Skip to main content

Examinations & Assessment

The University has in place policies and procedures which determine how work is marked and how degree programmes are classified, in addition to a wide range of "best practice" guidelines for departments to make use of locally. Information on these items can be found in this section.

Please note: If you are looking for information about how examinations are administered at UG or PG level - for example exam timetables or module registration - then you should instead visit the web-site of the Examinations Office.

Assessment Conventions Information for students and staff on the harmonised assessment convention used at undergraduate level, and the conventions used for all PGT courses.
Mark Scales Information for students and staff on the mark scales in operation at undergraduate and postgraduate taught level e.g. UG 20 point mark scale, PGT grade descriptors.
Examination and Assessment policies ("Senate Examination and Degree Conventions") Predominantly aimed at staff, although perhaps of some interest to students, a complete list of all examination and assessment policies approved by the Senate. (Updated annually).
Assessment Strategy and Good Practice The University Assessment Strategy (including guidance and additional resources for Departmental Assessment Strategies), plus good practice guides detailing commendable practice to be adopted by academic departments.
Frequently Asked Questions A range of FAQs about assessment and examinations. Answers to many of our most frequent queries can be found easily in this section.
External Examiners Information and guidance for external examiners.
Higher Education Achievement Report (HEAR) Information for students and staff about the Higher Education Achievement Report (HEAR).
Moderation Guidance for staff and students on moderation of student work. The guidance includes a table of recommended methods of moderation and the circumstances in which each is most appropriate, as well as answers to FAQs.
Scaling Guidance for staff on the use of scaling in marking assessments