>I am currently looking at the way in which examinations are being
>conducted in light of modularisation and changes in the external
>examiner system. Mindful of the massive increase in the amount of work,
>which will be caused, we must make greater efforts to rationalise and
>save resources and a number of suggestions have come to light in this
>respect.
>
>I would appreciate comments of list members on one such suggestion,
>which I will try and summarise below:
>
>It has been pointed out by a member of staff that approximately 80% of
>students get the classification of degree that accurately reflects their
>ability and the consistent effort which they have put in over the
>duration of their degree. This being the case, why not scrap
>examinations altogether for this 80%, and make recommendations about
>their classification based solely on the knowledge that staff have of
>the students' ability? In one sense, this places greater emphasis on
>students' coursework, contribution to lectures, seminars, tutorials and
>practicals, but saves a hell of a lot of time and effort come the
>summer.
>
>The system works like this:
>The departmental committee considers each student during the Easter
>Vacation of the final year, and agrees classifications based on its
>knowledge of the students. Students are then offered a class of degree,
>and may either accept this, thereby saving themselves the hassle of
>exams, or reject the class (if they believe they can do better).
>
>For example, a student whose coursework has regularly been given marks
>in the 50s may be offered a lower second. The student can either 'stick'
>with the 2ii or 'twist' for a 2i (in the knowledge that a 3rd is also
>possible if they mess up during exams).
>
>An exception to this rule would be first class students, who would be
>offered a 2i and advised to take the exams. Another exception is that
>we would never fail students (but, as at present, ask the weakest
>students to leave before their final year).
>
>I appreciate that this is radical - but it is perhaps taking 'continuous
>assessment' to its logical conclusion.
>
>Any comments from colleagues, particularly those with similar schemes,
>would be most welcome.
>
>(We have a meeting to discuss this at 2pm today - 1st April - so
>messages this morning would be very helpful)
>

It would be far too radical to scrap exams - we certainly don't want
logical conclusions in HE. There's too much else in the sector that
doesn't stand still - leave exams alone! Let them maintain their proper
irrelevance.

The method of assessment you propose is, however, far from radical: hasn't
everyone always done it this way? I can't imagine how your institution
awards properly classified degrees if it is not using the time-honoured and
proven methods which you suggest are radical. I certainly see no reason to
follow your current pattern - unless Stella McCartney et al decide our
image would be more cool if we all did it Swansea's way.

If you require any further information for your meeting, please do not
hesitate to contact me.



Jenny Beaumont
Examinations Administrator
Academic Division
University of Bradford

ext 3896
tel (+44) (0)1274 233896
fax (+44) (0)1274 236130




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