Quality Handbook Section 16A - Common Assessment Regulations for Bachelor's and Integrated Master's Degrees Requirements

2.1 The regulations will be reviewed and updated periodically in line with developments in University policy and practice. There may be differences in regulations as they apply to different cohorts of students registered for the same award. Every effort will be made to inform students about proposed changes. Changes will not normally be introduced for implementation in the current year of study but would take effect in the following academic year.

2.2 Changes to the regulations are made after appropriate consultation. At University level, proposed changes will be discussed with staff who will be given the opportunity to comment on such changes. Students and external examiners will also have an opportunity to comment. Proposed changes may be modified in the light of feedback.

2.3 At course level, students and external examiners should be consulted on any proposed changes to the assessment regime which may affect progression and award requirements. Students must be kept fully informed as to any changes to the regime which affects them.

2.4 Where changes affect the material information provided to current and prospective students, the University will ensure appropriate and timely communication of these changes in line with Competition and Markets Authority (CMA) guidance.

2.5 The above processes apply to all award bearing courses.

3.1 All elements and sub-elements are marked according to the University’s undergraduate grade based assessment scheme – see appendix 1. For assessment of the Level 7 credits which contribute to the integrated master’s award, the fourteen postgraduate grades should be used.

4.1 All award and module results (including referral results) are considered and agreed by the board. The terms of reference and operating principles of the board are articulated in the NTU QH Section 15: Requirements for Assessment Management and Operation

4.2 All of the assessed grades contributing to a module or an award remain provisional until confirmed by a board.

5.1 The grade(s) awarded to the summative assessment piece(s) is/are used to determine whether or not the module learning outcomes have been achieved, and therefore whether the module credits have been attained.

5.2 Where a module has one assessment element, the grade associated with that element goes forward as the module grade and determines whether or not the module has been passed.

5.3 Where a module has more than one element of assessment, each individual element contributes to the demonstration of learning outcomes, so each must achieve at least the minimum pass grade. An exception to this is when a marginal fail grade is achieved in an element of a module, then providing at least a low 3rd grade has been achieved for the module as a whole, the student’s performance is recorded as a pass for that module. The equivalent holds for Level 7 credits in integrated master’s courses: if a marginal fail is achieved in an element, then providing at least a pass grade has been achieved for the module as a whole, the student’s performance will be recorded as a pass for that module.

5.4 The minimum grade for a pass is as follows:

• Bachelor's: Low 3rd (undergraduate framework)
• Integrated master's Level 7 modules: Pass (postgraduate framework)

See section 9.2 for further information.

5.5 The Level 7 pass threshold for integrated master’s represents a higher standard of work than the undergraduate threshold (Levels 4-6). This applies to Level 7 modules taken at stage 3, where there may be a mixture of Level 6 and Level 7 modules.

5.6 The weighted arithmetic mean of the grade points associated with the relevant grades is calculated to arrive at the overall module grade (see also Appendix 3).

5.7 Occasionally, several assessment tasks (sub-elements) contribute to a single element. Unlike elements, individual sub-elements themselves do not have to be passed. The definitive module information in CourseLoop describes the way in which sub-elements contribute to an element grade (for example, all grades are equally weighted, or the lowest grade is disregarded). Grade points are accordingly aggregated to arrive at the element grade. When determining whether a module has been passed and the credits attained, it is the element grade(s) that is/are considered (see also Appendix 3).

5.8 The relative contribution of a sub-element of assessment to an overall element grade will have been agreed at approval. These arrangements should be clearly articulated for all stakeholders. Specific details about how grades are aggregated are provided in Appendix 3.

6.1 A course may include competency-based elements that are assessed on a pass or fail basis. These elements are not used to determine the module grade, level result or award classification.

6.2 Competency-based refers to a practical, professional or work-based type of performance assessment that is normally measured as a personal competence against pass and fail criteria.

6.3 Where a student has been admitted on the basis of prior learning or has undertaken study at another institution as part of their course, the credits may be graded on a pass or fail basis. Such credits are not used to determine the module grade, level result or award classification.

7.1 Because courses are designed such that course learning outcomes are assessed in more than one assessment, a student who has failed a module may be considered to have demonstrated the achievement of the same learning outcomes elsewhere. This can only be properly determined when students have completed an entire stage, although when personal circumstances apply, the board may need to use its discretion to determine the most appropriate outcome.

7.2 In acknowledgement of this, boards may compensate a marginal fail grade for a module as a whole. In addition, a board may compensate a mid-fail grade for an element provided at least a low 3rd grade (or pass for Level 7 integrated master’s modules) has been achieved for the module as a whole. In both circumstances, there should be evidence that the student has achieved the minimum pass requirement or higher at the end of the stage, and in the case of a failed element, that all sub-elements have been completed. In cases of a marginal fail grade in an element for which the module has achieved a pass, a pass is recorded automatically without the need for compensation.

7.3 In cases where Level 6 and Level 7 modules contribute to a single stage in integrated master’s courses, the minimum pass requirement at the end of the stage will be the equivalent of an undergraduate low 3rd.

7.4 Compensation is restricted to a maximum of 20 credits in any one academic stage, unless personal circumstances apply, in which case compensation can be applied beyond 20 credits.

7.5 Where there are no personal circumstances but the board is satisfied that the course learning outcomes have been achieved, it may exercise its discretion in cases of marginal and mid fail grades and compensate beyond 20 credits.

7.6 Once a module or element grade has been compensated, the grade must not be adjusted.

8.1 A student must submit work for assessment in the required form(s) by a specified time on the dates indicated in the Assessment and Feedback Plan. When students submit work after the specified time, the following rules will apply.

8.2 Where a student is taking a first attempt at a module and submits assessed work after the submission date (and specified time) indicated in the Assessment and Feedback Plan, the work will be marked if submitted within five working days of the submission date.

8.3 Where a student is making a first attempt and submits assessed work by this second deadline (i.e. five working days after the submission date), the maximum grade awarded will be a low 3rd. Where the quality of the assessed work falls below the minimum acceptable level (i.e. below a low 3rd) a lower grade will be awarded as appropriate.

8.4 Where a student is making a first attempt at a module and submits work after the second deadline (i.e. five working days after the official deadline), a zero grade will be awarded and examiners must only comment on the work for learning purposes and return it to the student with a zero grade.

8.5 A course may adopt a shorter timescale than five working days. This should be agreed with the Academic Standards and Quality Committee (ASQC) and indicated in the course handbook and other appropriate documentation provided to students.

8.6 Where a student is making a referred or repeat attempt at a module (see subsection 10 below), they must submit work by the submission date and they will not be allowed a second deadline. Work received after the submission date without an extension will be awarded a zero grade. Examiners must only comment on the work for learning purposes and return it to the student with a zero grade.

8.7 A student who has an approved personal circumstances request may be granted an extension to submit work between seven and, up to, fourteen calendar days after the submission date. Where a student is authorised to submit work after the submission date, they will not be penalised provided it was submitted within the authorised extension (see also QH Section 17A).

8.8 For modules that are marked on a pass and fail basis, a ‘Late Pass’ should be recorded by the board for successful work that is submitted after the submission date and without an extension.

8.9 For assessment events (for example: examinations, including ‘take and do’ examinations) rather than coursework, where a student fails to attend an assessment event and does not have an approved personal circumstances request, a zero grade will be awarded.

8.10 Where an approved personal circumstances request explains the lack of attendance at an assessment event, the University may allow the opportunity for the student to be assessed at the next most appropriate opportunity. Such a decision by the University must be ratified by the relevant board.

9.1 A student who has not achieved the minimum module pass grade, and who has not been granted a compensated pass, has failed the module.

9.2 Where individual elements do not reach the minimum pass grade, then a decision must be made about how to provide the opportunity for the student to have another attempt (see below) unless the failed element has been awarded a marginal fail and the overall module aggregate is calculated to be at least a low 3rd. In this case, it is considered that the student has demonstrated just enough evidence not to be reassessed and the module grade goes forward.

9.3 Where a professional practice placement has been failed, a board can rule that a student may not be eligible to retake that placement.

10.1 Following a failure of a module, a student has the right to be reassessed on one further occasion.

10.2 At Levels 6 and 7, students will not be offered the opportunity to be reassessed until a board has confirmed the decision.

10.3 For reassessment in a module, the examination board will decide whether a student should:

1. Undertake a referral in the same academic year; or
2. Repeat the assessment in the following academic year with or without further attendance.

10.4 The maximum permitted number of attempts normally allowed for a student to pass a module is two – first attempt and then referral or repeat. At Levels 4 and 5, a board has discretion to authorise a third attempt only in exceptional circumstances.

10.5 A student may not demand reassessment in a module that is no longer offered in the course. A board may, at its discretion, make special arrangements where it is not practicable for students to be reassessed in the same modules and by the same methods as at the first attempt.

10.6 Referral is the normal form of reassessment since it is linked to the student’s original module studies and normally will not involve further attendance. As it is linked to the student’s original module studies, it should take place in the same academic calendar (e.g. August or September for year-long modules) unless there are sound academic reasons for not doing so. If a student fails the referred work, they may be offered the opportunity to repeat the module (with or without attendance). This would be considered an exceptional third attempt (see reg. 10.4 above).

10.7 In the case of some failures, it may be appropriate for a board to decide to forego the initial referral opportunity and require a student to repeat the module with or without attendance. Without attendance means that the student is not required to attend classes except those, if any, during which assessment is conducted. If a student fails the repeat, they may be offered a referral opportunity. This would be considered an exceptional third attempt (see reg. 10.4 above).

10.8 In all circumstances of reassessment, where a student has passed other elements, the grades associated with these elements should go forward and the student should not be reassessed in them.

10.9 Where a student has a number of failures, which include one or several element(s) within a module for which some elements have been passed, the student should be given a referral in the failed element(s), even when the board has decided that the student should repeat the remaining failed modules. Ideally, this referred element should be reassessed in the same academic year. Where this cannot happen, the referral can take place in the following academic year alongside the modules being repeated. In this situation, the maximum grade that is recorded for this element is a low 3rd (or pass for Level 7 integrated master’s modules). The result for any element(s) passed at the first attempt in the previous year is then used in determining the overall module grade.

10.10 The decision about the type of reassessment task is made in advance of the examination board by the course team and ratified at the board. Reassessments may take the form of the same kind of assessment(s) or the completion of a different kind of assessment. It may also be that one task is set to assess two or more assessment elements if this is considered fair and valid. If the decision is made that the reassessment should be a rework of an already completed assessment task, the board may decide that the pass grade is higher than a low 3rd. In this case, if the student meets the board’s requirement in their reassessment attempt, the student is awarded a low 3rd grade irrespective of the actual grade assigned by the marker. A fail grade should be factored down appropriately.

10.11 All students who are required to undertake referred work during the summer vacation will be given a common date to return work to the University. This will normally be the first day of the referral examination period.

11.1 The same rules apply to reassessments (referrals or repeats) as they do to first attempts when determining whether an assessment has been passed: students need to achieve at least a low 3rd (or pass for Level 7 modules on integrated master’s courses). When this has not been achieved, a board can consider compensation according to the parameters set out above.

11.2 Where a student is referred in more than one element, a low 3rd/pass grade in each of the referred element(s) is required unless the board sets out an alternative minimum as part of the referral conditions.

12.1 The maximum grade for reassessment of a module (both referrals and repeats) where no elements have already achieved above a pass is a low 3rd, or pass for Level 7 integrated master’s modules.

12.2 When a student has already passed at the first attempt one or more of the elements within a module that was referred or required to be repeated, the student retains their grade(s) for that (those) elements. In these circumstances, the student may achieve a maximum overall module grade for a referred or repeated module which is higher than a low 3rd or pass for Level 7 integrated master’s modules.

13.1 When a student has a Consideration of Personal Circumstances request approved and has been given an extension to complete the assessment, the delayed assessment submission is graded as normal and no further compensatory measures are required.

13.2 When the Consideration of Personal Circumstances request have resulted in the offer of a first attempt at the assessment at the next available opportunity, the outcome of this attempt will be decided in the same way as if there had been no personal circumstances.

14.1 A student who has committed academic misconduct may be referred in a module or element in order to provide them with the opportunity to meet the learning outcomes. If a student subsequently demonstrates those outcomes, a pass should be recorded; the module is not compensated and the module grade remains zero.

15.1 No reassessment is permitted for a student to improve upon a grade above the pass level required for the award. This includes situations where a student has an approved Consideration of Personal Circumstances request and has a module grade above a pass grade.

16.1 At the completion of a stage, a stage result for each student is determined by averaging (with appropriate weighting as necessary) the grades of the modules that comprise that stage of study.

16.2 When all modules have reached a pass grade, the student is progressed onto the next stage.

16.3 A board may use its discretion to allow a student to enter stage 2 or stage 3 (or stage 4 of an integrated master’s course) carrying a deficiency from a previous stage, normally of up to 20 credits. In some circumstances, a board may exercise discretion and allow a student to progress carrying more than 20 credits provided it is reasonable to allow a student to do so given their overall academic record and the extent of the deficiencies to be retrieved.

16.4 In the case of Higher Education Apprenticeship courses, where a progression board is held part-way through the year, this board may allow a student to make good a failure(s) during the remainder of the year provided it would not overburden the student. Where a student’s module grade is a low fail or below, the failure will normally be made good after the end of the academic year.

16.5 Normally a student is not allowed to enter the final stage of an undergraduate course with modules from Level 4 outstanding. An exception might be made in the case of a Level 5 student being recommended to proceed to an Ordinary Degree rather than an Honours Degree. Such students can be allowed to proceed to an Ordinary Degree and take 60 Level 6 credits alongside the failed Level 4 or Level 5 modules. In such circumstances, a board may exercise its discretion to allow a student to carry forward Level 4 deficiencies to their final year as well as carrying a deficiency of more than 20 credits from Level 5.

16.6 A student who is allowed to proceed to the next stage carrying a deficiency of core modules should normally make good the deficiency by the end of that academic year.

16.7 At the discretion of a board, a student who is allowed to proceed to the next academic stage carrying a failure(s) in an optional module may be allowed to make good the deficiency in either the same failed module or an approved alternative module of at least the same level and credit value. An alternative module should be treated the same as if it was a repeat module.

16.8 Where a student has credits assessed on a pass/fail basis, those credits should be discounted for the purposes of determining the stage result.

16.9 Where a course is made up of half-year modules and a progression board is held after the first half-year, this board may allow a student to make good a failure(s) during the second half-year provided it would not overburden the student. Where a student’s module grade is a low fail or below, the failure will normally be made good after the end of the academic year.

16.10 Course Leaders have authority to inform students of their provisional module result and any approved remedial action to be undertaken during the second half-year.

17.1 A board is authorised to terminate a student’s studies for the following reasons:

1. the student has exhausted the total number of attempts, as set out in sub-section 10 above;
2. the student has an overall poor record of performance, attendance, participation or commitment on the course and the board judges that there are no grounds to permit the undertaking of further remedial or repeat modules;
3. serious academic misconduct.

17.2 A member of the course team should formally counsel a student who has failed modules at the end of the half-year or where progress is giving cause for concern.

18.1 Consideration of a student’s final award takes place after the student has completed all modules comprising the final stage of the course.

18.2 The classification for an honours bachelor’s degree is based either entirely on the Level 6 result, or may include a 20% contribution from the Level 5 result, as agreed at approval.

18.3 For integrated master’s degrees, the classification is based upon a combination of Level 6 and Level 7 credits according to the weighting agreed at course approval.  The final classification calculation must include performance at 120 credits of Level 7 study.

18.4 The following classifications are adopted for each course leading to a bachelor’s degree with honours or an integrated master’s award:

Bachelor's

• First class honours — Minimum grade (undergraduate GBA scheme): Low 1st
• Second class honours, upper division — Minimum grade (undergraduate GBA scheme): Low 2.1
• Second class honours, lower division — Minimum grade (undergraduate GBA scheme): Low 2.2
• Third class honours — Minimum grade (undergraduate GBA scheme): Low 3rd

Integrated master's

• First class honours — Minimum grade (postgraduate GBA scheme): Distinction
• Second class honours, upper division — Minimum grade (postgraduate GBA scheme): Commendation
• Second class honours, lower division — Minimum grade (postgraduate GBA scheme): Pass

18.5 A course may base its honours classification on fewer than 120 credits at Level 6 (or Level 7 for integrated masters courses) where it has a professional practice module assessed on a pass or fail basis (see reg. 6.1). This arrangement must be approved.

18.6 The classification calculation for different awards is provided in appendix 2. Award board discretion must not be used to alter the classification determined by the calculation.

18.7 A board may exercise discretion for students who have personal circumstances.

18.8 These principles also apply to the award of distinction for CertHE, DipHE and ordinary degrees.

19.1 Where a student fails a module(s) at Level 6, or has a failure(s) in a trailing module(s), a board may agree one of the following (1 - 6):

1. Allow the student’s overall performance to compensate for module failure and award an honours degree and classification provided the board is confident that the course learning outcomes have been satisfactorily achieved. In this case, a board may apply compensation to a maximum of 20 credits. Where there are no personal circumstances but the board is satisfied that the course learning outcomes have been achieved, it may exercise discretion in cases of marginal and mid fail grades and compensate beyond 20 credits. Where there are personal circumstances, a board may ascribe a grade for a module. This would normally have the effect of raising the student’s award result.
2. Offer the option of either being re-assessed for honours on one further occasion in the failed modules OR accepting an ordinary degree if the student has achieved at least 60 credits at Level 6 and met the award outcomes. In this case, a board may specify a maximum classification that the student can achieve. If a student fails some or all of these reassessed modules, the student may claim an ordinary degree award as previously offered.
3. Award an ordinary degree if the student has achieved at least 60 credits at Level 6 and met the award outcomes.
4. Allow a student to be reassessed in the failed modules on at least one further occasion in order to qualify for the award of an ordinary degree. If the student then fails this reassessment for an ordinary degree, they may be offered one further attempt at the discretion of the board or be awarded a DipHE (if they have met this award’s requirements).
5. Require the student to withdraw from the course with no further attempts. In such cases, a student may be awarded a DipHE provided they have met the requirements. A board may award a named DipHE where the student has not met the precise requirements set out in course documentation (see QH Section 16 reg. 11.2). A student may be awarded a DipHE with distinction provided the student has achieved an award result of a low 1st or higher.
6. Offer the award of an Aegrotat Honours (or ordinary degree or interim award as appropriate). Aegrotat awards do not carry a classification or distinction. A student who declines an Aegrotat and instead elects to be reassessed as if for the first time, may not subsequently claim the Aegrotat award if they fail, but may be reassessed for the ordinary degree.

20.1 Where a student fails a module(s) at Level 7, or has a failure(s) in a trailing module(s), a board may agree one of the following (1 - 5):

1. Allow the student’s overall performance to compensate for module failure and award an integrated master’s degree and classification provided the board is confident that the course learning outcomes have been satisfactorily achieved. In this case, a board may apply compensation to a maximum of 20 credits. Where there are no personal circumstances but the board is satisfied that the course learning outcomes have been achieved, it may exercise discretion in cases of marginal and mid fail grades and compensate beyond 20 credits. Where there are personal circumstances, a board may ascribe a grade for a module. This would normally have the effect of raising the student’s award result.
2. Offer the option of either being re-assessed for an integrated master’s on one further occasion in the failed modules OR accepting an honours degree if the student has achieved at least 120 credits at Level 6 and has met the award outcomes. In this case, a board may specify a maximum classification that the student can achieve. The classification of the fall-back award is based on the approved weighted aggregate of Level 5 and Level 6 credits. Level 7 credits can be used in this calculation if the student falls short of 120 Level 6 credits as long as the course learning outcomes have been achieved. Where a student does not achieve the standard of an integrated master’s degree and is awarded the fall-back bachelor’s award, a Postgraduate Certificate can also be awarded provided 60 Level 7 credits have been achieved. If a student fails some or all of these reassessed modules, the student may claim a bachelor’s degree award as previously offered. The title of the fall-back bachelor’s award should be as agreed at course approval.
3. Award an honours degree if the student has achieved at least 120 credits at Level 6 and met the award outcomes.
4. Allow a student to be reassessed in the failed modules on at least one further occasion in order to qualify for the award of an honours degree. If the student then fails this reassessment for an honours degree, they may be offered one further attempt at the discretion of the board or be awarded an ordinary degree if they have achieved at least 60 credits at Level 6 and met the award outcomes.
5. Require the student to withdraw from the course with no further attempts. In such cases, a student may be awarded a DipHE provided they have met the requirements.

21.1 Where Level 6 of a course contains a module of 60 – 120 credits, a board may award an ordinary degree to a student who fails that module provided the board is assured that the student’s assessment(s) provide sufficient evidence that the student has met the course learning outcomes for the ordinary degree.

21.2 A student may be awarded an ordinary degree with distinction provided the student has achieved an award result of a low 1st or higher in the modules that comprise the ordinary degree.

23.1 A student’s final degree classification is determined by either the weighted arithmetic mean of the contributing grade points or by the majority grade, whichever results in the higher outcome.

23.2 Final classification of the award is determined by the better of either:

1. the weighted arithmetic mean of Level 5 and Level 6 modules, or where Level 5 is not specified as contributing to the final award, the weighted arithmetic mean of Level 6 modules  
   or
2. the majority grade of Level 5 (if Level 5 is specified as contributing to the final award) and Level 6 modules, where the majority grade is calculated on the basis of more than half of the credits which contribute to the award achieving a particular classification or higher. The Level 5 contribution to this majority calculation is detailed below.

23.3 For courses which require that Level 5 credits contribute to the final degree classification, the overall Level 5 arithmetic mean is used to represent the equivalent of 20 Level 5 credit points in a total of 140 credits. Therefore, for a student’s majority grade to be first class, they need to have been awarded first class grades in more than 70 credits (from a total of 120 credits from Level 6 and 20 credits from Level 5).

23.4 For integrated master’s courses which are approved on the basis of 50% Level 6 and 50% Level 7 contributions to the final award, the majority grade is based on a total of 240 credits made up from all Level 6 and Level 7 credits.

23.4 For integrated masters courses which are approved on the basis of 20% Level 5, 30% Level 6 and 50% Level 7 contributions to the final award, the majority grade is based on a total of 180 credits where the Level 5 aggregate contributes the equivalent of 20 credits, the Level 6 aggregate contributes 40 credits and the Level 7 aggregate contributes 120 credits.