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 17 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), to be introduced at Warwick from Summer 2012.|
|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|