Liz,
Thanks. I don't know if my message was betraying my feelings on the
matter, but whilst a number of members of the Committee seem to want to
move forward in the way I've indicated, my feeling is that this is an
invitation to boards to double compensate.
Cheers,
Paul
Academic Registry, UWCN, Caerleon Campus, PO Box 179, Newport, South Wales,
NP18 3YG
Web site: http://www.newport.ac.uk
Intranet site: http://acadoff.newport.ac.uk/
If you wish to speak to me by phone, please note that you are most likely
to catch me between 8.40 - 9.00, 13.30 - 14.00 and 17.00 - 17.15.
Liz Jenkinson
<[log in to unmask] To: [log in to unmask]
> cc:
Sent by: Subject: Re: consideration by examination boards of final
Admin-student year dissertatio ns by dyslexic students
<Admin-Student@JISC
MAIL.AC.UK>
02/26/03 08:20 AM
Please respond to
Admin-student
Paul
Maybe our Academic Registrar will pass on his thoughts. At DMU though I
don't think we report such things to the Assessment Board. If they have
had
adjustments to enable them to complete their dissertation eg extra time,
software, etc, as recommended by their assessment of needs, wouldn't it be
double compensation to bring this to the attention of the board?
Liz Jenkinson
Regulations and Complaints Manager
De Montfort University
-----Original Message-----
From: [log in to unmask] [mailto:[log in to unmask]]
Sent: 26 February 2003 08:29
To: [log in to unmask]
Subject: consideration by examination boards of final year dissertations by
dyslexic students
Colleagues,
I should be grateful if you could advise what your institution's practice
is
regarding the consideration by examination boards of final year
dissertations by dyslexic students.
Up until now, examination boards here have received details of extenuating
circumstances, but have not received details of special provisions made for
examination candidates. We anticipate that this might become a prospective
ground for appeal and so are about to report the names of candidates in
respect of whom special provisions were made. Some programmes have no
examinations, and so it is argued that we could be introducing an
inconsistency in that we only report examination issues and not those
relating to other forms of assessment. It is suggested that there is a
need
to report the names of dyslexic students, not so much to make any special
dispensation, but so that the examination board has full awareness of the
circumstances in which the candidate produced the work. The intention
seems
to be to report the names of dyslexic students who have submitted final
year
dissertations, but not necessarily to report their names in respect of
course work throughout their studies.
I'd appreciate any views but, more particularly, some indication of whether
your institution reports the names of students who have had special
examination provisions made for them and/or the names of dyslexic students
who have submitted final dissertations.
On a separate matter, I am grateful for the responses on service level
agreements but would appreciate any further URLs for such agreements or
hard
copy in the post.
Thanks for your assistance in these two matters.
Paul
Academic Registry, UWCN, Caerleon Campus, PO Box 179, Newport, South Wales,
NP18 3YG
Web site: http://www.newport.ac.uk
Intranet site: http://acadoff.newport.ac.uk/
If you wish to speak to me by phone, please note that you are most likely
to
catch me between 8.40 - 9.00, 13.30 - 14.00 and 17.00 - 17.15.
----- Forwarded by Paul A Folan/Staff/UWCN on 02/26/03 08:18 AM -----
Paul A Folan
To:
02/20/03 10:38 AM cc:
Subject: Service Level
Agreements
Colleagues,
I'd be grateful if you would let me have a copy (either by referring me to
an appropriate web site, or by sticking a hard copy in the post to the
address below) of any service level agreement(s) you may have developed
between your corporate administrative department and academic
departments/schools and/or the student body. I'd also appreciate any
observations from those of you operating service level agreements as to how
effectively (or otherwise) they have created reasonable expectations as to
level of service, enhanced the quality of service and rewarded/penalised
poverty of service on the part of the corporate administrative department
and/or academic departments/schools or, indeed, individual staff or
students. I suppose its a bottom line of do service level agreements work
and if so how (and what do they even look like)?
My interest is in service levels around functions such as the following:
· Initial course validation
· Teaching space allocation
· Franchise and collaborative provision
· Research degrees
· Examinations and Receipting of Course Work
· Investigations into Unfair practice during Assessment by Students
· Accreditation of prior achievement
· External examiner appointments
· Examination boards
· Academic appeals
· the awards congregation
· Election of committee members
· Servicing committees and ad hoc working groups
· Incremental change of existing courses
· Revalidation of courses
· Annual monitoring and evaluation of courses
Arrangements for external quality assurance visits
Please feel free to email me direct, rather than the list, to avoid
clutter.
Thanks as ever for your assistance.
Cheers,
Paul
Academic Registry, UWCN, Caerleon Campus, PO Box 179, Newport, South Wales,
NP18 3YG Web site: http://www.newport.ac.uk Intranet site:
http://acadoff.newport.ac.uk/
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