simplify the              obviously took their role seriously       without disturbing a candidate.          some students passed or achieved
                                     perform a general history & phys                     marking categories. Long                and were involved in the process in       Some IT issues gave erroneous %          "credit" where in my view this wasn't
                                     exam has been previously assessed.                   examining sessions undoubtedly          the true sense of the word.               on mark sheet but this was               their apparent level. The 2009 Exam
                                     All examiners need to know whether                   were tiring for examiners and this                                                quickly resolved.                        Board discussed this and some
                                     a differential list is expected or not.              needs ongoing monitoring to                                                                                                recommended changes would address
                                     Extended stations with good case                     avoid issues. Examiners should                                                                                             the issue - particularly that of candidates
                                     material were excellent and to be                    view the experience posivitively                                                                                           whose pass mark was not necessarily, in
                                     encouraged - they allow depth of                     and if not, then should be avoided                                                                                         my opinion, a true reflection of their
                                     knowledge to be tested with useful                   if possible. Some examiners                                                                                                level.
                                     props. More focus on physical skill                  were extremely enthusiastic and
                                     sets/equipment use would also be                     a wider examiner base with the
                                     helpful as some students were very                   mentoring of new examiner is
                                     poor. The balance of pass required                   excellent concept.
                                     in the oral stations is in my opinion
                                     too low as described in EE report. It
                                     was also regrettable that MCQ could
                                     not be resat like other portions of
                                     exam. No opthalmology or
Course Organiser Comments            neurology practical exams were




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FINAL YEAR AUG09
STUART RENTON

Adequacy of Information                              Types of Assessment                     Assessment Criteria                    Quality and Standards                          Administration                              General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                               Yes
                                                                                                                                                                                                               Not
                                                       and programme aims

Degree programme syllabus and                     Degree examinations                     Were the marking criteria               Course aims                               Time available for marking
specifications                                                                            sufficiently clear to you?
Course descriptions or                            Class examinations and tests            Were the marking criteria               Course structure and content in           Operation of the Board of
specifications                                                                            appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students                      Assessed coursework                     Were the marking criteria               Degree programme structure                Quality of data presented to the
                                                                                          consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes                        Dissertations and projects                                                      Teaching methods                          Handling of special
                                                                                                                                                                            circumstances eg medical at the
Description of course ork and                     Placements and fieldwork                                                        Students' work in relation to
teaching methods                                                                                                                  their level of study
Description of assessment                         Oral examinations                                                               Opportunities for students to
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types                                                 other transferable skills
                                                                                                                                  Internal marking

                                                                                                                                  Profile of degree classifications
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course
                                                                                                                                  monitoring and review
                                                                                                                                                                                                                     The current arrangement for the MCQ
                                                                                                                                                                                                                     exam in the first semester of the final
                                                                                                                                                                                                                     year was not fit for purpose. Resit
                                                                                                                                                                                                                     candidates did not have the opportunity
                                                                                                                                                                                                                     to re-take this part of the examination.
                                                                                                                                                                                                                     New arrangements are being formulated
                                                                                                                                                                                                                     to ensure that resit candidates could take
                                                                                                                                                                                                                     all relevant sections of the final exams at
                                                                                                                                                                                                                     the resit examination.
Course Organiser Comments




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FINAL YEAR
DR KATHY BOURSICOT

Adequacy of Information                              Types of Assessment                           Assessment Criteria                     Quality and Standards                        Administration                           General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                                  Yes
                                                                                                                                  Not




                                                                                                                                                                            Yes
                                                                                                                                                                            Not
                                                                                                                                                                            Not




                                                                                                                                                                                                                  Yes
                                                                                                                                                                                                                  Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X           Were the marking criteria         X     Course aims                         X     Time available for marking      X
specifications                                                                                  sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests      X           Were the marking criteria         X     Course structure and content in     X     Operation of the Board of        X
specifications                                                                                  appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    X                 Assessed coursework                   X       Were the marking criteria             X Degree programme structure          X     Quality of data presented to the X
                                                                                                consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects                X                                           Teaching methods                    X     Handling of special              X
                                                                                                                                                                                  circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork                  X                                           Students' work in relation to       X
teaching methods                                                                                                                        their level of study
Description of assessment       X                 Oral examinations                         X                                           Opportunities for students to       X
processes                                                                                                                               develop communication and
                                                  Overall mix of assessment types       X                                               other transferable skills
                                                                                                                                        Internal marking                    X

                                                                                                                                        Profile of degree classifications   X
                                                                                                                                        or grades
                                                                                                                                        Mechanisms for course               X
                                                                                                                                        monitoring and review
                                                  I attended the clinical examination,          Marking schedule for each station                                                                                       It is commendable that so much effort
                                                  which was of an 'OSCE' format. The            was different. There I need for                                                                                         has gone into the planning and
                                                  principle of using an OSCE format is          more consistency across all                                                                                             organising of the written and clinical
                                                  a good one; however, the conduct of           stations for the OSCE. Standard                                                                                         examinations and the commitment of the
                                                  the assessment was more of a                  setting in terms of setting the                                                                                         examiners and observers was
                                                  multiple oral, in that examiners              pass mark needs addressing and                                                                                          impressive. The separate requirement
                                                  asked whatever questions they felt            should be included in the scoring                                                                                       for passing each section is good and
                                                  like, of each candidate. I observed           schedule of each station.                                                                                               correctly does not allow compensation
                                                  several stations for a few candidates                                                                                                                                 across knowledge and skills. However, I
                                                  and noted that there was                                                                                                                                              have some concerns regarding the
                                                  considerable variation in the manner                                                                                                                                  overall design, conduct and manner of
                                                  the station was conducted as well as                                                                                                                                  deciding pass or fail for each section.
                                                  the specific questions asked. The
                                                  availability of clinical material/live
                                                  animals would potentially make this
                                                  OSCE a very valid way of assessing
                                                  the students' clinical skills, but
                                                  attention must be paid to more
                                                  consistency in the design and
                                                  conduct of the stations. Standard
                                                  setting of a formal nature ie the
                                                  Borderline or Regression Based
                                                  method is currently regarded as the
                                                  'gold standard' for clinical


Clear blueprint of how the content of this paper is planned is required to check the content matches the curriculum objectives in a balanced manner
The use of written short answer questions leaves room for inconsistencies in marking. Single best answer questions would be the more reliable format for testing knowledge and application of knowledge
The use of an arbitary pass mark of 50% is not tenable in this ear of assessment quality management as the pass mark bears no relationship to the difficulty or content of the paper. A recognised, criterion-referenced method,
such as the Angoff method needs to be instituted, for the pass/fail criterion to be fair for the candidates
Clinical Section
The purpose of this section needs to be more clearly defined. While it was purported to be testing clinical skills, most of what I witnessed was the testing of knowledge using a viva technique: this is recognised as the least
reliable way of testing knowledge. The focus of this section needs to be on testing clinical, communication and technical skills, and the stations need to be designed more specifically around criteria for this purpose
The use of broad marking criteria for each station allowed great disparity of scoring between examiners. Much more specific criteria need to be defined for each clinical task




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Adequacy of Information                              Types of Assessment                           Assessment Criteria                     Quality and Standards                        Administration                  General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course




                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                                  Yes
                                                                                                                                  Not




                                                                                                                                                                            Yes
                                                                                                                                                                            Not
                                                                                                                                                                            Not




                                                                                                                                                                                                                  Yes
                                                                                                                                                                                                                  Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations               X           Were the marking criteria         X     Course aims                         X     Time available for marking      X
specifications                                                                                  sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests      X           Were the marking criteria         X     Course structure and content in     X     Operation of the Board of        X
specifications                                                                                  appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    X                 Assessed coursework                   X       Were the marking criteria             X Degree programme structure          X     Quality of data presented to the X
                                                                                                consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects                X                                           Teaching methods                    X     Handling of special              X
                                                                                                                                                                                  circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork                  X                                           Students' work in relation to       X
teaching methods                                                                                                                        their level of study
Description of assessment       X                 Oral examinations                         X                                           Opportunities for students to       X
processes                                                                                                                               develop communication and
                                                  Overall mix of assessment types       X                                               other transferable skills
                                                                                                                                        Internal marking                    X

                                                                                                                                        Profile of degree classifications   X
                                                                                                                                        or grades
                                                                                                                                        Mechanisms for course               X
                                                                                                                                        monitoring and review
                                        I attended the that every candidate Marking was essentially a different
The variation in stations sat by each candidate meant clinical examination, took what schedule for each station test - this meant that the reliability for this section would have been very low. There needs to be much more
                                        which was of an the overall clinical was different. There I need would enable all the candidates to be presented with the same challenge.
consistency in the test for each candidate - blueprinting'OSCE' format. Theand communication objectivesfor
The fact that each station was 'designed' by different examiners meant that there was large variation in the content of each station. This situation was exacerbated by the variation in the way each examiner conducted what
                                        principle of using an OSCE format is more consistency across all
                                           good one; however, the conduct of the reliability of the whole test.
was supposedly the same station. Thisahas the effect of drastically reducing stations for the OSCE. Standard It is untenable that the same stations can be conducted so differently - this is blatantly unfair on the candidates
                                        the assessment not viable. a
The current system for determining passing or failing iswas more of I see from correspondence among the external examiners that they are also dissastisfied with the system. It needs to be replaced by a recognised criterion-
                                                                               setting in terms of setting the
                                        multiple oral, or Borderline-group method,mark needsbeen specifically designed for OSCEs. This would be possible if the stations were designed with specific checklists for each clinical or
reference method, such as the Borderline-regression in that examiners          pass which ahs addressing and
                                        a global score for determining felt
communication skill being tested, with asked whatever questions theythe passing scoreincluded in the scoring
                                                                               should be
                                        like, clinical candidate. I observed schedule of each station.
There is an impressive range and variety of of each material in the form of live animals available for use in the clinical examination. It would be best used in a more consistent examination format, ie a formally constructed
OSCE, to properly test the students' clinical and communication skills
                                        several stations for a few candidates
Course Organiser Comments
                                        and noted that there was
                                        considerable variation in the manner
                                        the station was conducted as well as
                                        the specific questions asked. The
                                        availability of clinical material/live
                                        animals would potentially make this
                                        OSCE a very valid way of assessing
                                        the students' clinical skills, but
                                        attention must be paid to more
                                        consistency in the design and
                                        conduct of the stations. Standard
                                        setting of a formal nature ie the
                                        Borderline or Regression Based
                                        method is currently regarded as the
                                        'gold standard' for clinical




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COURSE ORGANISER COMMENTS ON EXTERNAL EXAMINER REPORTS FOR FINAL YEAR

Section 1: Adequacy of information
FFrom EEs:
        1     The RDSVS communications with the EEs regarding the MCQ and Spots was appreciated, and facilitated question review and comment in advance.
        2     All Examiners should be informed of examinees with learning difficulties. The Practical Station timetable did not highlight these students as it had in previous years.
        Reply: This will be corrected next year.
Section 2: Types of assessment
FFrom EEs: The range and number of clinical cases for the exams was impressive.
  Recommendations from the EEs:
  A: Spot exam:
     1.   A clear blueprint of how the content of this paper is planned is required to check that the content matches the curriculum objectives in a balanced manner.
     2.   The use of written short answer questions leaves room for inconsistencies in marking. Single best answer questions would be the more reliable format for testing knowledge and application of knowledge.

     3.   The use of an arbitrary pass mark of 50% is not tenable in this era of assessment quality management as the pass mark bears no relationship to the difficulty or content of the paper. A recognised, criterion-referenced
     method, such as the Angoff method needs to be instituted, for the pass/fail criterion to be fair for the candidates.
Reply: We already balance the content of the paper to the content of the course. We will look into the possibility of developing single best answer questions and of using a criterion-referenced method of assessment.

   B: Practical stations:
      1     The purpose of this section needs to be more clearly defined. While it was purported to be testing clinical skills, much was testing knowledge using a viva technique: this is recognised as the least reliable way of testing
      knowledge. The focus of this section needs to be on testing clinical, communication and technical skills, and the stations need to be designed more specifically around criteria for this purpose.
      2     The use of broad marking criteria for each station allowed great disparity of scoring between examiners. Much more specific criteria need to be defined for each clinical task.
      3     There is still a significant lack of number and variety of practical stations. It would be useful to design stations examining suturing, palpation, catheter placement, shoe removal, etc.
      4     There was a range of understanding between examiners as to the boundaries of questioning and expectation at the different targeted stations, and this led to problems in uniformity between parallel stations. This was
      particularly evident in the physical exam/history station. This could be addressed by:
                 redesigning the evaluation forms and tailor making the categories and score allocations for each station
                 better defining the objectives of each station could be better defined
                 examiner training
      5     Since the students had completed the process and order of physical exams in their OSPREs, the EEs suggest that the physical exams required of the students could be less generalized and more targeted to the problem
      presented at the particular station.
      6     Examiners need to be consistent in the Hx/PE station. The examiners need to know whether they are expected to ask for a summary of the pertinent findings and whether or not a differential diagnosis list is required for
      the most significant problems.
      7     The anaesthesia staff are to be commended for their new system to increase the objectivity and consistency between parallel stations. The new system holds great promise for correcting the perceived differences by the
      students.
      8     No ophthalmology or neurology was assessed in the practical exams
      9     The role of observers seemed less concrete this year. The EEs recommend that the requirements and sheets for observers need to be redesigned to reflect their roles (commentary on process not content).

     10 Observer participation seemed to be stretched by resource limitations this year. Observers should be mandatory. There should be enough observers present to give satisfactory cover of all examination areas with specific
     tasks of recording student behaviour, and any abnormal events that may affect student performance. They should also be given overall authority and responsibility for station timekeeping and student movement.

Reply: We will continue to develop more focused practical stations, to include more practical tasks and improve the assessment sheets for each station so it is clear what is expected of the students at a specific station. The
guidance notes for Observers will be updated. Questions on ophthalmology and neurology were assessed in the Spot and we will continue to ensure they are covered.
Section 3: Assessment criteria
F From EEs:
       Specific improvements from the previous year:
            Targeted activities and focused objectives at each station.
            Particularly liked the extended question stations
            An evolution of standardization in the marking sheets
            Commend the active efforts of all faculty in making the assessment system more objective
Concerns of the EEs:
      1       Regulations regarding number of stations required to pass. The EEs unanimously agree that requiring pass on only 4 stations is an unacceptable standard. The fact that candidates can also pass with two fails at F level or below is
Reply: The Exam Board unanimously agreed to recommend that the Exam Regulations be changed to read:
Part 1: clinical practical and oral stations (37.5% of overall mark) graded on the following scale
A - Excellent
B - Very good
C - Good
D - Satisfactory
E - Marginal Fail
F - Clear Fail
G - Bad Fail
Part 2: written „interpretation‟ section („spots‟). This section will require interpretation of material such as clinical case scenarios, clinical laboratory data, pathology specimens and pharmacy scenarios (37.5% of overall mark).
       Students must achieve a pass in both Part 1 and Part 2 of the examination.
Pass in Part 1: Students must pass 5 of the clinical stations and have no more than 2 fails at F level or below
       Pass in Part 2: Students must achieve at least 50% in Part 2
      2       The EEs recommend that the faculty consider a simpler pass-fail categorization. 5 Categories would be recommended : Distinction - Credit - Pass - Fail - Bad Fail
       Reply: It was felt that the University would not support a change to the common marking system.




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          3     The EEs understand that the regulations for Borderline Candidates is not as intended. The Regulations regarding Borderline Candidates needs reviewed and rewritten.
Reply: The Exam Regulations now read:
All borderline candidates will be discussed at the examination board meeting. Consideration will be given to profiles of performance - borderline candidates are defined as students who either:
1) Pass at least 5 of the clinical stations in Part 1 but have more than two fails at F or below and/or a mark of less than 50% but not less than 48% Part 2 of the final examination
or
2) Obtain an overall mark less than 50% but not less than 48% but have otherwise met the requirements to pass parts 1 and 2.
4.The EEs felt that the current system of carrying forward the MCQ marks to the re-sit exam was unfair to students with poor MCQ marks as they do not get a second chance to re-sit the MCQ.
Reply: The examination regulations have been changed:
       Re-sits:
       Students with ICA 50% or greater:
       The re-sit exam will consist of Part 1 and Part 2 sections as above. The ICA mark will be carried forward and the student will be judged to have passed using the same criteria as above.
Students with ICA <50%:
Will sit Part 1 (50%) and an extended Part 2 (50%). The previous ICA mark will not be included.
Section 4: Quality and Standards
FFrom EEs:
       1.    The dedication and efforts of the staff in successfully developing and delivering a new exam system is a credit to RDSVS.
       2.    The new system of targeted stations is welcomed by the EEs and, while needing development, has contributed to an increased effectiveness and efficiency in exam delivery and less repetition between stations.

      3.    The expertise, professionalism and enthusiasm of the internal examiners was outstanding. The following traits were noted
           Competence, fairness and compassion towards the student candidates
           Care and consideration in grade allocation
      4.    It was good to see the shadowing system for new examiners
      5.    The Exam Board members obviously took their role seriously and were involved in the process in the true sense of the word.
Section 5: Administration
FFrom EEs:
Particularly at the re-sits, a slightly longer interval between stations would allow the internal examiner and the EE more time to discuss the student‟s grade.
Reply: We will see if this can be done for next year.
General Comments
F From EEs:
      1.    The focus on day 1 skills across all the stations was very evident
      2.    The Extended questioning stations with good case material were excellent and to be encouraged; especially the use of equipment selections, cadavers, radiographs, etc – they allow depth of knowledge to be tested with
      useful props, and procedures to test practical skills.
      3      Several examiners expected the student s to understand the economic ramifications of their clinical decisions and would encourage the examiners to further develop business knowledge application in further station
      developments
      4      The non-alphabetical group allocations was useful




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VETERINARY PUBLIC HEALTH
PROFESSOR JIM SCUDAMORE

Adequacy of Information                              Types of Assessment                       Assessment Criteria                    Quality and Standards                         Administration                            General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course

                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                              Yes
                                                                                                                              Not




                                                                                                                                                                        Yes
                                                                                                                                                                        Not
                                                                                                                                                                        Not




                                                                                                                                                                                                              Yes
                                                                                                                                                                                                              Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations                   X Were the marking criteria           X     Course aims                         X     Time available for marking      X
specifications                                                                            sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests      X       Were the marking criteria         X     Course structure and content in     X     Operation of the Board of        X
specifications                                                                              appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    X                 Assessed coursework               X       Were the marking criteria         X     Degree programme structure          X     Quality of data presented to the X
                                                                                            consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects            X                                           Teaching methods                    X     Handling of special              X
                                                                                                                                                                              circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork              X                                           Students' work in relation to       X
teaching methods                                                                                                                    their level of study
Description of assessment       X                 Oral examinations                     X                                           Opportunities for students to       X
processes                                                                                                                           develop communication and
                                                  Overall mix of assessment types       X                                           other transferable skills
                                                                                                                                    Internal marking                    X

                                                                                                                                    Profile of degree classifications   X
                                                                                                                                    or grades
                                                                                                                                    Mechanisms for course               X
                                                                                                                                    monitoring and review
I received all the necessary                      Year 1 was under the new                  The assessment criteria were            No specific comments as this course       The data and spreadsheets             The standards are comparable with other
information for the course which                  curriculum and not included in this       clear for the essays and other          is coming to an end with only 2           provided to the Board of              institutes. The course meets its aims and
included the essay from 1st year, the             vertical thread. With the changes in      assessments with clarification in       years remaining. The appointment          Examiners were comprehensive          has improved since last year with the use
open book essay from 3rd year and                 the curriculum, these comments will       the model answers. One of the           of a new clinical lecturer who will       and self explanatory. Any queries     of external lecturers in 4th year and the
the assessment papers from 4th                    only relate to years 3 and 4 for the      problems is that the model              teach in the final two years of this      relating to individual students       appointment of a new lecturer with
year. From the papers and essays I                next period. The assessment in            answers cannot always be all            course will help to rectify some of       were clearly laid out and were all    responsibility for the new curriculum
received, I was able to make a                    year 4 which included MCQs and            embracing. On a number of               the problems seen in the previous         resolved.                             which will include VPH. One issue which
judgement about the standard of                   Short answer essays were a useful         occasions, the students included        year with the lack of practical work                                            will need to be resolved relates to those
marking and the ability of the                    change to the previous                    items which were not in the             and input from a specialist VPH                                                 students who need to repeat a year or
students in the field of Veterinary               arrangement. This gave a good             model answer but which were             lecturer. In addition, the provision                                            those who take a year out for various
Public Health. A comprehensive set                indication of the knowledge which         quite valid. The result was that        of lectures in 4th year for external                                            reasons such as health problems. The
of information was provided allowing              the students had gained and their         on occasions, a student was             lecturers has been helpful in                                                   problem also relates to students who
an overview of the whole VPH                      ability to cover a range of topics. It    marked slightly lower than              supporting the university staff in                                              intercalate. At present, year 2 to 5 are
component of the course. The                      was unfortunate that this                 necessary. However, this did not        teaching VPH to 4th year.                                                       on the old curriculum and if they have to
administrative staff were very helpful            assessment had replaced the               affect the overall marks for the                                                                                        go down to an earlier year, they will find
and provided all the information                  previous practical which was held in      individuals who would have                                                                                              themselves on the new curriculum with
which was requested. Unlike last                  4th year. Apart from the 4th year         remained in the same position.                                                                                          possibly different topics and methods of
year, I was provided with papers and              assessment, there were not exams          The direct entry GEP students for                                                                                       assessment. How these students will be
essays which enabled me to review                 in years 2 to 4 on VPH with the           the class of 2007/08 had                                                                                                accommodated will need to be decided if
the standards. Unfortunately, in one              assessments generally relying on          completed the HACCP essay in                                                                                            not already done. This will obviously be
case, these were provided at short                open book essays. The open book           this year along with the direct                                                                                         resolved in 2 years time.
notice with a request for a rapid turn            essay in third year was well done         entry GEP students for 2008/09.
round time. This was achieved but it              although it was apparent that a           It was useful to note that the
would be helpful for external                     small number of students put little       matrix marking using peer review
examiners to have at least two weeks              or no effort into the work as judged      had been introduced for the group
in order to review papers and make                by their poor essays, even though         essays to ensure that the input
comments. I understand this was not               they had prior notice of the topic        effort of each student was
the responsibility of the course                  and could use books. Comments in          properly reflected. This had some
director/coordinator but due to the               previous years about assessments          problems but these were
long delay in his colleagues marking              for the vertical thread on Veterinary     recognised and action taken to
the relevant papers.                              Public Health remain valid but will       ensure that an impartial result
Course Organiser Comments                         be susperseded by 2011 when the           was obtained. Comments have




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PROFESSIONAL STUDIES
LIZ MOSSOP

Adequacy of Information                              Types of Assessment                       Assessment Criteria                  Quality and Standards                         Administration                            General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course



                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                            Yes
                                                                                                                                                                                                            Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations                   X Were the marking criteria         X     Course aims                         X     Time available for marking      X
specifications                                                                            sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests          X Were the marking criteria         X     Course structure and content in     X     Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    X                 Assessed coursework               X     Were the marking criteria         X     Degree programme structure          X     Quality of data presented to the X
                                                                                          consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects            X                                         Teaching methods                    X     Handling of special              X
                                                                                                                                                                            circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork              X                                         Students' work in relation to       X
teaching methods                                                                                                                  their level of study
Description of assessment             X           Oral examinations                     X                                         Opportunities for students to       X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types       X                                         other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications   X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course               X
                                                                                                                                  monitoring and review
The assessment method (portfolio)                 The portfolio is an entirely suitable     The portfolios were assessed          The course lays the foundations of   Administration staff and chair of          Initiating a professional studies course in
was not explained completely in the               method of assessment for the              manually for the correct              professionalism teaching by          board were extremely helpful and           an existing curriculum is a brave step
documentation I received but once I               professional studies course. The          number/type of documents by           covering a broad range of topics for effective.                                 and I am full of admiration for all those
had examples, it was obvious what                 initial teething problems evident are     support staff. Any portfolios         students in their early years of                                                involved! Professionalism teaching is
the students were expected to do.                 to be expected.                           falling below the required            study. If this is continued and                                                 notoriously difficult to integrate and
                                                                                            standard was checked by the           expanded upon in later years then it                                            required cooperation from all faculty for
                                                                                            board chair. Unfortunately, this      will become an essential part of                                                it to be effective and relevant for
                                                                                            system is not infallible and          their studies.                                                                  students. The topics chosen at this stage
                                                                                            perhaps all files should be double                                                                                    are appropriate. It would be nice to see
                                                                                            checked by support staff to                                                                                           these topics supported further through
                                                                                            ensure consistency. Allowing                                                                                          integration with other modules or within
                                                                                            students to submit portfolios                                                                                         the DOS meetings. However, this is
                                                                                            electronically may also help with                                                                                     early days and I am confident that these
                                                                                            organising the assessment                                                                                             things will happen with time. The
                                                                                            process and this is something to                                                                                      portfolio is an entirely appropriate
                                                                                            be considered for the future.                                                                                         method of assessment of
                                                                                                                                                                                                                  professionalism, and this should be
                                                                                                                                                                                                                  highlighted as an innovative intervention
                                                                                                                                                                                                                  and example of good practice. However,
                                                                                                                                                                                                                  it appeared to have not been so easily
                                                                                                                                                                                                                  accepted by some members of the board.
                                                                                                                                                                                                                  There are inevitable problems with
                                                                                                                                                                                                                  initiating a new form of assessment and
                                                                                                                                                                                                                  clearly there had not been the support
                                                                                                                                                                                                                  from DOSs which this method requires.
                                                                                                                                                                                                                  Poor faculty support is one of the
                                                                                                                                                                                                                  commonest reasons for portfolio
                                                                                                                                                                                                                  problems in medical curricula. I would
                                                                                                                                                                                                                  recommend that communications with
                                                                                                                                                                                                                  DOSs are improved so that the entire




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Adequacy of Information                              Types of Assessment                       Assessment Criteria                  Quality and Standards                         Administration                           General Comments

External Examiner Comments
    Info provided adequate:                       Assessment approprite to course




                                Yes
                                      Not
                                            Not




                                                                                    Yes
                                                                                    Not
                                                                                    Not




                                                                                                                            Yes
                                                                                                                            Not




                                                                                                                                                                      Yes
                                                                                                                                                                      Not
                                                                                                                                                                      Not




                                                                                                                                                                                                            Yes
                                                                                                                                                                                                            Not
                                                       and programme aims

Degree programme syllabus and X                   Degree examinations                   X Were the marking criteria         X     Course aims                         X     Time available for marking      X
specifications                                                                            sufficiently clear to you?
Course descriptions or          X                 Class examinations and tests          X Were the marking criteria         X     Course structure and content in     X     Operation of the Board of        X
specifications                                                                            appropriate to the assessment           relation to the aims                      Examiners
Course handbook for students    X                 Assessed coursework               X     Were the marking criteria         X     Degree programme structure          X     Quality of data presented to the X
                                                                                          consistently applied by markers                                                   Board of Examiners
Aims, objectives, outcomes      X                 Dissertations and projects            X                                         Teaching methods                    X     Handling of special              X
                                                                                                                                                                            circumstances eg medical at the
Description of course ork and   X                 Placements and fieldwork              X                                         Students' work in relation to       X
teaching methods                                                                                                                  their level of study
Description of assessment             X           Oral examinations                     X                                         Opportunities for students to       X
processes                                                                                                                         develop communication and
                                                  Overall mix of assessment types       X                                         other transferable skills
                                                                                                                                  Internal marking                    X

                                                                                                                                  Profile of degree classifications   X
                                                                                                                                  or grades
                                                                                                                                  Mechanisms for course               X
                                                                                                                                  monitoring and review
The assessment method (portfolio)
PROFESSIONAL STUDIES                              The portfolio is an entirely suitable     The portfolios were assessed          The course lays the foundations of   Administration staff and chair of
was not explained completely in the
LIZ MOSSOP                                        method of assessment for the              manually for the correct              professionalism teaching by          board were extremely helpful and
documentation I received but once I               professional studies course. The          number/type of documents by           covering a broad range of topics for effective.
Course Organiser Comments
had examples, it was obvious what                 initial teething problems evident are     support staff. Any portfolios         students in their early years of
The required content for to do.
the students were expected the                    to be expected.                           falling below the required an
                                                                                            I believe that there was              study. If this is continued and                                        There is generally a poor
portfolio's has now been finalised                                                          standard was checked by the
                                                                                            error with assessing the              expanded upon in later years then it                                   understanding of the portfolio
for 09/10. We will send all details                                                         content of Unfortunately, this
                                                                                            board chair. one of the               will become an essential part of                                       system and the requirements with
                                                                                            system is not infallible and          their studies.
with examples to the external                                                               portfolios. It was recorded                                                                                           many of the DOS's. In an ideal world
                                                                                            perhaps all files should be double
examiner, so that she will know                                                             that one of the documents                                                                                             the DOS's would advise the students
                                                                                            checked by support staff to
exactly what to expect next year                                                            was missing, but actually
                                                                                            ensure consistency.it Allowing
                                                                                                                                                                                                                  on the portfolio content, but I believe
                                                                                            was there. Double checking
                                                                                            students to submit portfolios all                                                                                     that many did not feel able to do
                                                                                            of the portfolios also help a
                                                                                            electronically may would be with                                                                                      this. There was plenty of portfolio
                                                                                            very large amount of work,
                                                                                            organising the assessment                                                                                             information on eevec, but this
                                                                                            but I suggest that in future
                                                                                            process and this is something to                                                                                      doesn't seem to have helped with
                                                                                            we double check all portfolios
                                                                                            be considered for the future.                                                                                         their understanding. I am currently
                                                                                            believed to be incomplete.                                                                                            updating this information and will
                                                                                                                                                                                                                  give examples of the type of
                                                                                                                                                                                                                  information that would be
                                                                                                                                                                                                                  appropriate to include in self
                                                                                                                                                                                                                  reflection etc. We could also run a
                                                                                                                                                                                                                  lunchtime portfolio session for DOS's
                                                                                                                                                                                                                  to help them to understand the
                                                                                                                                                                                                                  requirements so that they can guide
                                                                                                                                                                                                                  their students.




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