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Frequently asked questions - Examinations, Assessments, Progression and Awarding

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Studyzone

Student Services are available to support you as you prepare for exams and assessments. Please access the Studyzone for guidance and support on revising and undertaking your examinations.

You can view your examination timetable at mytimetable.exeter.ac.uk.

The frequently asked questions are arranged in themes. Select a theme to jump to the relevant section:

The No Disadvantage Guarantee | | Positive Commitment to Scaling |The Exceptional Circumstances Policy | Exam and Assessment Procedures and Marking | Mitigation (Deferrals and Extensions) | Student Support |

The 2020/21 No Disadvantage Guarantee 

In consultation with the Students’ Guild, Students’ Union and student representatives, the University has put into place additional measures to protect academic outcomes in the 2020/21 academic year, this is your No Disadvantage guarantee.

These additional measures are as follows:

  • A positive commitment to upward scaling

For all year groups, the Assessment, Progression and Awarding Committees (APAC) in each department will take a consistent approach, using data to compare the average marks for students across their programme, as well as comparing the distribution of marks achieved for each module this year with the equivalent results from previous years. They will then apply appropriate adjustments to correct any significant downward deviation.

For example, should a module show a distribution of student attainment significantly below that of previous year groups, the APAC will scale the cohort results to bring them into line with the attainment in years prior to the COVID-19 pandemic. Where a module has been run for the first time in 2020/21, a cognate module(s) will be used for the comparison.

Only in exceptional cases, with senior authorisation, will APACs be permitted to deviate from the commitment above. In any such circumstance, they will be required to explain explicitly to students why scaling cannot be justified.

Note: Professional or regulatory requirements mean that specific modules require a particular standard to be attained and so scaling is not permissible.

  • Additional individual adjustments

We know that some students will have personal circumstances that mean they require additional support. We will support you through a range of measures which, together, create a safety-net for individual students. These include:

    • The option to apply for mitigation, enabling you to defer assessments, or apply for coursework extensions, without the need to provide evidence
    • The revision of our policies on appeals, to reduce the burden of evidence required. To read more about the revision of these policies please visit FAQ ‘what are the revisions to the student academic appeals policy this year?’
    • Further empowering departmental exam boards to take decisions and make adjustments, where justified, to account of the circumstances of individual students, recognising the particular challenges of this year
    • Expanding our definition of the ‘borderline zone’ for classification:

For finalists and taught postgraduates entering the job market or applying for further study this year, we will ensure students close to a degree class border are considered in detail. APACs will have the authority to award each student in this borderline zone a higher class of degree, where at least half the student’s weighted credits lie in the higher class. The definition of the ‘borderline zone’ will be expanded, ensuring that all students who are close to a degree class border are considered in detail, with a greater range of final weighted marks being considered for preponderance than in previous years. Students resitting or deferring final year assessments from 2020/21 to 2021/22 will also be considered under the revised definition. Please visit the FAQ titled 'How will the University expand the ‘borderline zone’ for classification (preponderance)?' on this page, for further detail.

  • Removal of the fee associated with referred assessments

The coronavirus pandemic has brought widespread and significant financial challenges for many.

Referred assessment charges are usually £100 per written paper / online exam element and £50 per coursework element, up to a maximum of £200 per module. There is no charge for deferred assessments.

Referral is a further attempt at a module assessment without the requirement to repeat any attendance. Where a failed assessment cannot be condoned in a stage, the APAC will automatically provide a referral (unless approved mitigation has been applied). You can find further information on referred assessments on our TQAE webpages.

For referred assessments relating to the 2020/21 academic year, there will be no charge (this means assessments relating to modules that were taught during 2020/21 and for which a student has received a referral).

Please note, modules with a referred assessment will still be subject to a cap at the pass mark, or the actual mark if that is lower. From the start of the 2021/22 academic year, the charges for referred assessments will be reinstated, as these costs cover essential additional administration and academic preparatory time when delivering reassessments.

Students struggling financially, irrespective of whether they have referred assessments, can also apply to our Success for All Fund for assistance.

 

Useful Webpages

Full information on the APAC is published within the TQA manual at https://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/assessmentprogression/

The current rules for classification of Exeter awards can be found at: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/classification/

The Academic Appeal Procedure is available at: Procedures Relating to Student Academic Appeals - Calendar - University of Exeter and further information on student academic appeals is available at: https://www.exeter.ac.uk/students/administration/complaintsandappeals/academicappeals/

Further information on mitigation can be found at https://www.exeter.ac.uk/students/infopoints/yourinfopointservices/mitigation/mitifaq/

Our no-disadvantage guarantee protects your outcomes, it ensures that attainment this year will be comparable with that achieved by previous year groups - including those not impacted by the pandemic - by utilising a positive commitment to upward scaling (where marks across the module are identified as impacted compared to previous years) at departmental Assessment, Progression and Awarding Committee (APAC) level. Each department will take a consistent approach and will compare average marks, and the distribution of marks, achieved by each year group this year with the equivalent marks from previous years. They will then apply appropriate adjustments to correct any significant downward deviation.

In addition, individual adjustments at student level will be, or have been, introduced, such as:

  • The option to apply for mitigation, enabling you to defer assessments or extend coursework deadlines, without the need to provide evidence
  • Increasing the length of the August assessment period, ensuring students can spread their deferrals and referrals over a period longer than the currently specified one week
  • The revision of our policies on appeals, to reduce the burden of evidence required.
  • Further empowering departmental APACs to take decisions and make adjustments - where justified - to account for the circumstances of individual students, recognising the particular challenges of this year, such as:
    • Setting aside an assessment mark or module mark when considering progression, classification or condonement
    • Substituting a proxy mark for an affected assessment where there is sufficient evidence of a student’s performance in other examination/assignments
    • Applying retrospective mitigation in the form of deferral (uncapped reassessment)
    • Using viva voce examinations (where necessary) to determine which (if any) of the above outcomes to apply

Note; the use of a proxy mark may be prohibited for degrees with professional qualifying status.

We are protecting the integrity of your degree by maintaining our high academic standards and introducing a suite of measures to account for any possible additional impact resulting from COVID-19; you will be well-placed to compete in the employment market, or in applications for further study, on an equal footing with other graduates, from this year and any other year.

Supporting you and ensuring that you are treated fairly with respect to your peers and previous and future generations of students, while also recognising the particular circumstances in which you are studying, is central to well-established and rigorous policies that the University has in place.

Although the pandemic continues to disrupt our lives, the conditions at the start of the 2020/21 academic year are different from those in spring 2020 in which we were faced with the immediate emergency of the pandemic’s escalation and the imposition of a sudden and unprecedented lockdown.

The main difference between last year and this year is that this year we are unable to create a benchmark for each student. The benchmark is what provided the ‘safety net’ for individuals in last year’s No Detriment Policy. Each benchmark was calculated using the record of achievement for each student during that year of study prior to the escalation of the pandemic. We do not have such a pre-pandemic record of achievement for each student in the current year of study. We cannot create a benchmark now for the whole year based on last year’s performance alone - or based on qualifications obtained outside Exeter (1st years and postgraduates with no University of Exeter record of achievement), because that would risk undermining our academic standards and the value of our degrees.

However, a key consistency is our commitment to Success for All Our Students. While it is not possible to implement the No Detriment Policy of last year, our well-established core policies and processes will provide you with similar protection, both as a whole cohort and individually, as well as the range of measures outlined as part of our No Disadvantage Guarantee introduced for the 2020/21 academic year. This approach is in line with the Russell Group, who released the joint statement on No Detriment on 7 January 2021.

Our students do not sit public examinations overseen by external examining bodies. Our students complete examinations and assessments set by their university lecturers, approved using long standing, rigorous scrutiny measures and external examiners within the appropriate academic field. Our assessments are proceeding as normal in the sense that the lecturers who teach courses are setting assessments, and then marking the students’ work to assess achievement of the module’s intended learning outcomes.

With A Levels, students were not able to sit their public examinations, and an algorithm based on teacher assessments was used to generate a proxy mark for those external assessments. We do not need to generate and use proxy marks across the cohort - we can use actual attainment. However, we won’t simply award students the marks that result from assessments without rigorously scrutinising their validity and applying scaling wherever we need to in order to ensure they properly reflect the achievements of the students in meeting the intended learning outcomes (ILOs) and taking into account the circumstances in which the module was completed.

For finalists and taught postgraduates entering the job market or applying for further study this year, we will ensure students close to a degree class border are considered in detail.

Each year, Assessment, Progression and Awarding Committees have the authority to award students in a borderline zone a higher class of degree, where at least half of the student’s stage weighted credits lie in the higher class.

In response to the exceptional circumstances we continue to experience in the 2020/21 academic year, the definition of the ‘borderline zone’ will be expanded by 1%, as described in the table below.

This measure is designed to encourage all students to continue to aim high in all modules, while recognizing and mitigating the risk posed by potential variability in academic performance under current exceptional circumstances.

The expansion of the ‘borderline zone’ will ensure that all students who are close to a degree class border are considered in detail, with a greater range of final weighted marks being considered for preponderance than in previous years. Students resitting or deferring final year assessments from 2020/21 to 2021/22 will also be considered under the revised definition.

Updated Rules for Classification of Bachelors and Integrated Masters Degrees

 2020/21 academic year2019/20 academic year
Qualifies for First Class Honours A final weighted mark greater than or equal to 69.50%
or
A final weighted mark greater than or equal to 67.00% and modules to the value of at least 50% of stage weighted credits with a module mark greater than or equal to 70%
A final weighted mark greater than or equal to 69.50%
or
A final weighted mark greater than or equal to 68.00% and modules to the value of at least 50% of stage weighted credits with a module mark greater than or equal to 70%
Qualifies for Upper Second Class Honours A final weighted mark greater than or equal to 59.50%
or
A final weighted mark greater than or equal to 57.00% and modules to the value of at least 50% of stage weighted credits with a module mark greater than or equal to 60%
A final weighted mark greater than or equal to 59.50%
or
A final weighted mark greater than or equal to 58.00% and modules to the value of at least 50% of stage weighted credits with a module mark greater than or equal to 60%
Qualifies for Lower Second Class Honours A final weighted mark greater than or equal to 49.50%
or
A final weighted mark greater than or equal to 47.00% and modules to the value of at least 50% of stage weighted credits with a module mark greater than or equal to 50%
A final weighted mark greater than or equal to 49.50%
or
A final weighted mark greater than or equal to 48.00% and modules to the value of at least 50% of stage weighted credits with a module mark greater than or equal to 50%

Updated Rules for Classification of Non-Honours Direct Entry Undergraduate Awards, Foundation Certificates, Foundation Degrees, Graduate Awards and Postgraduate Awards

 2020/21 academic year2019/20 academic year
Pass/ Fail threshold for the programme The pass/ fail threshold for the programme is a final weighted mark of 40.00% The pass/ fail threshold for the programme is a final weighted mark of 40.00%
Qualifies for Distinction award A final credit-weighted mark greater than or equal to 69.50%
or
A final credit-weighted mark greater than or equal to 67.00% and modules to the value of at least 50% with a module mark greater than or equal to 70%
A final credit-weighted mark greater than or equal to 69.50%
or
A final credit-weighted mark greater than or equal to 68.00% and modules to the value of at least 50% with a module mark greater than or equal to 70%
Qualifies for Merit award A final credit-weighted mark greater than or equal to 59.50%
or
A final credit-weighted mark greater than or equal to 57.00% and modules to the value of at least 50% with a module mark greater than or equal to 60%
A final credit-weighted mark greater than or equal to 59.50%
or
A final credit-weighted mark greater than or equal to 58.00% and modules to the value of at least 50% with a module mark greater than or equal to 60%

http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/classification/#bachelors-masters

During the process of calculating the 1% increase to the borderline zone, we have completed numerous data modelling exercises. The modelling has successfully shown a 1% increase will create a positive impact on a significant number of student awards.

At the University we appreciate that each student faces an individual set of circumstances, with the COVID-19 pandemic impacting each student differently.

We have committed to supporting students by introducing a range of additional individual adjustments for this academic year. These include:

  • The option to apply for mitigation, enabling you to defer assessments or extend coursework deadlines, without the need to provide evidence
  • Increasing the length of the August assessment period, allowing students to complete their deferrals and referrals over a period longer than the currently specified one week
  • The revision of our policies on appeals, to reduce the burden of evidence required
  • The Exceptional Circumstances Policy, which you can read full detail of below.

The University APACs take place twice yearly, one is held in June after the May examination period, and another in September - after the August assessment period.

We recognise that where a student has experienced health and/or wellbeing issues, the current requirement that a student provides evidence from a healthcare professional that they were not only ill, but also unable to engage in the mitigation procedures at the time they were impacted, can be difficult to evidence.

Therefore, in this exceptional year, the following adjustments will apply:

In circumstances where a student has been unable to engage with the mitigation process at the time they were impacted, rather than the current requirement of evidence from a health professional that a student was unable to engage in the mitigation procedure at the time, this will be adjusted to ‘the provision of evidence that the student was ill or receiving treatment from a healthcare professional at the time they were impacted’.

In circumstances where a student states in an appeal that they were too unwell to sit their referred/deferred exams in August, students will automatically be given a second attempt at the deferred/referred assessment(s). This will not require medical evidence. It must be noted that such an outcome would impact a student’s progression.

Where a student is being put forward by the APAC for referral in an assessment, and they provide evidence from a health professional that they were ill at the time of the original submission, consideration will be more readily given than at present to lifting the cap on that reassessment.

The Academic Appeal Procedure is available at: Procedures Relating to Student Academic Appeals - Calendar - University of Exeter and further information on student academic appeals is available at: https://www.exeter.ac.uk/students/administration/complaintsandappeals/academicappeals/

Students completing deferred assessments in the academic year 2020/21 will have the education commitment measures (safety nets) applied during the September Assessment, Progression and Awarding Committees (APACs), provided all assessments are completed during the August assessment period.

This means that:

  • The positive commitment to upward scaling (where marks across the module are identified as impacted compared to previous years) will be undertaken after August assessments have been completed. Each department will take a consistent approach and will compare average marks, and the distribution of marks, achieved by each year group this year with the equivalent marks from previous years. They will then apply appropriate adjustments to correct any significant downward deviation.
  • Finalists and taught postgraduate students entering the job market or applying for further study this year, will be eligible for an additional safety-net on their final classification. The definition of the ‘borderline zone’ will be expanded, ensuring that all students who are close to a degree class border are considered in detail, with a greater range of final weighted marks being considered for preponderance than in previous years. This is effective because APACs have authority to award each student in a borderline zone a higher class of degree - where at least half the student’s weighted credits lie in the higher class. Students resitting or deferring final year assessments from 2020/21 to 2021/22 will also be considered under the revised definition. Please visit the FAQ titled 'How will the University expand the ‘borderline zone’ for classification (preponderance)?' on this page, for further detail. 

In response to feedback from students we have recognised the need for increased guidance on:

  • The Assessment, Progression and Awarding Committees
  • The Student Academic Appeals Process
  • Mitigation, including the long-term impact of deferrals

To this end, the Student Communications team have started a project with the following aims:

  • To raise awareness of the support available and how to access it
  • To make sure information is as clear as possible and well signposted
  • To help to explain how things work and what they’re for – such as APACs and mitigation

We will utilise a range of platforms including social media, University Updates newsletters, website, podcasts etc. It is anticipated that the guidance documents and communication tools will be available from March onwards.

Throughout the process by which we made the decisions outlined above, we have liaised closely with the Students’ Guild, the Students’ Union, the Students for Academic Mitigation group, as well as a number of course representatives from all campuses and other Russell Group Universities. We have developed our policies alongside ongoing discussion and taking into account direct feedback.

If you are concerned about the additional measures that have been put in place, please liaise with your Academic Personal Tutor in the first instance.

For finalists and taught postgraduate students entering the job market or applying for further study, the definition of the ‘borderline zone’ for preponderance will be expanded, ensuring that all students who are close to a degree class border are considered in detail. This policy is only for the current finalists and PGTs, and there is no current intention to roll out in the future. This will be reviewed at the end of the academic year as we better understand the impact the pandemic has had on student performance (if any), as we understand more about the progress of the pandemic, and the roll out of the vaccine.

For all year groups, including second years, we will ensure a commitment to scaling, where marks across the module are identified as impacted compared to previous years. Scaling will be undertaken after June assessments have been completed. Each department will take a consistent approach and will compare average marks, and the distribution of marks achieved by each year group this year with the equivalent marks from previous years. They will then apply appropriate adjustments to correct any significant downward deviation.

This safety net means that your year group will suffer no detriment when compared to those who came before you, and those who will follow.

We will do everything we can to make the case to professional bodies to be as accommodating as possible under these circumstances.

In some circumstances we may not be permitted to apply the additional measures to programmes subject to professional, statutory or regulatory requirements, because of the standards of professional competency that must be evidenced, for example the weighting and completion of core modules and assessments. Please note: Professional or regulatory requirements mean that specific modules require a particular standard to be attained and so scaling is not permissible.

Colleges responsible for programmes subject to professional, statutory or regulatory requirements will be in touch with students directly in due course.

Students on postgraduate taught programmes in the academic year 2020/21 will have the education commitment measures applied during the Assessment, Progression and Awarding Committee (APAC) that is considering their complete body of work. Depending on when you started your programme (October or January) and when you hand in your final piece of work, this will take place either in the September APAC or the June APAC.

This means that:

  • The positive commitment to scaling (where marks across the module are identified as impacted compared to previous years) will be undertaken. Each department will take a consistent approach and will compare average marks, and the distribution of marks, achieved by each year group this year with the equivalent marks from previous years. They will then apply appropriate adjustments to correct any significant downward deviation.
  • Taught postgraduate students entering the job market or applying for further study this year, will be eligible for an additional safety-net on their final classification. The definition of the ‘borderline zone’ will be expanded, ensuring that all students close to a degree class border are considered in detail, with a greater range of final weighted marks being considered for preponderance than in previous years. This is effective because APACs have authority to award each student in a borderline zone a higher class of degree - where at least half the student’s weighted credits lie in the higher class. Please visit the FAQ titled 'How will the University expand the ‘borderline zone’ for classification (preponderance)?' on this page, for further detail. 

We are committed to ensuring students on all Exeter awards are not disadvantaged by the COVID-19 pandemic. The University is undertaking discussion on the application of the additional measures and safety net for students with a year abroad or placement, and will be communicating further detail as soon as possible.

Throughout the development of our additional adjustments for the 2020/21 academic year we have had continued discussions with other Russell Group Universities, to ensure continued high academic standards, fairness for our students and equality across the sector.

We anticipate other Universities in the sector will be announcing a similar and comparable campaign of measures in due course, in line with the joint statement released by the Russell Group on 7 January.

The No Disadvantage Guarantee measures will be applied to referred assessments in the following way:

  • Removal of the fee associated with referred assessments

The coronavirus pandemic has brought widespread and significant financial challenges for many.
In light of these financial challenges, the University has - for the 2020/21 academic year only - taken the decision to remove the charges for referred assessments.

Referred assessment charges are usually £100 per written paper / online exam element and £50 per coursework element, up to a maximum of £200 per module. There is no charge for deferred assessments.

For referred assessments relating to the 2020/21 academic year, there will be no charge. (This means assessments relating to modules that were taught during 2020/21 and for which a student has received a referral.

Referral is a further attempt at a module assessment without the requirement to repeat any attendance. Where a failed assessment cannot be condoned in a stage, the APAC will automatically provide a referral (unless approved mitigation has been applied). You can find further information on referred assessments on our TQAE webpages.

Please note, modules with a referred assessment will still be subject to a cap at the pass mark, or the actual mark if that is lower.
From the start of the 2021/22 academic year the charges for referred assessments will be reinstated, as these costs cover essential additional administration and academic preparatory time when delivering reassessments.

Students struggling financially, irrespective of whether they have referred assessments, can also apply to our Success for All Fund for assistance.

  • Additional individual adjustments

We know that some students will have personal circumstances that mean they require additional support. We will support you through a range of measures which, together, create a safety-net for individual students. These include:

    • The revision of our policies on appeals, to reduce the burden of evidence required. To read more about the revision of these policies please visit FAQ ‘what are the revisions to the student academic appeals policy this year?’
    • Creation of the Exceptional Circumstances Policy, which you can read full detail of below
  • Expanding our definition of the ‘borderline zone’ for classification

For finalists and taught postgraduates entering the job market or applying for further study this year, we will ensure students close to a degree class border are considered in detail. APACs will have the authority to award each student in this borderline zone a higher class of degree, where at least half the student’s weighted credits lie in the higher class. The definition of the ‘borderline zone’ will be expanded, ensuring that all students who are close to a degree class border are considered in detail, with a greater range of final weighted marks being considered for preponderance than in previous years. Students resitting or deferring final year assessments from 2020/21 to 2021/22 will also be considered under the revised definition. Please visit the FAQ titled 'How will the University expand the ‘borderline zone’ for classification (preponderance)?' on this page, for further detail.

Introudction to the Positive Commitment to Scaling 

This commitment has been introduced for the 2020/21 academic year, as part of the University’s commitment to ensuring your success and maintaining the integrity of your degree in the face of the ongoing COVID-19 pandemic. The No Disadvantage Guarantee is made up of a number of measures and Frequently Asked Questions on the full range of ‘safety nets’ that have been put in place are available.

The commitment states that:

“For whole cohorts, we have agreed with the senior leadership group of the University that exam boards (Assessment, Progress and Awarding Committees (APACs)) in each department will take a consistent approach and will compare average marks, and the distribution of marks, achieved by each year group this year with the equivalent marks from previous years. They will then apply appropriate mark adjustments to correct any significant deviation.”

When justified, adjustments will be made using a process called Scaling, whichis a normal part of the process undertaken by the University’s APACs. You can read more about this by referring to the Scaling Guidance appended to the Assessment, Progression and Awarding: Taught Programmes Handbook.

The approach being taken for scaling for the 2020/21 academic year is, however, significantly more detailed so that it takes account of the exceptional year experienced by all students, and will include upward scaling, where necessary, to ensure that your year group will suffer ‘no detriment’ when compared to those who came before you, and those who will follow.

Scaling is the systematic adjustment of a set of marks for a module/assessment in order to ensure that they properly reflect the achievements of the students in meeting the module learning outcomes. Some of the key principals that University applies when undertaking scaling are:

  • Scaling should be used only in exceptional circumstances;
  • Scaling should be used to correct instances where student marks do not accurately reflect their achievement and learning outcomes;
  • Scaling should not advantage students, but simply correct any unfair disadvantage or unfair advantage;
  • The action of scaling should be applied equally to all students within the relevant group;
  • Scaling should be applied anonymously; and
  • The application of scaling must not change the rank order of students within a module.

In all academic years, exceptional or otherwise, scaling may lead to grades being either raised or lowered. In this exceptional year, however, there is an additional positive commitment to upward scaling whenever there is a statistically significant downward deviation in the performance of a group of students.

There may be a range of triggers that lead to scaling being considered and undertaken when justified in any given academic year. These might include:

  • The distribution of marks or pattern of marks for a module is highly unusual;
  • A significant difference between a cohort’s performance on a module compared with average performance on other modules taken; or
  • The average module performance of students is significantly different to the average of student performance in the same module taken in previous years.

In this exceptional academic year, there will be a stronger focus on identifying and correcting any significant difference between students’ performance in their modules and that of students who completed the same or closely related modules in previous Non-COVID-19 impacted academic years i.e. pre-2019/20.

A comprehensive reference data set has been developed covering all undergraduate and postgraduate taught modules that have been undertaken by students during 2020/21. This specifically excludes data from 2019/20, which was also impacted by the COVID-19 pandemic.

The exceptional circumstances experienced during 2019/20 were addressed by the application of the University’s No Detriment Policy. This policy was based on the calculation of a benchmark for all taught undergraduate and postgraduate students using credit-weighted grades achieved up to and including 15 March 2019. This benchmark acted as a ‘safety net’ and ensured that students received an award or stage average that accurately reflected their academic attainment during their time on their programme, unimpaired by the COVID-19 pandemic.

The reference data set generates two outputs: a historic mean, using three years of data (where these are available), and a composite mean using three years of data from closely related or ‘cognate’ modules. Both are differentiated by the campus on which the module was studied and is weighted for the number of students who undertook a module in a particular year. The composite means provide a ‘back up’ if there is insufficient historic data for an individual module (for example, if it has been running for fewer than two years).

The University will apply a robust statistical test to determine if there is a significant difference between 2020/21 module data and that which makes up the reference data set. The outcomes will be reported to APACs and will enable them to identify which modules can be considered for upward scaling and apply the appropriate corrective action.

The decision to scale a module, and by how much, is based on the academic judgement of your APAC, informed by the extensive knowledge and experience of APAC members, including specific past and present knowledge of the modules under consideration. All scaling decisions must be recorded within the minutes of the Programme/Discipline APAC and reported to the College APAC in line with the requirements of Section 7 of the Assessment Progression and Awarding: Taught Programmes Handbook.

There will not be any indication on your stage transcript as to whether or not a module has been scaled. However, as a result of the University’s commitment, students should assume that, where justified, their modules have been scaled upwards to correct any significant downward deviation. In the event of a module not being scaled upward for any reason*, for example if an External Examiner has strongly recommended otherwise on the basis of additional evidence, then you will receive a notification from your Department explaining why this is the case.

* Subject to the approval of the Academic Dean for Students/Dean of the Faculty of Taught Programmes

As identified in the response to question 1 above, the action of scaling should be applied to all students within a cohort. This can be achieved in a number of ways; for example, by:

  • The addition (or subtraction in non-exceptional years) of a fixed number of marks; or
  • The multiplication of all marks by a particular factor (e.g. 1.02 or 0.97).

The same adjustment factor does not necessarily need to be used throughout the entire distribution of marks, as long as care is taken to ensure that the rank order of students is not affected i.e. no student will be able to ‘leap frog’ the mark of another student as a result of scaling being undertaken.

Scaling cannot take account of individual circumstances. This is why the University has introduced other ‘safety nets’ for individual students in 2020/21. These include:

  • The option to apply for mitigation, enabling you to defer assessments, or apply for coursework extensions, without the need to provide evidence;
  • The revision of our policies on appeals, to reduce the burden of evidence required;
  • Further empowering APACs to take decisions and make adjustments, where justified, to account for the exceptional circumstances experienced by individual students;
  • The introduction of the Exceptional Circumstances application process to enable students to make known the nature, severity and duration of the exceptional circumstances that they may have experienced during the 2020-21 academic year, as a result of the COVID-19 pandemic, and request additional scrutiny of their individual grades/grade profiles by their APAC; and
  • Expanding our definition of the ‘borderline zone’ for classification.

Please visit the Frequently Asked Questions for further information on all of these measures and note that the on-line application form for Exceptional Circumstances is embedded within the ‘How do I apply’ section.

 

Introduction to the Exceptional Circumstances Policy 

This process has been introduced for the 2020/21 academic year, as part of the University’s commitment to ensuring your success and maintaining the integrity of your degree in the face of the ongoing COVID-19 pandemic. The No Disadvantage Guarantee is made up of a number of measures and Frequently Asked Questions on the full range of ‘safety nets’ that have been put in place are available above.

In accordance with Section 2.2 of Exceptional Years Handbook, the University’s Exam Boards, known as Assessment, Progression and Awarding Committees (APACs,) are able to review, in a designated Exceptional Year, the impact that exceptional circumstances may have on the performance of an individual student, over and above that of the student population as a whole. Where justified, they have the power to:

i. Offer the opportunity of a deferral on any affected assessment;
ii. Set aside smaller elements of assessment when calculating a final module grade;
iii. Apply a proxy mark for any affected assessment, where there is sufficient evidence of a student’s performance in other assessments to ensure the validity of the proxy mark;
iv. Request that a student undertake a subject-based Viva Voce review to assist with making a decision on whether a set aside or proxy mark would be most appropriate; and/or
v. Adjust a student’s degree classification.

The Exceptional Circumstances process provides the means by which individual students can make known the nature, severity and duration of the exceptional circumstances that they may have experienced during the 2020-21 academic year, as a result of the COVID-19 pandemic, and request additional scrutiny of their individual grades/grade profiles by their APAC.

Please note that students who were evacuated and subsequently displaced from their usual accommodation for longer than the weekend of 26th to 28th February 2021, as a result of the detonation of the unexploded World War Two bomb, will automatically be considered as having experienced Exceptional Circumstances from the date of the evacuation onwards. They do not, therefore, need to submit an application for these specific circumstances.

Exceptional Circumstances differ from those declared for the purposes of Mitigation by their severity and/or duration and their cumulative impact.

They will have had an impact for a significant period, cumulatively more than four weeks or for the whole of the academic year, and potentially having an impact on a number of assessments and/or examinations. Exceptional Circumstances should be situations which cannot be accounted for by our standard Mitigation processes or other University support. Evidence is required to support all applications.

The Mitigation process should continue to be used to request extensions or deferrals in respect of less severe and/or shorter term circumstances impacting upon the successful completion of assessments and examinations. For 2020/21, the Mitigation process continues to be evidence free.

The process will be open to University of Exeter undergraduate and postgraduate taught students (PGT), with the exception of postgraduate taught students whose programme started in January 2021.

January-start PGT programmes will have an opportunity later in the calendar year, during the course of their programme, to submit an application through this process.

The process does not apply to Post Graduate Research Students (e.g. on PhD and other research degrees), who should continue to access the support services and advice provided by the Doctoral College.

Exceptional Circumstances are circumstances beyond your control, which have occurred during the 2020-21 academic year, are unique to an individual student, linked directly or indirectly to the COVID-19 pandemic and, due to their severity and/or duration and cumulative nature, have had a significant impact on your ability to study, and thus your performance in assessments and/or examinations.

This might be because you have:

  • been ill with COVID-19 and experienced prolonged after-effects sometimes referred to as ‘long COVID’;
  • experienced the exacerbation of an existing health condition, including a mental health condition, due to the COVID-19 pandemic situation, including difficulties in accessing care or support;
  • experienced the long-term hospitalisation of a close family relative during the COVID-19 pandemic, in which restrictions impacted on the visitation and support;
  • experienced the death of a close family relative during the COVID-19 pandemic, in which restrictions impacted on the grieving process, support provisions or funeral arrangements;
  • taken on exceptional caring responsibilities due to COVID-19, including supporting family members who are clinically extremely vulnerable or supporting the home schooling of young children;
  • been studying part time, and have been required to carry out more paid work than usual, as a ‘key worker’ (e.g. in healthcare, delivery, transport);
  • experienced significant financial hardship, as a result of the loss of work (not including being placed on furlough), which normally supplements your income (e.g. in hospitality and catering);
  • experienced significant and prolonged IT/technical or other exceptional issues which prevented me from accessing learning opportunities and learning materials and which I was unable to resolve these via an application to the Success for All Fund; and/or
  • experienced significant and prolonged disruption to my academic studies as a result of changed accommodation and/or living circumstances brought about as a result of the COVID-19 pandemic.

When making an application for Exceptional Circumstances you chose the criterion or criteria that best fits the COVID-19 related circumstances that you have experienced.

All marks and module grades are considered anonymously at Assessment, Progression and Awarding Committee (APAC) meetings. The only way in which your exceptional circumstances can be considered by your APAC is by submitting an Exceptional Circumstances Form with supporting evidence. Your APAC may then consider whether your performance across the academic year has been impacted by those exceptional circumstances over and above normal mitigation adjustments available.

The time window for the submission of applications will be open until Friday 21st May 2021 (after the final examinations have taken place). This is to allow time for applications to be processed and considered before the APACs commence on Monday 14th June 2021. You can apply at any time during this window, but you may only apply once. It is recommended that you apply at the point at which you have all the evidence you need to support your application, as this cannot be supplied after the application has been submitted. You will, however, be able to save your online application, and return to add evidence at a later date before submitting. You will not be able to submit an application if it has not been completed in full or evidence uploaded. Second or subsequent applications will not be reviewed.

The first time window for the submission of applications by undergraduate and postgraduate taught students will close on Friday 21st May 2021 (after the final examinations have taken place). This is to allow time for applications to be processed and considered before the summer APACs commence on Monday 14th June 2021. There will, however, be further opportunities to submit an application linked to the timing of subsequent APACs.

Referral/Deferral APACs

If you experience COVID-19 related Exceptional Circumstances during the completion of your referred or deferred assessments or examinations, you may submit an application between 6th and 20th August 2021.

 

APACs for Postgraduate Taught Programmes (September start)

If you experience COVID-19 related Exceptional Circumstances during the completion and submission of your final dissertation, you may submit an application between 6th and 17th September 2021.

 

APACs for Postgraduate Taught Programmes (January start)

If you experience COVID-19 related Exceptional Circumstances during the completion and submission of your assessments, including the submission of your final dissertation, during Term 1 of the 2021/22 academic year, you may submit an application between 29th November and 3rd December 2021.

You are reminded that you can apply at any time during the window that relates to your programme and APAC, but you may only apply once.  Please also adhere to the guidance provided in the preceding FAQs to ensure that your application is submitted correctly and in full.

If you have any questions about these further application windows, please contact exceptionalcircumstances@exeter.ac.uk

Apply to the Exceptional Circumstances Policy 2020/21 online.

You should apply using the dedicated online form which will require you to provide information on:

  • The Exceptional Circumstances that you have experienced;
  • The University support that you have already accessed or received;
  • Date range(s) of the period you were exceptionally affected (this should match the dates and times supported by your evidence); and
  • The corroborating evidence that you are submitting.

You will be able to upload evidence from others to corroborate the impact on your ability to study and undertake assessments and/or examinations. You will not be able to submit an application if it has not been completed in full, or evidence uploaded. Once you have successfully submitted your application, you will receive confirmation by email to your University email account.

Evidence is required for your application for Exceptional Circumstances to be deemed valid and to be taken into consideration by your APACs. Given that the 2020/21 academic year has included periods of home study during national lockdowns, and that evidence to corroborate the impact of medical conditions may be difficult to obtain while there is an extra strain on NHS services, a wider range of evidence than usual for normal Mitigation process will be acceptable.

This can be written confirmation from:

  • a GP or other healthcare professional (whether from the University or your home location) if your physical and/or mental health has been impacted;
  • a Counsellor, Education Support Advisor for Welfare (ESAW) or other wellbeing professional (whether from the University or your home location) if you have accessed such services due to the impact on your wellbeing;
  • a family member, if your need to provide care and support for them has had an impact on your studies;
  • your child/children’s school, if you have been required to home school your children as a result of not being entitled, or able, to access in school education and care;
  • your current or former employer, if the impact has been as a result of an increase or decrease in working hours;
  • your Academic Personal Tutor, or Senior Personal Tutor, if they are aware of impact that your exceptional circumstances have had on your studies and assessments and/or examinations.

You may also submit official documentary evidence such as:

  • a hospital admissions or discharge note, if you or a family member have been hospitalised;
  • a death certificate or copy of order of funeral service for a family member, if you have experienced a bereavement; and/or
  • a copy of your child/children’s birth certificate, as evidence of having had to home school children.

This list is not exhaustive and other sources of evidence may be considered. Please be aware, however, that some types of evidence, such as those provided by health, wellbeing, education and other professionals, will carry greater weight than, for example, evidence provided by friends or family.

If you are not able to provide such evidence, we will not be able to consider your application for Exceptional Circumstances, but you can continue to apply for Mitigation and request an extension or deferral for an individual assessment or a deferral for an examination on an evidence-free basis this year.

Between the date of application and the date of the respective APAC, your application, corroborating evidence and the impact incurred will be considered by the Hub-based Mitigation Committee for your department made up of staff from Student Services, including wellbeing professionals. The Committee will review your application to determine the severity and duration of impacts, with a particular focus on the cumulative effects of multiple impacts, and make a recommendation to your APAC if they consider that your grades / grade profile should be reviewed. A representative of the Mitigation Committee will attend the APAC meeting where final decisions are considered and approved.

The APAC will exercise its academic judgement to determine whether there is evidence of an associated impact on your grades or grade profile. If there has been an observable impact, your APAC has the power to:

  • Offer the opportunity of a deferral on any affected assessment;
  • Set aside smaller elements of assessment when calculating a final module grade;
  • Apply a proxy mark for any affected assessment, where there is sufficient evidence of a student’s performance in other assessments to ensure the validity of the proxy mark;
  • Request that you undertake a subject-based Viva Voce review to assist with making a decision on whether a set aside or proxy mark would be most appropriate; and/or
  • Adjust your degree classification.

With regard to the Classification of Awards, please also note that the University has also expanded the zone of consideration, within which it will apply its preponderance rules for degree classifications.

If you have made an application for Exceptional Circumstances, you will be notified at the time your results are issued as to whether or not:

  • the potential for significant impact on your assessments and/or exams had been recognised and agreed by the Mitigation Committee;
  • an associated impact on your grades/grade profile was been observed by your APAC; and
  • your APAC has, using its academic judgement and the data and information available, made an adjustment to your grades/grade profile, or recommended another course of action.

APACs consider all individual student records of attainment to ensure accuracy, make decisions and identify exceptions. APACs consist of two steps. The first step considers module marks, and can scale any modules for which student performance is not as expected. In the second step, the APAC considers the results of each and every student. The APAC ensures accuracy with regards to condonement, degree titles, classifications, core modules and levels of credits. It makes recommendations to Senate around awards, progression, classification, condonement and consequences of failure, in line with University regulations. In a designated Exceptional Year it also has the power to make individual adjustments such as those presented above (i.e. deferrals, set asides, proxy marks, viva voces and degree classification changes).

Yes, in accordance with the University’s Academic Appeals Procedure all students have a right of appeal against the academic decisions and recommendations made by the Assessment, Progression and Awarding Committee (APAC) that affect your academic progress. If you are concerned about a decision made following the submission of an application for Exceptional Circumstances, you should follow the normal Academic Appeal procedure and submit evidence as required. Appeals should be made within 10 working days of being notified of an academic decision.

Please note, that it is a principle of the University that appeals cannot be made against the academic judgment of either an internal or external examiner of the University. You can, however, appeal if you believe that this judgment was not made fairly or according to the correct University process.

If you are aware of your exceptional circumstances before your results are known then you must submit an Exceptional Circumstances application within the time window identified above. It is an important part of the Exceptional Circumstances process that you submit information about your circumstances before your results are known. This is so that the APAC for your programme can properly consider them at the point at which modules grades and degree classifications are approved, and if necessary utilise their powers to make adjustments.

Exceptional circumstances that are not declared prior to the APACs cannot normally be taken into account later. However, the University has amended its Academic Appeals Procedure for 2020/21 as part of its No Disadvantage Guarantee, permitting the submission of medical evidence retrospectively in a limited number of cases to evidence illness rather than to evidence an inability to engage with the Mitigation or exceptional circumstances processes at the time. Failing a course or failing to be awarded a degree is not considered to be evidence that the assessment was affected by Exceptional Circumstances.

We appreciate that this may be a lot of information to take in, under unprecedented circumstances, and that this may be unsettling and cause anxiety. If you have questions about the process or policy, or if you simply want further guidance or someone to support you to make a decision, please contact exceptionalcircumstances@exeter.ac.uk

If your exceptional circumstances are on-going, or if making an application for Exceptional Circumstances has resurfaced wellbeing concerns, we encourage you to reach out to the support services provided by the University and by your Students Guild and Students’ Union.

If you are based at one of the Exeter campuses, there are a number of different teams within Wellbeing Services that are able to support you, including AccessAbility, the Mental Health Team, the Psychological Therapies Team and the Welfare Team. Wellbeing services can be contacted on 01392 724381 or at wellbeing@exeter.ac.uk. Appointments are being carried out online or by telephone wherever possible to aid accessibility and keep staff and students safe. The Exeter Students’ Guild also offers free, independent and impartial advice on issues that may be affecting your wellbeing and welfare and can be contacted at advice@exeterguild.com

If you are based at the Penryn campus, Student Support, including the Wellbeing Teams, are provided by FXPlus. They can be contacted on 01326 370460 or at student services@fxplus.ac.uk. The Falmouth and Exeter Students’ Union also provides signposting to support here. The FXU’s Advice Service can also be contacted at advice@thesu.org.uk

Website Privacy Policy

The University of Exeter recognises the importance of protecting personal privacy. Whenever personal data is collected via your use of this website, that information will only be used in accordance with the University’s privacy policy and relevant legislation. The University may occasionally amend this policy by updating this page. You should revisit the page from time to time to review any amendments.

The information we collect and how it is used

We will ask you to provide personal information to enable us to provide a specific service that you have requested, in this case, the consideration of an application for Exceptional Circumstances. All personal data collected in this way will be processed in accordance with the Data Protection Act 2018 and will only be used for this purpose. The information you provide is confidential and will only be shared with a limited group of University staff who are directly involved in the Exceptional Circumstances process. This does not include members of your APAC or External Examiners who will consider anonymised grades and grade profiles only. You may view the University’s full Website Privacy Policy online.

Table of Terms

TermMeaningFurther information
Credit Credit is awarded to a learner on successful completion of a module Teaching Quality Assurance Manual - Definitions
Academic Stage The sub-division of a programme of study into major steps of progression; stages are commonly consistent with academic years. Each stage provides a coherent learning experience and may be recognised with an interim exit award. Normally, modules within a stage will be at the same level, but modules at different levels may be taken within the same stage, as specified in the programme specification. Teaching Quality Assurance Manual - Definitions
APAC Body required to consider every examination for a degree, diploma, certificate or other award of the University of Exeter Assessment, Progression and Awarding Committees
ELE Access for all of your course materials. Option 3 extended examinations and coursework assessments will be released from ELE. In-class tests, mid terms and oral examinations will be released from ELE. (https://vle.exeter.ac.uk)
BART Submission system for Option 1, 2 and 3 examinations, oral examination recordings (mp3 and m4a) and coursework. http://bart.exeter.ac.uk/
Exams ELE The system from which Option 1 and 2 exam papers will be released, and ELE Online Quizzes. https://exams.exeter.ac.uk

1. Examination procedures

The April / May 2021 examinations will usually take one of three online formats, which we refer to as Options:

• Option 1:
An open-book non-invigilated paper that must be completed and submitted within a 24 hour period following the examination start time written on your paper and on your examination timetable.

You can use as much of the available 24 hours as you wish, but we do not expect the paper to take the full 24 hours to complete. An indicative amount of time, and/or a maximum word count(s), will be stipulated in the examination rubric.

Students will need to download, complete, and upload/submit their paper within the specified 24 hour period.

• Option 2:
An open-book non-invigilated examination that must be completed and submitted within a fixed duration during a specified 24 hour period as defined on your paper and on your examination timetable.

As soon as you begin the download of your examination paper it will be time stamped, and the fixed duration of the examination will begin.

The duration will be adjusted, where appropriate, with respect to Individual Learning Plans.

Students are allowed an additional 30 minute window where submission is to BART. If your Option 2 paper must be submitted through BART (not submitted directly within ELE), please ensure you use the 30 minute window at the end of the fixed duration to upload and submit your work, contacting the Assessment Helpdesk should you have any problems during the examination.

Students will need to download, complete, and upload/submit their paper within the fixed duration and the specified 24 hour period.

Take a note of the time you started the paper. It is your responsibility to note the time you access your Option 2 examination paper, and keep track of when you will need to submit.

• Option 3:
An extended examination to be taken over a maximum of two weeks. Option 3 extended examinations are designed to be manageable alongside other time pressures, including other assessments.

All Option 1 and 2 exam papers will be posted to Exams ELE, a platform for open book remote examinations. You can find Exams ELE here or by typing https://exams.exeter.ac.uk into your browser. Nothing will show in Exams ELE until shortly before you have a paper.

Papers are released from Exams ELE to allow for enhanced security and system stability. We have published the following document on finding your specific examination within Exams ELE: Accessing_exam_on_ELE‌.

Option 3 extended examinations will be released on ELE, which you can find here. You can also access your course and revision materials on ELE. 

Please review the Student Handbook for Online Examinations for detailed information on submission.

For Option 1, 2 and 3 examinations (where a pdf assessment paper is downloaded):

You will need to submit your completed examination paper to BART. A technical guide to using BART can be found here. We have made a short video on submitting work to BART, which you can find here.

You won't need to write your student or candidate number on your examination, BART adds this automatically.

If a word count is specified on your examination rubric, you will need to enter your final word count on the BART submission screen. If a word count is not specified, enter zero.

Make sure you don’t write your name anywhere on your answer.

Please be patient, it can take a few minutes for your submission to upload to BART. If there are any issues with the system which could be affecting your ability to submit we will let you know by email on the day of your examination.

When you submit your completed examination paper to BART, you will receive a receipt notification to your University email address. This can take a few minutes to arrive. Please also check your SPAM folder if necessary.

After you submit your completed examination, double-check that you have submitted the correct document. You can check if your submission has uploaded successfully to BART: details are in the Student Handbook for Online Examinations. If you’re still unsure, please contact your Hub team, who can check your submission for you.

For Option 1 and 2 papers, ELE timestamps the start of your examination and BART records the finish time.

For ELE Online Quizzes – Option 2 (where the assessment is answered within ELE):

Your answers will automatically be recorded and submitted when you select ‘finish attempt’ on the quiz. This will end your quiz and send your answers for marking. Keep an eye on the time, if you go over the allocated time the quiz will close itself and submit your answers up to that point.

For all examinations

Students who are encountering upload issues during their examination should contact the Assessment Helpdesk before their deadline has passed, and to ensure that the issue has been logged. 

Students undertaking Modern Foreign Languages and Foreign Language Centre Oral Exams should read the guidance on recording audio files as well as the Oral Examinations Process Guidance.

In a small number of cases your assessment submission method may be different from BART. If this is the case, you will receive direct guidance from your College.

You do not need to submit your paper to Turnitin for online examinations (Option 1, 2 and 3 papers). Your paper will automatically be uploaded to Turnitin for a plagiarism/originality assessment.

All of our assessments will now be delivered online, your examination will usually take one of three forms and be timed accordingly:

• Option 1:
An open-book non-invigilated paper that must be completed and submitted within a 24 hour period following the examination start time written on your paper and on your examination timetable.

You can use as much of the available 24 hours as you wish, but we do not expect the paper to take the full 24 hours to complete. An indicative amount of time, and/or a maximum word count(s), will be stipulated in the examination rubric.

Students will need to download, complete, and upload/submit their paper within the specified 24 hour period.

• Option 2:
An open-book non-invigilated examination that must be completed and submitted within a fixed duration during a specified 24 hour period as defined on your paper and on your examination timetable.

As soon as you begin the download of your examination paper it will be time stamped, and the fixed duration of the examination will begin.

The duration will be adjusted, where appropriate, with respect to Individual Learning Plans.

Students are allowed an additional 30 minute window where submission is to BART. If your Option 2 paper must be submitted through BART (not submitted directly within ELE), please ensure you use the 30 minute window at the end of the fixed duration to upload and submit your work, contacting the Assessment Helpdesk should you have any problems during the examination.

Students will need to download, complete, and upload/submit their paper within the fixed duration and the specified 24 hour period.

Take a note of the time you started the paper. It is your responsibility to note the time you access your Option 2 examination paper, and keep track of when you will need to submit.

• Option 3:
An extended examination to be taken over a maximum of two weeks. Option 3 extended examinations are designed to be manageable alongside other time pressures, including other assessments.

Please be aware, you will not be able to apply for an extension to an option 3 extended examination. This is because option 3 assessments are still to be treated as examinations, and therefore students will have to apply to defer should they not be able to complete the assessment in the allocated weeks.

All option 1 and 2 examinations will be offered in a 24 hour period – either of no fixed duration, or a fixed duration. This will allow you to complete the exams at a suitable time, wherever you may be. The 24 hour period exists to allow all students to engage with the assessment no matter in which time zone you are living. There is no expectation that these assessments should take longer than ‘normal’ examinations.

Option 3 examinations are taken over usually a two week period.

We aim to make to make appropriate adjustments for undergraduate and taught postgraduate students who are eligible for additional specific provisions during examinations or assessments in accordance with their Individual Learning Plan (ILP). Please see question 1.8 below for details of arrangements made for students who normally receive extra time or rest breaks.

If you wish to discuss your ILP and your ability to complete the April / May exams please contact us before 5pm on Monday 15th February 2021 in order for any adjustments to be considered.

Exeter based students should contact Wellbeing@exeter.ac.uk for any queries related to a mental health condition, and contact Accessability@exeter.ac.uk for any queries related to any other disability or health condition.

Students based in Penryn should contact Accessibility@fxplus.ac.uk.

• For Option 1 examinations which are taken within a 24 hour time period with no fixed duration, students can take as long as they require within this 24 hour period to complete the examination. The expectation is that such papers will take approximately the same length of time as the originally-planned examinations, and thus the 24 hour time period allows for any extra time or rest breaks students would have previously taken in an invigilated exam on campus.

• If you are undertaking an Option 2 (fixed duration) examination and have an ILP requiring extra time then you can use this ILP Information table to calculate how much extra time you will be provided. Note this table tool is for guidance only and exact timings may be subject to rounding. You will be emailed within seven working days of the timetable release with this information. Please refer to your ILP Timings emails for confirmation of your total writing time.You can find details of your ILP via the Student Record System here. You will also be emailed within seven working days of the timetable release with confirmation of your total writing time. 

If you have been allocated any examinations falling under Option 2 (fixed duration) to be submitted to BART, please note that you will be allocated an additional 30 minutes on top of the examination duration to support you to complete the submission process should you experience any technical difficulties. This is also in addition to any timed adjustments based on Individual Learning Plans.

• For Option 3 extended examination alternatives, no extra time or extensions will be granted. Students will usually be advised to apply for a deferral should they be unable to complete the assessment, further information can be found on the Mitigation webpages.

We will work closely with the Wellbeing Service, Disability Advisors and students on a one-to-one basis to consider any challenges arising from the change in delivery of assessments.

If you have any queries or concerns about your adjustments for the upcoming May assessment period, you will need to make contact with the relevant service by no later than 5pm on Monday 15th February 2021 in order for any additional adjustments to be considered.

Exeter based students should contact Wellbeing@exeter.ac.uk for any queries related to a mental health condition, and contact Accessability@exeter.ac.uk for any queries related to any other disability or health condition. Students based in Penryn should contact Accessibility@fxplus.ac.uk.

Where circumstances still prevent you from undertaking your examinations, you have the option to request a deferral.

The following late submission regulations have been adopted for the 2020/21 April / May assessment period, to reflect the online delivery of examinations.

Late submissions

Option 1 examinations are to be completed and submitted within a 24 hour time window. Option 2 papers are to be completed and submitted within a ‘total fixed duration’ within a 24 hour period.

Late penalties for option 1 examinations undertaken within a 24 hour window, and option 3 coursework assessments undertaken over longer time frames within the examination period are as follows:

Examination TypeReduce mark by 5%Cap at pass mark Award mark of 0%
Option 1 Up to 59 minutes and 59 seconds late 1 hour to up to 47 hours, 59 minutes and 59 seconds late More than 48 hours late
Option 3 Up to 59 minutes and 59 seconds late 1 hour to up to 47 hours, 59 minutes and 59 seconds late More than 48 hours late

Submissions exceeding the total fixed duration for an examination:

For option 2 papers, it will be stipulated how much time you have to complete your paper from the moment you select the relevant link within ELE and start your examination. In addition to this specified ‘examination time’, you will also be given:

• 30 minutes of ‘technical upload time’ in which to convert your document (along with any drawings / graphs) into the correct file format (usually pdf) and submit it; and, only where applicable,
• any extra time required as a result of recommendations contained within your Individual Learning Plan (ILP).

The ‘total fixed duration’ = (i) your examination time + (ii) your technical upload time + (iii) extra time required as per an ILP (only where applicable).

The download of your examination paper and upload of your completed work within this ‘total fixed duration’ will be monitored. Students that have exceeded this total fixed duration will be penalised as follows:

Examination TypeReduce mark by 5%Cap at pass markAward mark of 0%
Option 2 Submissions that exceed the ‘total fixed duration’ by up to 14 minutes and 59 seconds late Submissions that exceed the ‘total fixed duration’ by 15 minutes to up to 29 minutes and 59 seconds late Submissions that exceed the ‘total fixed duration’ by more than 30 minutes late

Where a student submits within the total fixed duration for their examination, but after the end of the 24 hour window, then the following penalties will apply:

Examination TypeReduce mark by 5%Cap at pass mark
Option 2 Up to 59 minutes and 59 seconds late More than 1 hour late

When is work late?

Option 1 – work submitted more than 24 hours after the examination paper release time will be marked as late, and penalties will be applied.

Option 2 - work submitted after the ‘total fixed duration’ available to complete and submit the examination will be marked as late. The total fixed duration for option 2 papers consists of: (i) the examination time (as specified on your paper); (ii) the technical upload time; and, only where applicable, (iii) the additional time conferred by a students’ ILP. OR work submitted within the ‘total fixed duration’ but more than 24 hours after the examination paper release time. You should therefore make sure that you start the paper in plenty of time.

Option 3 - work is late where is has not been uploaded by the deadline, as is the case with coursework.

You can resubmit papers to BART within the timeframe of an examination. Please see the Technical Handbook on submitting to BART for guidance on how to resubmit your paper.

For additional assistance contact the Assessment Helpdesk on examshelp@exeter.ac.uk or by telephoning +44 (0) 1392 72 6800

The Helpdesk is open between 8am - 8pm BST Monday to Saturday (except for Monday 3 May 2021 as this is a UK bank holiday) and 8am - 1:30pm BST on Sunday. The Helpdesk will close to new enquiries at 1:30pm BST on Saturday 22 May. 

Students are permitted to hand write their exams, you will need a smartphone camera, digital camera or equivalent device to scan or photograph your handwritten work and then insert it into a PDF to submit to BART - full guidance is in the Student Handbook for Online Examinations. 

In the event that you hand write your answers for an examination, it is your responsibility to provide a script that is clearly legible. Candidates who submit scripts which examiners are unable to read will be invited to produce a word-processed transcript. This transcript must be a true copy of the original. If any embellishments are found, this will be treated as suspected academic misconduct following guidance under Chapter 12 – Academic Conduct and Practice.

If an answer sheet is provided on the examination, you can choose to handwrite your answers on separate paper but make sure you clearly label which question you are answering.

If you experience IT issues during your exam, you must contact the Assessment Helpdesk, so they can log that the issue has occurred and give you urgent assistance

You can contact the Helpdesk on examshelp@exeter.ac.uk or by telephoning +44 (0) 1392 72 6800

The Helpdesk is open between 8am - 8pm BST Monday to Saturday (except for Monday 3 May 2021 as this is a UK bank holiday) and 8am - 1:30pm BST on Sunday. The Helpdesk will close to new enquiries at 1:30pm BST on Saturday 22 May.

If you experience IT issues (including internet problems) that prevent you from successfully completing your examination, you can also apply for mitigation once you have contacted the Assessment Helpdesk. Be aware that the only mitigation offered for examinations is deferral to the next available assessment period, for April / May examinations this is usually August.

You should complete the online mitigation form within one working day of the affected assessment submission date.

Unfortunately it is not always possible to schedule different exams on separate days; this is because of the wide range of modules we offer at the University. Students normally have more than one exam per day, the April / May 2021 examination period is no different; however this year you will have more flexibility as you are free to start your exam at any point during the 24 hour period as long as you submit by the specified time.  If you have more than one exam scheduled in a day, it is essential that you plan your timings in advance, so you have time to complete the exams with sufficient breaks and rest periods.

2. Marking your examinations

Students can access their books and notes during an ‘open book’ exam and no invigilation is possible. No one will be marked more generously or harshly as a result of the changes to delivery. All marking will continue to comply with the University’s rigorous marking and moderation procedures that are externally scrutinised.

All examinations will be marked in accordance with published assessment criteria (or equivalent criteria to reflect new assessment formats), to ensure we uphold the standard of our degrees. University Assessment, Progression and Awarding Committees (APACs) will then scrutinise all of the results, both at the level of modules and individual students, to assess the impact of the extraordinary and challenging circumstances in which you have undertaken your examinations and assessments.

At the end of the April / May examination and assessment period, all results are scrutinised at the level of each module and of each individual student at the University’s Assessment Progression and Awarding Committees (APACs). Throughout this process, our aim is to ensure the fairness and integrity of the Exeter award, as well as to support our students through this difficult situation in a way that allows them to progress or be awarded.

You can also find further detail in the no-disadvantage section of FAQs, at the top of this page. 

Academic honesty is fundamental to the values promoted by the University and no student should be allowed to obtain for themselves, or for someone else, an unfair advantage as a result of academic dishonesty - whether this is by plagiarism, collusion with another, cheating, or other means. Students are expected to do their own work and abide by the University’s Code of Academic Conduct and Practice. In the process of submitting any examination paper, students will be asked to declare their acknowledgement of, and compliance with, this code.

These assessments will be subject to our normal processes for the detection of plagiarism, such as the use of plagiarism detection software. We are aware, however, that remote examinations (open book and online timed assessments) present the potential for an increase in academic misconduct, particularly around authorship issues. Due to this, the University has introduced a viva process to support academic staff in marking assignments where they have concerns over the authorship or originality of the work.

The primary purpose of the viva voce is to ascertain whether the work submitted by a student is based on their knowledge. This is achieved by assessing the student’s understanding of the submission, and their ability to explain and justify its contents using their knowledge of the subject, by way of a video interview as part of the moderation process. If there are any concerns about a submission, students will be notified and invited to attend a viva.

3. Mitigation (deferrals and extensions)

You can apply to defer an examination should you be unwell, experiencing significant personal circumstances that prevent you from completing assessments, or experience IT or technical issues during an examination (including ELE Online Quizzes in the April / May assessment period).

Please note extensions are not offered for examinations. To find out about how to apply for a deferral, and whether or not a deferral is the right option for you, view the information on our Mitigation webpages.

Deferred April / May assessments need to be completed at the next available assessment opportunity - for examinations this is usually August 2021.

You can find out about the University Mitigation procedures on these webpages.

We ask you to carefully consider any decision to apply for mitigation. Students can seek impartial and confidential advice from the Students’ Guild (Exeter) and Students’ Union (Cornwall).

Any student can apply for mitigation or deferral should you experience technical issues or IT failure during an examination. Requests must be received either before the examination or within one working day of sitting.

You will still need to apply for mitigation if you are unable to complete an assessment while self-isolating; an extension or deferral won't be automatically granted. Please be aware self-isolation alone is not a reason for mitigation. You can find more information and valid examples of mitigating circumstances here.

4. Student Support

In line with the current social distancing regulations, we are now running a booking system for on campus study spaces. To book a study space, please visit our Coming to Campus webpages.

To support you as you prepare for the exams there’s lots of guidance available via the Study Zone

You can also book a 1:1 appointment with a Study Skills Adviser if you require further help with your studies or revision.

We have published a Student Handbook for Online Exams, which we advise all students read before the exam period.

The Assessment Helpdesk will be available to offer students support during examinations on things such as submission difficulties, clarification questions on paper content, problems with locating papers or students experiencing IT issues.

During live examinations you can contact the Helpdesk on examshelp@exeter.ac.uk or by telephoning +44 (0) 1392 72 6800

The Helpdesk is open between 8am - 8pm BST Monday to Saturday (except for Monday 3 May 2021 as this is a UK bank holiday) and 8am - 1:30pm BST on Sunday. The Helpdesk will close to new enquiries at 1:30pm BST on Saturday 22 May.

If you have queries about your dissertation or coursework items, please speak to your relevant Hub Info point.

The Assessment Helpdesk is run by a support team able to respond to queries on all Option 1 and 2 examinations whilst they are taking place and open.

The Assessment Helpdesk can be contacted by email on examshelp@exeter.ac.uk and by telephoning +44 (0) 1392 72 6800

The Helpdesk is open between 8am - 8pm BST Monday to Saturday (except for Monday 3 May 2021 as this is a UK bank holiday) and 8am - 1:30pm BST on Sunday. The Helpdesk will close to new enquiries at 1:30pm BST on Saturday 22 May.

If you have enquiries about any non-examination assessments please speak to your relevant Hub Info Point.

The Helpdesk can advise on queries about the examination question or rubric, as well as IT-related queries during your examination, liaising directly with the IT Helpdesk if necessary. They will also log that you have experienced an issue during an examination should you need further assistance.

If bringing your own computer to University is financially difficult, you can apply for funds to buy computer equipment through the University's Success for All Fund. If you are disabled and need help to buy specialist equipment, we may also be able to help. You can find out more and apply on our website. You should investigate these routes of assistance well in advance of the examinations week.

We will make sure you have access to any specialist software you need for your studies virtually.

The Assessment Helpdesk will be available to offer students support during mid-term exams with matters such as submission difficulties, clarification questions on test content, problems with locating assessments or IT issues.

You can contact the Helpdesk by telephoning +44 (0) 1392 72 6800.

5. The 2019/20 No Detriment Policy

In the 2019/20 academic year, the University introduced the No Detriment Policy (.pdf). This policy included all assessments submitted in the 19/20 academic year, including referred or deferred assessments and postgraduate dissertations.

We have published the No Detriment Policy in full online, here. You will see that this was a complex policy, which took time to develop and is not always simple to explain, but we have published it in full to give you transparency on how we calculated your benchmark, and how the policy was used as the basis of a ‘safety net’, for assessments relating to the 2019/20 academic year.

The benchmark calculation looked at academic stage marks achieved before 15th March 2020, when the coronavirus caused disruption to all of us.

Please note that some programmes are subject to professional, statutory or regulatory body requirements, and therefore were not permitted to apply the no detriment policy. If this is the case students will be communicated with separately by their respective College.

The No Detriment Policy may seem complex (although at its heart it is fairly simple) and, therefore, we want to provide you with some hypothetical examples to illustrate how it worked. Please note, this policy is only relevant to assessments that took place in the 2019/20 academic year.

These are some undergraduate examples for a typical 3 year programme in which the final year mark has a weighting of 2 and the second year a weighting of 1 in the degree classification calculation.

Results ProgrammeWhat the benchmark means for you

Finalists

I have got consistent 2.1 marks in my second year and final year UG three year programme in which the final year mark has a weighting of 2 and the second year a weighting of 1 in the degree classification calculation You don’t need to worry about calculating the benchmark because it will be in the 2.1 class and, when combined with your 2.1 performance in the 2nd year, your degree mark will be in the 2.1 degree class as long as you complete and pass the year and are not subject to academic misconduct penalties
I have got consistent 1st class marks in my second year and final year UG three year programme in which the final year mark has a weighting of 2 and the second year a weighting of 1 in the degree classification calculation You don’t need to worry about calculating the benchmark because it will be in the 1st class and, when combined with your 1st class performance in the 2nd year, your degree mark will be in the 1st class as long as you complete and pass the year and are not subject to academic misconduct penalties
I have a stage mean of 68 for the second year, and completed 25% of my final year credits by 15th March with a mean (weighted by credits) of 75 UG three year programme in which the final year mark has a weighting of 2 and the second year a weighting of 1 in the degree classification calculation Your benchmark for the final year is 71.5 [(68 * 0.5) + (75 * 0.25 * 2)]. If you don’t improve on the benchmark, your degree mark will be in the 1st class [(68 + 71.5 + 71.5)/3 = 70.3] as long as you complete and pass the year and are not subject to academic misconduct penalties
I have a stage mean of 58 for the second year, and have completed 50% of my final year credits by 15th March with a mean (weighted by credits) of 65 UG three year programme in which the final year mark has a weighting of 2 and the second year a weighting of 1 in the degree classification calculation Your benchmark for the final year is 65 (you have completed enough credits). If you don’t improve on the benchmark, your degree mark will be in the 2.1 class [(58 + 65 + 65)/3 = 62.7] as long as you complete and pass the year and are not subject to academic misconduct penalties
I know I am borderline, have a stage mean of 68 for the second year and have completed 50% of my final year credits with a mean (weighted by credits) of 71 UG three year programme in which the final year mark has a weighting of 2 and the second year a weighting of 1 in the degree classification calculation Your benchmark for the final year is 71 (you have completed enough credits). If you don’t improve on the benchmark, your degree mark will be in the 1st class [(68 + 71 + 71)/3 = 70] as long as you complete and pass the year and are not subject to academic misconduct penalties
I know I am on the 2.1 borderline; I have a stage mean of 58 for the second year and have completed 25% of my final year credits by 15th March with a mean (weighted by credits) of 60 UG three year programme in which the final year mark has a weighting of 2 and the second year a weighting of 1 in the degree classification calculation Your benchmark for the final year is 59 [(58 * 0.5) + (60 * 0.25 * 2)]. You are still borderline and on these marks, if you don’t improve on the benchmark, your degree mark will be in the 2.2 class [(58 + 59 + 59)/3 = 58.7] as long as you complete and pass the year and are not subject to academic misconduct penalties. However, remember the benchmark is a safety-net and you have a lot of summer assessments in which to achieve the improvement you are looking for. Furthermore, exam boards (APACs) always look carefully at borderline candidates and, naturally, will give these special focus this year given the exceptional circumstances

Second year students

I have a stage mean of 55 for the 1st year but have completed 50% of my second year credits by 15th March with a mean (weighted by credits) of 65 UG three year programme in which the final year mark has a weighting of 2 and the second year a weighting of 1 in the degree classification calculation Your benchmark for the second year is 65 (you have completed enough credits). If you don’t improve on the benchmark, your stage mark will be 65 as long as you complete and pass the year and are not subject to academic misconduct penalties
I have a stage mean of 55 for the 1st year and have completed 25% of my second year credits by 15th March with a mean (weighted by credits) of 65 UG three year programme in which the final year mark has a weighting of 2 and the second year a weighting of 1 in the degree classification calculation Your benchmark for the second year is 60 [(55 * 0.5) + (65 * 0.25 * 2)]. Of course, you can still improve on this in the summer assessments as you have several to come and once you have a full set of second year marks, we don’t need to use the 1st year marks. However, if you don’t improve on the benchmark, your stage mark will still be in the 2.1 class because it will be set to your benchmark as long as you complete and pass the year and are not subject to academic misconduct penalties

First year students

I have completed 35% of my first year credits with a mean (weighted by credits) of 65 UG three year programme in which the final year mark has a weighting of 2 and the second year a weighting of 1 in the degree classification calculation You have a provisional benchmark of 65. It is provisional because you haven’t completed 50% of your credits. The June APAC will look at your performance in the summer assessment and as long as it is close to your provisional benchmark they will set your overall stage result at whichever is higher, your credit-weighted mean for the year (stage) or your provisional benchmark. This is all so long as you complete and pass the year and are not subject to academic misconduct penalties. If the APAC considers that performance between March and June is significantly lower than the provisional benchmark they have discretion to set your overall stage result at a mark lower than the provisional benchmark; if they do, you will be provided with the justification for this decision

Postgraduate programmes are more complicated but here are 2 examples for a typical 1 year programme:

I am a postgraduate student and I have completed 35% of my credits with a mean (weighted by credits) of 55, I will complete another 35% of credits by June and submit my dissertation, which is worth 30% of my credits, in September; what does it mean for me?

• You have a provisional benchmark of 55. It is provisional because you haven’t completed 50% of your credits. The June APAC will look at your performance in the summer assessment, by which time you will have completed more than 50% of your credits. As long as your performance between March and June is close to the provisional benchmark they will set your firm benchmark at whichever is higher, your credit-weighted mean for the year up to that point or your provisional benchmark as long as you are not subject to academic misconduct penalties. If the APAC considers that performance between March and June is significantly lower than the provisional benchmark they have discretion to set the firm benchmark lower than the provisional benchmark. However, if they do so, you will be provided with the justification for this decision.
• When you have completed your dissertation, as long as you have completed and passed the year and are not subject to academic misconduct penalties, your degree mark will be set to whichever is higher, your credit-weighted mean for the whole year or your firm benchmark.

I am a postgraduate student and I have completed 50% of my credits with a mean (weighted by credits) of 65, I will complete another 20% of credits by June and submit my dissertation, which is worth 30% of my credits, in September; what does it mean for me?

• You have a benchmark of 65. The June APAC will compare your credit-weighted mean for the year (stage), based on all your assessments to that point, with the benchmark. As long as you are not subject to academic misconduct penalties, if your credit-weighted mean is higher than your benchmark the exam board will increase your benchmark to your new, higher credit-weighted mean mark; otherwise your benchmark will be unchanged.
• When you have completed your dissertation, as long as you have completed and passed the year and are not subject to academic misconduct penalties, your degree mark will be set to whichever is higher, your credit-weighted mean for the whole year or your benchmark.

We hope that these examples help you understand and gain assurance about the way that we are seeking to support you to succeed.

The No Detriment policy cannot be applied until students have completed and passed their academic stage. Where you had not completed your academic stage by the end of 2019/20, the impact of COVID-19 on your results will be reviewed at a later point in your programme, once you have completed your current academic stage.

The final exam board (APAC) of your academic stage will apply the benchmark to assessments completed in the COVID-19 impacted period between 15th March 2020 and the end of September 2020.

Where you do not have enough credit completed prior to 15th March 2020 to have a firm benchmark calculated by the end of September 2020, then a future APAC will exercise other existing powers to ensure that your academic outcome is not negatively impacted by the COVID-19.

In our No Detriment policy we have stated that provisional benchmarks became firm benchmarks at June 2020 APACs (exam boards) provided there was no ‘significant difference’ between the provisional benchmark and the credit weighted mean including assessments completed from 15th March to June 2020. Additional guidance has been provided here to explain how provisional benchmarks were used and how they were factored into final calculations.

To be clear:

1. If the credit weighted mean for the year is higher than the provisional benchmark, then the credit weighted mean for the year will be used instead of the provisional benchmark.
2. If the credit weighted mean for the year is lower than the provisional benchmark, then a formula will be applied to create a firm benchmark.

Exam boards (APACs) will use the following formula to calculate whether there is a reliable benchmark that can be used where the credit weighted mean is lower than the provisional benchmark.

Definitions:
• P = the provisional benchmark,
• A = the number of partial credits obtained up to 15 March 2020,
• M = the credit weighted mean for the stage,
• μ = A / 60 (for UG) or A / 90 (for PGT),

We compute a firm benchmark B by:

B = μ P + (1 – μ) M.

The final stage mark should be taken as the higher of B and M.

The formula interpolates between two extremes and provides a continuum. In the case where a student has attained almost no credits in the stage, the quantity μ will be close to zero, so B will be close to M (the stage credit-weighted mean, including post 15th March marks). However, if a student has attained almost 60 (or 90 for PGT students) credits, then μ will be close to 1, so B will be roughly P, the provisional benchmark (including only pre-15 March marks).

Here are some case studies to help explain this further:

1. A UG student who has completed 30% of their total 120 credits for the year by 15th March. The credits taken by 15th March gave them a provisional benchmark of 55.

After completing all of their assessments for 2019/20 they achieved an overall credit weighted mean of 56.

As this is higher than their provisional benchmark, they receive a total score for the year of 56.

2. A UG student who had completed 25% of credits by 15th March, corresponding to A = 0.25 × 120 = 30 for UG and achieved a provisional benchmark of 69.

After completing further assessments after 15th March they had a credit weighted mean of 65.

As this was lower than their provisional benchmark, a firm benchmark score would need to be applied. To ensure that the impacts of COVID-19 mitigation are taken into account and a fair score is reached, the formula will be applied (as provided above):

We compute a firm benchmark B by first computing μ = A / 60 = ½. The formula is:
B = μ P + (1 – μ) M.

In this case, B = ½ × 69 + (1 - ½) × 65 = 67.

The student achieves a firm benchmark of 67.

3. A Masters student who had completed 43% of their credits by 15th March, corresponding to A = 0.43 × 180 = 77.4 for PGT, and achieved a provisional benchmark of 68.

The remainder of their assessments were taken online after 15th March and gave them a credit weighted mean of 66.
As this was lower than their provisional benchmark, a firm benchmark score would need to be applied. To ensure that the impacts of COVID-19 mitigation are taken into account and a fair score is reached the formula will be applied. We start by computing μ = A / 90 = 0.

B = μ P + (1 – μ) M.

In this case B = 0.86 × 68 + (1 – 0.86) × 66 = 67.72.

After rounding, the student would achieve a firm benchmark of 68.

Section A: Understanding your results

In calculating stage averages, module results are weighted according to the module’s credit value and the overall credit total for the stage.

Take the example of a standard UG student who completes 120 credits per stage:

• The Weighting is obtained by dividing the Credits Awarded for the module by 120 credits.
• The Weighted Mark is obtained by multiplying the Weighting by the Module Mark.
• The sum of all of the Weighted Marks provides the Stage Average.

In the example below:

• Module XXX1001 has a weighting of 15 credits / 120 credit total for the stage = 0.125
• 0.125 (Weighting) x 57 (module mark) = 7.13 Weighted Mark for module XXX 1001
• The sum of all Weighted Marks = 53.125, rounded to 2 decimals places = 53.13 which represents the Stage Average.

Module CodeModule MarkCredits AwardedWeightingWeighted Mark
XXX1001 57 15 0.125 7.125
XXX1002 52
15 0.125 6.5
XXX1003 47 15 0.125 5.875
XXX1004 64 15 0.125 8
XXX1005 63 15 0.125 7.875
XXX1006 71 30 0.25 17.75
         
      Stage Average 53.125 rounded to 2 decimals places = 53.13

For most PGT programmes, the stage average is defined by the overall credit requirement for the programme, i.e. 180 credits for a standard Masters, 120 credits for a Postgraduate Diploma, and 60 credits for a Postgraduate Certificate.

Looking at the example above, module XXX 1001 would have a Weighting of 15 credits / 180 overall credit requirement = 0.083.

These are listed in the University’s Teaching and Quality Assurance manual. See Academic Credit Requirements for Award for details.

The University’s Teaching and Quality Assurance Manual provides the necessary details on stage weightings and classification rules for each type of programme and degree, to enable you to determine your final credit-weighted average and degree classification.

See Classification of Awards for details.

Transcripts will display the average credit-weighted mark for the stage and this average will have been calculated based on marks attained from modules. These marks will have been through a number of quality assurance processes during exam board (APAC) ratification. These processes may include scaling or perhaps having penalties for academic misconduct or late submission applied. The final component and module marks may not always correspond with the benchmark or stage average you calculated in advance.

PGT results were reviewed in June in order to increase the partial benchmark or set firm benchmarks; these will be for internal use and not be communicated to students at the time. The benchmarks will be factored into awarding at the final APAC of the programme, which for most PGT programmes takes place in the Autumn, and will be included in the calculation of the degree classification and will be displayed on the final transcript. Transcripts will display the average credit-weighted mark for the stage and this average will have been calculated based on marks attained from modules. These marks will have been through a number of quality assurance processes during exam board (APAC) ratification. These processes may include scaling or perhaps having penalties for academic misconduct or late submission applied.