Masters in Educational Practice Assessment Handbook Cohort One
MEP Assessment Handbook Cohort 1
MEP assessment Handbook Cohort 1
Contents 1 General 2 Assessment of Modules 3 Marking of Assessed Work 3.1 M arking Criteria Table 1: Glossary of Assessment Terms Table 2: Generic Marking Criteria Table 3: Attributes of Professional Practice 3.2 Marking of Assessed Work
4 Determining the Overall Award Classification 4.1 Awards, Weightings and Award of Merit and Distinction
5 Assessed Coursework
2. Assessment Of Modules
This handbook outlines the procedures relating to the assessment of the Masters
Normally modules are assessed by Coursework (e.g. Essay, Assignment,
in Educational Practice. You should retain it as it may be necessary to refer to
Presentation) conducted during the period in which the module(s) is/are
it throughout your time on the programme. You will be notified of applicable
changes. Module Descriptions indicate how modules are to be assessed and full details will The Masters in Educational Practice (MEP) is a Masters Level (Level 7) award
also be provided at the start of each module.
defined by the Credit and Qualification Framework for Wales (CQFW) and the
6 Feedback and Disclosure of Marks
Quality Assurance Agency (QAA) framework for higher education qualifications.
If you are awarded a module mark above 50% (the minimum pass mark) you are
The main characteristics of a Masters level degree can be found at:
NOT permitted to re-sit or re-submit work in an attempt to gain a higher mark.
If you are awarded a module mark of less than 50% you will be offered the option to re-submit on one further occasion. In these circumstances you are
Cardiff University School of Social Sciences (SOCSI) seeks to ensure
required to attend to the ‘failed’ learning outcomes and to re-submit the original
6.2 Disclosure of Module Marks
students have access to a variety of formative and summative
task(s) as appropriate.
7 Failing a Module 8 Extenuating Circumstances 9 Disability and Dyslexia Service (DDS) 10 Unfair Practice
assessment strategies that are valid, equitable and reliable. Formative Assessment: This is assessment that enables learners to reflect on their
3. Marking Of Assessed Work
progress, and receive feedback. This feedback may be given in written and/or oral form, and may include self and peer assessment. Formative assessment enables
3.1 Marking Criteria
learners to plan future learning and development, and does not contribute to final
The MEP uses categorical marking for assessing individual module components.
award or their classification.
The only exception is multiple-choice examinations, where the full marking range is used. Generic marking criteria are used across the MEP and adapted to specific
The MEP recognises the benefits to student learning that can be derived from
module requirements and learning outcomes.
formative assessment, and seeks to enhance provision in this area. Modules and
10.2 University Unfair Practice Procedures
units of study provide opportunities for formative and on-going assessment and
The assessment criteria for awarding marks are used in the following ways:
feedback, thus enabling learners to take responsibility for their learning.
The criteria consist of a general set of standards for different mark bands.
11 Verification and Appeals
Different assessments impose different demands and so the relevance of specific Summative Assessment: This is assessment that contributes toward final marks
criteria (e.g. knowledge, analysis, application, presentation – see Table 1) may
and/or their classification. Summative assessment provides a measure of student
vary from one assessment to another and will be reflected in the weightings
5.2 Submitting Coursework using Learning Central
achievement set against the learning outcomes for a defined unit/module of
attached to each. This will be made clear to students and to markers. As a
5.3 Submission Dates: 2012/2013
learning, and indicates a standard of performance.
practice-based professional programme weight is given to application and
5.1 Guidelines for Formatting Coursework
Appendix 1 – Extenuating Circumstances Form
analysis and, in particular, to the demonstration of high quality and enhanced
5.4 Penalties for Late Work or Non-Submission of Assessed Work
Throughout your programme you will be given the opportunity to undertake a
5.5 Word Limits for Coursework
variety of summative assessment tasks or components. The MEP Programme Team
5.6 Request for extensions
is responsiblee for considering the suitability and variety of assessment strategies,
Assessment criteria include ‘presentation and transferable skills’, and so the
for co-ordinating the scheduling and quantity of assessment, and for ensuring
overall marks awarded will partly reflect the standards achieved in written and/or
that assessment is designed to ensure effective student learning.
oral expression. An exception is made for work submitted by students identified as deaf or dyslexic, where minor errors of spelling and grammar are not penalised. In determining the marks for each module component, common Generic Assessment Criteria are used, drawing upon the four attributes of Knowledge, Skills, Understanding and Presentation/Transferable Skills (see Table 2). Given the importance attached to professional practice, attributes in relation to this are amplified in Table 3.
Please note that this Module Handbook can be made available in other formats, such as Braille, audio tape, large print, on disc or on coloured paper. Please contact the MEP Office to request a suitable format to meet your needs. Whilst this handbook was deemed correct at the time of going to press, The School of Social Sciences, Cardiff University, reserves the right to withdraw or amend information and or content at its discretion. You should retain this book as it also contains general information which will be relevant to your studies throughout the programme.
MEP Assessment Handbook Cohort 1
MEP assessment Handbook Cohort 1
Table 1: Glossary of Assessment Terms
Table 2: Generic Marking Criteria COURSEWORK AND PROJECTS KNOWLEDGE Knowledge/ Comprehension
PRESENTATION/ transferable SKILLS
argument in order to develop further ideas. It involves the capacity to engage
40 to 50%
20 to 25%
in constructive, critical assessment of ideas and arguments and to appreciate
25 to 30%
Shows a thorough knowledge of the principles, key concepts and theoretical approaches relevant to the subject. Draws selectively and appropriately on a range of primary and secondary sources, including researchbased evidence. Overall a thoroughly competent expert.
Shows exceptional evidence of clear and original thought and can appropriately draw on and use a wide range of knowledge to address questions. Can analyse concepts and theories and apply them to issues of policy and / or practice in a systematic way. Can reflect on own value systems and on the limitations of theory and research. Where appropriate shows exceptional evidence of advanced professional practice.
Shows exceptional evidence of clear and critical thinking. Sets out and supports arguments, and demonstrates an appreciation of alternative and competing theoretical positions. Has a very sound understanding of the subject in both breadth and depth. Shows overall exceptional understanding and grasp of complex issues.
As appropriate to the task Excellent use of written and/ or oral skills. Confident use of specialist vocabulary.
Sound knowledge of principles, key concepts and theoretical approaches. Draws selectively and appropriately on a range of primary and secondary sources, showing some familiarity with research based evidence.
Shows some evidence of clear and original thought. Can appropriately draw on a range of knowledge to address questions. Can analyse concepts and theories, and apply to policy and / or practice in a systematic way. Can reflect on limitations of theory and research.
Shows evidence of clear and critical thinking. Sets out and supports arguments. Demonstrates an appreciation of alternative and competing theoretical positions. Has a sound understanding of subject in both breadth and depth.
This is the basic foundation for effective learning. It requires and uses
This refers to the ability to build on the component parts of an idea or
powers of memory and recall. It represents a database of facts, principles, ideas and arguments.
100, 95, 85
This is the basic component of understanding. It reflects the ability to use knowledge in particular, limited contexts, rather than the capacity to develop
This involves the ability to come to personal judgements based upon a
or connect various bits of knowledge.
critical review of the available facts, information and views. It involves intellectual problem solving: the willingness, desire and ability to select from
3 Application This intellectual skill represents the ability to draw upon, and use
competing solutions by systematic evaluation of the alternatives.
7 Presentation/ Transferable Skills
appropriately, a wide range of knowledge to address questions and issues. The knowledge involved is in part factual, but also includes ideas, concepts,
This refers to written and/or oral skills. It includes such things as logical
principles, technical expertise and theories.
structure, coherence and clarity of expression, spelling and grammar, and the use of ICT and numerical data. It also requires that sources are
acknowledged and properly referenced. Where appropriate it also refers to the ability to work effectively as a member of a team.
78, 75, 72
This skill involves the capacity to dissect information, arguments and ideas. It includes the ability to discover and investigate the basic structure of an idea, to reveal hidden meanings, problems and issues. It requires the separation of fact from opinion, and the ability and confidence to stand back and look for logical consistency, completeness, relevance and usefulness.
Highly competent user of ICT. Demonstrates a well-developed ability to interpret and/or present data in a variety of forms and in a critical and constructive way. Logical, coherent, creative and innovative presentation. Clear, consistent and accurate referencing. Good spelling and grammar. Works effectively as part of a team (including management, overcoming difficulties and leadership)
Overall, Markers will be looking for students to display a synthesis of practical/professional experience, knowledge of recent and Where appropriate shows systematic and thorough evidence of advanced professional practice.
relevant research evidence and appropriate underpinning theory, together with a critical and reflective approach that attempts to explore possibilities, limitations and implications, and the assumptions and evidence on which these are based.
68, 65, 62
Able to describe and examine a range of principles, key concepts and theoretical approaches. Can accurately re-present lecture material and required reading, with some evidence of wider familiarity with primary and secondary sources.
Able to critically analyse the relationships between differing arguments and evidence in a range of contexts. Can handle issues confidently and displays some critical judgement in advocating an argument. Connects aspects of subject knowledge and their application to policies, contexts and, where appropriate, their professional practice.
Able to explore and evaluate a range of principles, key concepts and theoretical approaches. Can examine and evaluate a range of sources, research methods and strategies and assess the appropriateness of their use. Can advocate a point of view and exercise critical judgement with good use of examples.
Good use of oral and/or written skills. Some use of specialist vocabulary. Competent user of ICT. Well developed ability to interpret and /or present data in a variety of forms. Organised, logical and coherent presentation. Clear, consistent and accurate referencing. Good grammar and spelling. Able to work as a team member.
42, 35, 25
MEP Assessment Handbook Cohort 1
MEP assessment Handbook Cohort 1
Has an awareness of the underlying principles, key concepts and theoretical approaches. Is able to re-present lecture material and required reading. Is aware of the contribution of the subject to individuals and groups. Can use and identify relevant primary and secondary sources.
Can distinguish between argument and evidence and show judgement in analysis of routine issues. Has an ability to connect aspects of subject knowledge and their application to policies, contexts and, where appropriate , their professional practice.
Able to assess a range of perspectives and discuss the strengths and weaknesses of each. May advocate a balanced point of view, and exercise some critical judgement, with appropriate use of relevant examples.
Demonstrates a basic knowledge of the principles, key concepts and theoretical approaches. Able to gather and summarise information, mainly from secondary sources.
Able to make some distinction between argument and evidence, and shows limited judgement in analysis of routine issue. Has a basic ability to connect aspects of subject knowledge and their application to policies, contexts and, where appropriate their professional practice.
Has an understanding of the distinctiveness of the subject. Can advocate a balanced point of view related to relevant issues but with limited critical judgement. Some use of relevant examples.
Demonstrates some understanding of key ideas. Has attempted some reading but assimilated little of the subject.
Shows limited judgement in analysing routine issues or presenting his/her ideas. Very limited to connect aspects of subject knowledge and their application to policies, contexts and, where appropriate, their professional practice.
Shows limited understanding of the distinctiveness of the subject. May offer a personal and unsubstantiated point of view of limited references with limited use of examples.
Shows little understanding of the subject. Shows little or no evidence of reading, but work is generally informed and/or accurate.
Has difficulty distinguishing between argument and evidence. Has attempted to read some material relevant to the subject and can mention routine issues perhaps with misconceptions.
Shows little understanding of the distinctiveness of the subject. Attempts to express opinions on a subjective basis, without reference to accepted knowledge. Some irrelevant ideas, little use of examples.
Has very limited ability to connect aspects of subject knowledge and their application to policies, contexts, and where appropriate, their professional practice.
Able to communicate adequately in speech and/or writing, perhaps using some specialised vocabulary. Able to use ICT appropriately. Ability to interpret simple, graphical and numerical information. Ability to collect and present basic numerical data. Logical and coherent presentation attempted. Mainly accurate referencing with minor inconsistencies. Minor inaccuracies in spelling and grammar. Can work as part of a team.
Limited ability to communicate in speech and/ or writing. Limited or no use of specialist vocabulary. Limited ability to use ICT. Demonstrates difficulties in interpreting simple graphical and numerical data. Poor presentational skills. Inaccurate and/or inconsistent referencing. Frequent grammatical and typographical errors. Unable to work as part of a team.
Table 3: Attributes of professional practice? Knowledge and understandingâ€“ drawing on the evidence base of literature, policy, legislation, research
Can identify and critically analyse issues relevant to professional practice. Demonstrates a clear understanding of how theory and practice are inter-related and are likely to impact on the outcomes for children and young people in their school. Independent thinking is applied to literature and policy-making and the links with practice are explicit. Issues related to this are analysed with critical awareness.
Professional impact on children and young people
Able to assess the impact of teaching and learning strategies used to support the learning needs of children and young people in their school. Demonstrates awareness of ethical issues related to the development of practice. Able to deal with complex issues systematically and present sound arguments for the development of practice that will have a positive outcome for children and young people in their school.
Professional inquiry and dissemination of outcomes
Able to identify issues related to enhancing learning for their students that can be addressed by systematic professional inquiry. Develops a relevant focus for inquiry which aims to enhance learning, and consider the ethical issues involved in inquiring into that area. Critically evaluates the enquiry, its successes and limitations, and communicate their conclusions clearly to specialist and non-specialist audiences showing how the enquiry has impacted upon the outcomes for the children and young people with whom they work.
Professional learning within a knowledge generating community
Able to critically analyse, evaluate and reflect upon their own practice and how this is related to wider practice and policy within the school. Demonstrates critical awareness of key concepts of collaborative professional development and teacher leadership. There is evidence of critical reflection on dissemination strategies and understanding of effective ways of engaging actively with the wider community.
Professional skills and attributes
Demonstrate self-direction, critical reflection and originality in tackling and solving problems that enhance the outcomes for children and young people in the school. Able to problematise and make visible to others decisions taken in complex school-based situations. Able to communicate fluently and accurately in a range of modes and show strong awareness of the conventions of a range of forms of presentation for professional audiences.
3.2 Marking of assessed work
In order to achieve consistency across markers and modules we
There will be a Lead Assessor for each module, usually the Module Convenor.
undertake the following:
He/she will provide guidance, such as a mark scheme, to aid the first marking
Ensure self-consistency of individual markers through support by peer review
All assessed summative work will be first marked by a University Tutor.
Utilise common Marking Criteria and published module learning outcome
A sample of 20% will be second marked by a University Tutor.
Lack of knowledge or understanding of the subject. Totally fails to address question posed. Little or no evidence of reading. Major inaccuracies.
Unable to distinguish between argument and evidence. Very little/no ability to connect subject knowledge to applied contexts.
As practicable, minimise the number of markers; and staff training; statements as the basis for marking; Employ categorical marking;
Engage is sample marking and standardization across all markers led by a In addition, all assessments which achieve a fail grade at first marking will be second marked. First and second markers reconcile marks in accordance with Cardiff School of Social Sciences Assessment Policy, applying the moderation of marks where
Little or no understanding of the distinctiveness of the subject. Express opinions purely on a subjective basis. Lack of referenced ideas/no use of examples.
appropriate. In cases of dispute a third independent marker will decide as to the appropriate mark.
lead assessor (prior to actual marking);
Internal moderation of assessed work, via second marking;
Cross moderation, led by Lead Assessor;
External Examiners will scrutinise a sample of assessed work to provide an assurance to the University that the assessment process has been conducted fairly and that standards have been met; In accordance with the Senate Assessment Regulations, all examinations, coursework, projects and class tests are marked by student ID number. Final
The first marker will be responsible for providing feedback to students on their performance in the assessment. The Action Inquiry Project will be marked by a University Tutor and External Mentor.
projects are not marked by number, but are all subject to double marking.
MEP Assessment Handbook Cohort 1
Notes 1 Sampling for internal moderation
MEP assessment Handbook Cohort 1
4. Determining The Overall Award Classification
At Stage Three: Students who have achieved 180 credits shall be awarded a
Cover Sheet: You should use the standard cover sheet as your first page.
Master of Educational Practice. To be awarded a Master’s degree with Distinction,
The cover sheet will be available to download in the assignment folder on each
Degree classifications are calculated in accordance with Senate Regulations for
a student must achieve a Final Mark of 70 or above, AND achieve a mark of at
module in the VLE. You MUST download and save the cover sheet before using it.
Sampling of assessments for moderation is based on a 20% random sample
Postgraduate Taught Schemes of Study, and based on a weighted arithmetic
least 70 in their extended project, AND achieve an average mark of at least 65 in
Once the file has been saved you can then open it in MS Word and begin to work
or 20 random items, whichever is greater. The Moderator will provide a written
average of final module marks.
their taught modules.
on your document. If you choose to use this you must ensure you indicate the
4.1 Awards, Weightings And Award Of Merit
To be awarded a Master’s degree with merit, a student must achieve a Final
question that you are answering and include a word count.
account of their scrutiny and recommendations. Average Mark of 60 or above, AND achieve a mark of at least 60 in their
Word length: Each module will specify a strict word limit for assessments .
In the case of internal moderation it is not permissible to only change the marks
The programme operates under Cardiff University Senate Regulations for Modular
extended project, AND achieve an average mark of at least 55 in their taught
It is important that your word count does not exceed this limit, even by a single
of the sample being moderated. The first marker must decide how to review and
Postgraduate Taught Programmes www.cardiff.ac.uk/regis/sfs/regs/index.html).
word, because there is a penalty of one categorical mark if you do so. Your word
adjust ALL marks in light of the feedback from the Moderator. There are four
The programme is structured into three Stages, each offering the possibility of an
possible outcomes to this:
exit award. As you successfully complete modules to the value of 60 credits you
The Final Mark will be calculated as the overall average, rounded to a whole
and this number should be included at the end of your assignment where word
are eligible either to exit at that Stage with an appropriate award OR continue to
number between 0 and 100, of the module marks achieved, the contribution
limits are prescribed. . Please note that this word count should include all your
the next Stage. The award structure is as follows:
from the taught modules and dissertation being weighted according to the rules
submitted material, including the bibliography and cover sheet.
2 Reconciling marks (moderation of first marks)
Where marks are deemed to be consistent and in line with the School’s Assessment Framework then the original marks are confirmed.
count can be calculated using MS Word (click on ‘Tools’ and then ‘Word Count’)
adopted by the MEP Board of Study is shown below.
Where marks are deemed to be consistent but out of line with the School’s
Format and Style: We advise the following
Assessment Framework (and across the entire sample) then following discussion with the moderator the first marker must decide whether to alter
Number of credits gained
Postgraduate Certificate in Educational Practice
the marks of all students by the addition or subtraction of one or more categorical marks. Where marks are deemed to be inconsistent or out of line with the School’s
Assessment Framework but only over a range of marks within the sample then following discussion with the moderator the first marker must decide whether to alter all marks within a given range by the addition or subtraction of one or
more categorical marks.
Postgraduate Diploma in Educational Practice
(though some assessment tasks may specify particular requirements) Stage
font size ARIAL = 12 paragraph spacing for main text = 1.5 line spacing margins = at least 2.5 cm or 1” all round page numbers at foot of each page charts and tables should have clear captions and be included at the appropriate point in the text and not as an appendix Bibliography and in-text citations should use the Harvard system.
Where marks are deemed to be inconsistent across the entire sample then the moderator should second mark all items and any differences reconciled by the normal process for second marking.
Master of Educational Practice
3 Cross moderation The lead assessor will receive and scrutinise a sample of work, agreed marks and
Award of credit and eligibility to progress are determined by the MEP Examining
feedback from each first marker.
Board. It shall award credit in a module where a student has achieved a module
Where marks are deemed to be consistent and in line with the School’s Assessment Framework then the original marks are confirmed. Where marks are deemed to be consistent but out of line with the School’s
mark of 50% or more. In accordance with Senate Regulations it may award a student credit in failed modules up to the value of 30 credits where the module
Module marks are presented as whole percentages only. The overall weighted
In citing references you are required to use the HARVARD style. Information
average is calculated to one decimal place. For module assessment comprising
sheets explaining how to cite sources are available from the library or on the
several components, the individual components shall be given as whole numbers
Cardiff University website at:
and the overall module mark recorded as a whole number. (Marks of .5 and
above are rounded up to the next whole number. Language: your assessments are expected to conform to professional
5. Assessed Coursework
standards of respect and dignity. In social science writing this usually means avoiding gendered language wherever possible and avoiding the use of offensive, discriminatory or racist terms. The general rule is not to specify a person’s ethnicity
mark is at least 45% and the student’s average module mark at that stage is at
Assessment Framework (and across the entire sample) then following
least 55%. Credit will not be awarded for failure to gain 50% in Module One and
discussion with the first marker the lead assessor must decide whether to
Module One must be passed to gain any of the exit awards.
Coursework should be formatted in the form of a single file created using
neutral word (person instead of man or woman); a plural (they instead of he or
Microsoft Word unless advised otherwise.
she); or an explicit acknowledgement that either gender is legitimate (s/he). In the
alter the marks of all students allocated to that marker by the addition or subtraction of one or more categorical marks. Where marks are deemed to be inconsistent or out of line with the School’s
Guidelines For Formatting Coursework
or gender unless it is necessary but to use an alternative formulation, such as a
To qualify for the award of the Master of Educational Practice students are
case of people with disabilities, you should avoid identifying individuals solely by
required to achieve 180 credits (that is, to pass all taught modules of the
the medical name attached to their condition (or even worse, some stereotypical
programme (120 credits) and to pass the extended project (60 credits).
whether to alter all marks provided by that marker within a given range by the
Students must achieve 120 credits from the taught modules before formally
Your file name should be your student number followed by the module code
addition or subtraction of one or more categorical marks.
proceeding to the project stage.
e.g. 0612345SI0123.doc. and without spaces or any symbols such as &, -,
Further guidance on appropriate language is available from the British
Sociological Association Website, at:
Assessment Framework but only over a range of marks within the sample
label) but instead identify them as a person with, e.g., a visual impairment, dyslexia or cerebral palsy.
then following discussion with the first marker the lead assessor must decide
Where marks are deemed to be inconsistent across the entire sample provided by a first marker then the lead assessor should arrange for the second marking
At Stage One:
of all items marked by the first marker and any differences reconciled by the
Students who have been awarded 60 credits shall EITHER progress to the next
normal process for second marking.
stage of their programme; OR be awarded a Postgraduate Certificate. To be
Although there will be some variation in style and presentation, depending on
Plagiarism and Good Scholarship: Plagiarism is the attempt to pass off
awarded a Postgraduate Certificate with Distinction a student must achieve a
the nature of the assessment task and any data you are using, there are some
someone else’s work as your own. It occurs when you copy, either exactly or in
Final Average Mark of 70 or above. To be awarded a Postgraduate Certificate with
common rules that each essay or assignment should follow. These are:
close paraphrase, text that someone else has written but do not acknowledge
Merit a student must achieve a Final Average Mark between 60 and 69.
Numbers NOT names: In order to ensure that work is marked as fairly
their authorship. The text that you copy may be from a journal article, book, web
as possible, it is important that you do not put your name on your coursework.
page, lecture notes or even another student. In each case, however, it is still
At Stage Two: Students who have been awarded 120 credits shall EITHER
Instead, put your student number and module code at top of each page. The
plagiarism and as such you simply should not do it. If your work does contain
progress to the project stage of their programme; OR be awarded a Postgraduate
easiest way to do this is to use the ‘header’ function. This can be accessed by
un-attributed text that is copied from an unacknowledged source then you run
Diploma. To be awarded a Postgraduate Diploma with Distinction a student must
clicking on ‘View’ and then ‘Header and Footer’. Whatever you type in the header
the risk of getting zero for the coursework and being referred to the University’s
achieve a Final Average Mark of 70 or above. To be awarded a Postgraduate
will then appear at the top of each page.
Unfair Practice Committee.
Diploma with Merit a student must achieve a Final Average Mark between 60 and 69.
MEP Assessment Handbook Cohort 1
MEP assessment Handbook Cohort 1
6. Feedback and disclosure of marks
Fortunately there are several ways to avoid plagiarism and, if done properly,
You will be required to submit summative assessments, and some formative work,
these techniques will improve your mark rather than reduce it. For example, citing
through the MEP Virtual Learning Environment. To submit your coursework using
work shows that you have actually read it and reading is something that you are
the VLE, you should use Internet Explorer (do NOT use Firefox or Google Chrome).
If you have failed a module (or modules) there will be an opportunity to
represent work on one further occasion. You will be advised of the deadlines
Feedback is provided not just to let you know how well you have done, but also
for resubmission, and the procedures for submitting your work
so that you can improve your learning. You will receive written feedback on each
encouraged to do. Obviously you should avoid lengthy verbatim extracts, but if you summarise these in your own words, whilst also acknowledging the original
Guidance on how to submit assessments electronically will
source in a citation, then you will be rewarded for this. In other words, avoiding
be provided on the Virtual Learning Environment and you
module assessment and there will also be opportunities to discuss your feedback
plagiarism is not just a matter of avoiding getting caught. It is also a matter
should review this in good time before submitting your first
and progress with your Mentor.
of developing the habits of good scholarship that are actually rewarded in the
5.4 P enalties For Late Work Or Non-Submission Of
If, however, there is a problem, for example, the file appears incomplete or will
Work which is submitted after the due deadline without valid extenuating
an assessment and received feedback, you should read these alongside the
You should avoid the submission of the same and/or very similar work for more
not open, then you need to tell us as soon as possible and PRIOR to a submission
circumstances and/or an extension approved by the Extenuating Circumstances
than one assessment. This is considered unfair practice which is defined in the
deadline. Contact the staff in the MEP office: 02920 870947, or contact the
Committee will be awarded a mark of zero. Work sent in by post, fax or sent to
Academic Regulations Handbook as “any act whereby a person might obtain for
Cardiff University IT Service Desk:
your tutor will be regarded as a non-submission and will be awarded a mark of
As a student, you should be proactive in seeking feedback, and discussing your
zero unless agreed in advance.
feedback with your External Mentors. We will aim to provide you with feedback
him/herself or for another, an un-permitted advantage leading to a higher mark or grade than his/her abilities would otherwise secure”.
To contact by telephone: +44 (0)29 208 74487
The feedback given will reflect the marking criteria and when you have submitted
on your assessed work within four weeks of the final submission date.
To contact by email: INSRVConnect@cardiff.ac.uk.
5.5 Word Limits For Coursework
Electronic Detection of Plagiarism and Unfair Practice:
Each module will specify a word limit for assessments. It is important that your
As the evidence in the following links shows, you have to be active in talking
Your work will be submitted to an electronic plagiarism detection service. This will
word count does not exceed this limit, even by a single word, because there is a
about feedback and using feedback to your advantage:
highlight any text copied from other sources. You must ensure that you correctly
penalty of one categorical mark if you do so. Your word count can be calculated
identify all quotations and ideas that you have paraphrased by following the
You are strongly advised NOT to leave submission until late into the
using MS Word (click on ‘Tools’ and ‘Word count’), and this number should be
academic conventions for Harvard referencing. Failure to do so might constitute
submission period. For most assignments you will be able to submit up to
included at the end of your essay. Please note that this word count should include
unfair practice and could result in action being taken.
THREE weeks before the deadline. After the 12 noon cut off on the final day,
all your submitted material, including the bibliography and cover sheet.
(See point 1.10 on www.cardiff.ac.uk/regis/sfs/regs/index.html)
no work will be accepted and students will be awarded a zero mark unless
Further information on how to avoid plagiarism and unfair practice can be found
there is documented evidence of extenuating circumstances (such as illness).
on the University website at:
The submission link will disappear at 12 Noon exactly.
Cardiff University’s policy on feedback can be found here: http://assessmentmatters.hosting.cf.ac.uk/assessmentmatters/wp-content/
The word limit for each assessment is in the module description.
Penalty for exceeding word limit
6.2 Disclosure Of Module Marks
Work sent by post, fax or email will be regarded as non-submission
Assignments which exceed the word limit, even by one word, will be penalised
You will receive provisional marks for each module. These will be sent to you
Anonymity and confidentiality: In reporting the outcomes of classroom
UNLESS BY PRIOR AGREEMENT DUE TO EXTENUATING
by the deduction of one categorical mark. No penalties will be imposed for
inquiry you should ensure that the identities of children or staff are anonymised.
coming under the word limit, but you are advised to make best use of the word
www.cardiff.ac.uk/regis/sfs/academic/index.html and on Learning Central.
Only use photographs and video recording if it is essential to do so and where in
the conduct of your inquiry followed the necessary protocols. Store all forms of
You MUST check on Learning Central to see that your submitted work
data, written, electronic, and visual, in a secure place.
has safely arrived. It is YOUR responsibility to check that your work has
5.6 Requests For Extensions
been successfully submitted. Failure to check will NOT be accepted as an
Please refer to section 8. All requests will be considered by the Extenuating
Circumstances Committee. You must submit an Extenuating Circumstances Form
For your records: You are required to retain an electronic and paper copy of your work for your own records.
Confirmed marks will be sent to you by the University Registry after the October Examination Board has met. Confirmed marks are NOT given out from the MEP
(see Appendix 1) with supporting documentation, such as a doctor’s letter. The
7. Failing A Module
completed form and supporting documentation should be submitted to the MEP 5.2 Submitting Coursework Using Learning Central
Submission Dates: 2012/2013
Deadlines for Submission of Assessed Coursework
If you receive a module mark of less than 50%, the assignment may be resubmitted in the re-sit period. In line with University regulations, the mark achieved on resubmission will be capped at 50%. If, because of extenuating
Final Submission Date
Introduction to Teachers’ Professional Enquiry
1200 (noon) on Friday 26 April 2013
Child and Adolescent Learning and Development (0-19)
1200 (noon) on Friday 2 August 2013
1200 (noon) on Tuesday 10 September 2013
circumstances, you do not achieve a pass mark of 50%, your re-submission may be regarded as a ‘first attempt’ and the mark will not be capped.
MEP Assessment Handbook Cohort 1
MEP assessment Handbook Cohort 1
8. Extenuating Circumstances
9. Disability and dyslexia service (DDS)
Appendix 1 – Extenuating Circumstances Form
Extenuating Circumstances include Illness/Hospitalisation, Personal/
The Student Support Service Disability and Dyslexia Service (DDS) at Cardiff
Application Form for Requesting an Extension or Reporting
Emotional Difficulties/Depression (e.g. victim of crime, eviction, financial,
provides confidential advice and support for students who are disabled or who
provides further guidance on reporting extenuating circumstances and required
anxiety) and Bereavement (close family e.g. parents, siblings, grandparents).
have a specific learning difficulty (dyslexia), mental health difficulty or long term medical condition. Their services are aimed at both prospective students and
Part 1: Guidance notes - When to use this form
documentary evidence. Independent advice is available from the Students’ Union Advice and
Extenuating circumstances do NOT include those which should be accommodated
those students who are already enrolled at Cardiff. For more details of these
within the scope of your working practices such as examination periods, or school
services, please go to the following website: www.cardiff.ac.uk/dyslx/index.html
The University recognises that, as a student, you may occasionally experience
Representation Centre, located on the 3rd floor of the Students’ Union
inspection. Adverse weather conditions and transport issues are not normally
or visit them at Student Support Centre, 50 Park Place, Cathays, Cardiff, CF10 3AT.
personal circumstances, such as illness, bereavement, etc., which can seriously
telephone number 029 2078 1410 or email advice@Cardiff.ac.uk
considered as extenuating circumstances but each case is considered in relation
disrupt your ability to study and/or affect your performance in an Assessment or Academic Appeals
to the particular circumstances. For example, the proven breakdown of public
Students who are registered as deaf or dyslexic will not be penalised for minor
transport on the way to a learning event and where you had provided for some
errors in spelling and grammar. These students will not be given an extension for
contingency would be considered.
coursework submission, unless they also have extenuating circumstances. Deaf
The University defines Extenuating Circumstances as those
Verification and Appeals Procedure following the decision of an Examining Board.
and dyslexic students are expected to take full advantage of the assistance and
The Procedure allows students to raise extenuating circumstances, which were
If you miss an assessment deadline and do NOT have acceptable extenuating
strategies offered by the Student Support Service.
Examination. We refer to these as Extenuating Circumstances.
Late reporting of Extenuating Circumstances can only be considered under the
have prevented you from performing at your usual level in an Assessment
circumstances you will be awarded a mark of zero, and if you are given the opportunity to re-sit or re-submit, your mark is capped at 50%. However, if you DO have acceptable extenuating circumstances, you might be given the
10. Unfair practice
opportunity to re-sit or re-submit and in such a case this would be counted as your ‘first sitting’ and without a capped mark. If you have extenuating circumstances which need to be taken into account for
you must show good reason why you did not report such circumstances at the
are severe and exceptional; and
correct time, and show that they have had an adverse effect on your academic
are unforeseen or unavoidable; and
performance. You should be aware that the Verification and Appeals Procedure
are close in time to the affected Assessment or Examination.
is not intended to provide an emergency remedy and it may take several
months to consider an appeal, which may result in a delay in your progression
See section 5.1. If you have any doubts as to the nature of plagiarism or how to
The University has a number of options to support students
on the programme. It is therefore important that you notify your School of any
avoid it, you should discuss the matter with an MEP Academic Tutor or Mentor.
who are experiencing Extenuating Circumstances and this form
Extenuating Circumstances promptly for consideration prior to the Examining
can be used for both the following purposes:
Board. Information on academic appeals is available from
i Application for an Extension – if you are not able to meet a set deadline
more than one module, such as in the case of a chronic illness, you should make a separate request on each occasion.
10.2 University Unfair Practice Procedures Unfair Practice in Formative (Non-Summative) Assessment
for an individual Assessment because of your Extenuating Circumstances.
You are permitted to submit notification of extenuating circumstances that may
Applications for extensions need to be made to your School in advance of
have affected or that may affect your performance in any assessment as soon as
Unfair Practice in Summative (Coursework) Assessment
the scheduled submission date by completing this form.
the circumstances arise, and where possible before the element of coursework
www.cardiff.ac.uk/regis/ifs/plag/index.html ii Reporting of Extenuating Circumstances to the Examining Board – if
is due to be submitted. If these circumstances are accepted you are likely to be given extra time to complete the assessment. The Examining Board will NOT
11. Verification And Appeals
you believe that your performance in an Assessment has been affected
compensate your extenuating circumstances by awarding extra marks. In the
A student in a University assessment may appeal on one or more of the following
adversely by your Extenuating Circumstances, and no other adjustments
majority of cases, it will only compensate your circumstances if you were to fail
have been made (e.g. an extension), it is important that you make this
a module and having taken into account your circumstances, might then give
The mark(s) and/or result published by the University contains arithmetical or
known as soon as the circumstances arise, and, where possible, before the
you the benefit of being able to re-take or re-submit as a ‘first sitting’ without
other errors of fact;
Assessment task. If, for any reason, you do not report your circumstances
a capped mark. Retrospective requests will only be considered where it can be
Defects or irregularities in the conduct of the examinations and/or other
at the time they happen, make sure that you report them by the deadline
shown that there was good reason preventing you from making a request in
assessments or in written instructions or advice relating thereto which were not
provided by your School in your Programme Handbook and BEFORE your
advance of a deadline.
known to the Examining Board, when such defects, irregularities or advice are
Examining Board meets.
shown to have had an adverse effect on the student’s performance; and/or Notification of extenuating circumstances must be made in writing completing
Extenuating circumstances which were not known to the Examining Board, and
All applications for an extension or reporting of Extenuating Circumstances to
an ‘Extenuating Circumstances Form’ (see Appendix 1) and sent to the
where the student can show good reason why such circumstances could not have
an Examining Board must be made in writing using this form and supported by
MEP Administrator. Requests must be accompanied by relevant supporting
been made known to the Examining Board when the student was assessed, and
written evidence (such evidence may include: medical/health certificate which
documentation (e.g. medical/Doctor’s letter, Student Counsellor Letter, copy
which are shown to have had an adverse effect on the student’s performance.
confirms illness for a defined period; a photocopy of a death certificate; letter of support/explanation from a support service at the University (for instance, a
of Death Certificate). The form can also be found on MEP VLE. For further information regarding extenuating circumstances, please see
Appeals which question the academic judgement of examiners, or appeals on any
statement from the Disability and Dyslexia Service, Counselling or Student Support
grounds other than those stipulated shall not be admissible.
where the student is already receiving support from that service).
Please note that you will be notified of the Extenuating Circumstances
Any student who wishes to appeal against a decision of the Examining Board
Committee’s decision via Email and/or letter. The email will be sent to your
must submit an appeal to the Director of Registry on the relevant forms which
Cardiff University Email Address only, so please check your University email
are available from REGOS, 30-36 Newport Road, Cardiff or from the following
address daily. If by letter, this is sent to your home address.
If you have queries about extenuating circumstances at any time please do contact the MEP Administrator. The MEP Office will be able to ensure you get appropriate and timely advice.
not known to the Examining Board, at the time of the original decision. However,
or Examination; and
MEP Assessment Handbook Cohort 1
MEP assessment Handbook Cohort 1
Part 2: Your Details
(iii) Please specify all modules / units affected by your Extenuating Circumstances and details of relevant Assessments.
Year of study:
Module / Unit Code
Module / Unit Title
Type of Assessment
Submission Date or Date of Examination
Absent / Present
Part 3: P lease indicate the action you would like your School to take in considering your Extenuating Circumstances (please put an X in all boxes that apply): Please state the dates which have been affected by these circumstances. These should be confirmed by supporting evidence Application for an Extension for a piece of assessed work. From
Reporting your Extenuating Circumstances to the Examining Board for consideration.
Part 4: Details of the Extenuating Circumstances
I accept that I must submit my information and evidence prior to the Assessment or the Examining Board. I understand the requirement to provide evidence of my circumstances and I accept that my request may not be considered in the absence of appropriate evidence. I declare that the information I have given is factually (i) P lease provide full details of the extenuating circumstances and how the circumstances have affected your academic performance.
correct and complete, and I agree that it may be disclosed to appropriate University staff including my Personal Tutor(s) and authorised members of the Examining Board / Extenuating Circumstances Sub-Group to allow formal consideration of the impact of the circumstances on my academic performance. I acknowledge that submission of this form is not a guarantee that the Board will grant me an extension and/or that extenuating circumstances will be accepted as having impacted on my academic performance. Signature:
Forms submitted by post or in person must be signed by you to acknowledge the above declaration. Forms submitted via your University or registered email accounts do not need to be signed, but by submitting the form you are accepting the above declaration.
Office Use only Date Received (please continue on a separate sheet of paper if required)
If no, student to be requested to provide the expected date of when written evidence will be available. Evidence Submitted
Module Unit/Title code
(ii) Please list the evidence you have attached to this form to verify the extenuating circumstances reported. Document Type
Submission Date or Date of Assessment
Decision by Chair of Examining Board (including new submission date)
MEP Assessment Handbook Cohort 1
extension granted as indicated above to be considered by Extenuating Circumstances Sub-Group
Application copied to: Decision copied to: Signature of Chair of Examining Board (or nominee)
Module Leader Year Tutor Ext Circ file Personal Tutor Student Ext Circ file
Part 6: Methods of Submission In person if you hand the completed form into the School Office in person you should complete Part 7 below and request the School Office stamp the relevant section to confirm receipt of your form (you should retain a copy for your records). If posting the form should be sent by recorded post and you should keep a copy of the form, evidence and receipt of postage for your records. Via email forms will only be accepted from a Cardiff University student email account or your personal email account which is registered on your SIMS Record (if sent from a registered email the form does not need to be signed). Forms submitted from other email accounts must show a signed form which has been scanned.
Part 7: Receipt Please complete the student information section of the receipt prior to submission of the form.
Receipt for submission of Extenuating Circumstances Form: Students Name: Student Number: Date Submitted: Received by Name Signature
Cardiff School of Social Sciences Cardiff University Glamorgan Building King Edward VII Avenue Cardiff CF10 3WT www.cf.ac.uk/socsi MEP office Tel: (029) 208 70947 Email: firstname.lastname@example.org
Published on Oct 16, 2013