School of Education
Assessment
Procedures
August 2011
Appendices:
1.
2.
3.
4.
Assignment Front Cover
Declaration of Own Work
Exemplar Feedback sheet
Guidance on Writing Assignments for Education
students
The following is guidance on written assessment procedures across all programmes and all
years in the School of Education.
 Word length
In devising assessments, the word limit should be set to allow students to overtake all criteria
at “Outstanding” level. In general terms an undergraduate 15 credit course would normally
have an assessment task of 3000 words and a postgraduate 15 credit course, 4000 words.
Students should be advised that submissions which exceed the stated word limit by 10% and
over will be penalised by a reduction of 1 CAS mark awarded. Submissions in which the text
exceeds the stated word limit by 50% will fail
 Submission procedures (to be included on all assessment briefs)
Your printed copy must:
 be word processed with 1.5 line spacing
 use Arial font size 11
 include a word count. This should be completed on the front cover
 Include a bibliography
 include your ID (PIN) on every page and number pages Page 1 of X
 include the “Declaration of Own Work” statement
 be secured in some way, i.e. stapled at the top left corner and with all appendices must
be handed in at reception on or before the deadline. DO NOT SUBMIT
ASSIGNMENTS IN POLY POCKETS OR A4 RINGBINDERS.
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An effective writing style that is free from jargon should be adopted (if jargon is used
it should be explained). Advice on writing your assignment is available on
MyAberdeen, see Appendix 4)
Quotations, references and bibliography must follow accepted academic conventions
(see Guide to Referencing for Education Students within MyAberdeen. Music
Students should use the modified version of MHRA (see Guide to Referencing for
Music Students)
Students must submit a copy of their assignment to the Turnitin site within
MyAberdeen. Guidance for this will be given by course administrators. Please note
that you will only be allowed to submit the electronic file once so please ensure that
you have completed the assignment to your satisfaction. It is not necessary to
submit the appendices to the Turnitin site.
Please submit using Personal Identification Numbers (PIN) only. You must ensure
the anonymity of schools, pupils, colleagues and yourself by using pseudonyms or
symbols. At no point (including the appendices) should student, pupils or school be
named or easily identifiable.
Late Submissions
Students who provide in writing, evidence of good cause, e.g., bereavement, accident etc.
may be allowed an extension of up to 14 days, to complete an assessment. This will be at the
discretion of the Programme Director, who may delegate this responsibility to a nominated
member of staff. It is important that all cases are referred to programme management for
approval. Approval of the extension, the date for submission and implications for the student
of non-submission should be stated in writing to the student by either the Programme Director
or nominated member of staff.
For students who have been granted an extension on the grounds of Good Cause (GC) or
provide medical cover (MC), any late submission will be considered to be a first submission
and thus there will be an opportunity to re-submit if the student fails.
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 Annotation of scripts
One hard copy script, may where appropriate, be annotated and returned to student along with
feedback sheet giving clear guidance on why a particular grade has been awarded as well as
ways on which to improve future submissions.
 Plagiarism
Plagiarism is dealt with at School level. The Code of Practice on Student Discipline gives
clear guidance on the procedures: http://www.abdn.ac.uk/registry/quality/appendix5x15.pdf
At Levels 1 & 2, (SQCF Levels 7 & 8) the Head of School (or designated member of staff) has
the power to investigate and deal with any case. At Levels 3 & 4, (SQCF Levels 9 & 10)
following a preliminary hearing, any student found to have been involved in plagiarism will be
referred to a Vice Principal.
At whatever level, the student will normally have a zero awarded for the assessment. The
student must for resit purposes submit a different assignment.
 Re-submissions
In the PGDE programme, candidates will normally be permitted a maximum of two
opportunities to complete any element of prescribed summative assessment. Candidates
must have completed all elements of assessment by the end of the academic year in which
they are registered.
Students who do not submit on the due date and have not sought prior permission for an
extension, will have NP (No Paper) recorded on their student record. In this case, the
assessment when submitted will be treated as a re-submission.
In the case of B.Ed, M.A & B.Mus students, for courses at Levels 1, 2 & 3, (SQCF Levels 7-9)
the date of the first resit opportunity will be the August diet. Subsequent resit opportunities will
be available at the normal and August diets in the following academic year.
The full range of CAS marks should be applied at all levels in marking a re-submission. It will
be noted by Registry on the final student transcript that the mark was gained at a second or
third attempt.
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Feedback Framework
In response to the Curriculum Reform Commission‟s recommendation that the University
establish a Framework for the provision of feedback, the UCTL approved an Institutional
Framework for the Provision of Feedback on Assessment (Appendix 7.8).
Feedback on assessment:
The University recognises that the provision of timely and appropriate feedback on
assessment plays a key part in students learning and teaching. The guiding principles for the
provision of feedback within the University are detailed in the Institutional Framework for the
Provision of Feedback on Assessment available at:
www.abdn.ac.uk/registry/quality/appendix7x8.pdf
Enhancing Feedback
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A central „Enhancing Feedback‟ website has been created to bring together information about
feedback for both staff and students.
Enhancing Feedback:
The University recognises both the importance of providing timely and appropriate feedback
on assessments to students, and of enabling students to voice views on their learning
experience through channels such as Student Course Evaluation Forms and Class
Representatives. FAQs, guidance and resources about feedback can be found on the
University‟s „Enhancing Feedback‟ website at:
www.abdn.ac.uk/clt/feedback
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External Examiners
The roles of the External Examiners are to ensure that the processes for assessment,
examination and the determination of awards are sound and have been conducted fairly.
In order to fulfil these roles, External Examiners should:
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be provided with adequate information on course and programme content and
the University‟s assessment policies;
participate in the setting of examination papers and new in-course assignments;
Programmes which hold exams should ensure that draft examination papers
are sent to the External Examiner in plenty of time for them to comment on
content. For January examinations programmes teams should ensure that
draft exam papers are with the External Examiner by the beginning of
December. For May examinations draft exam papers should be reviewed by
the External Examiner by the end of April. Ideally any resit papers should be
sent to the External Examiner at the same time as the May papers. These
dates are crucial to allow for changes to be made and exam papers to be
finalised.
review a sufficient number and range of assessments to allow them to confirm
the marks to be awarded to students; Samples of assessed work and
examination scripts (where applicable) should be sent to the External Examiner
in January for approval and confirmation of marks. The sample selection
should include best, worst, average, and any cases where internal markers
have not agreed. At Honours level these marks remain provisional until the
final exams have taken place. Resit marks will also require to be confirmed by
the External Examiner who may require a sample of assessed/examined work
before signing off.
moderate internal marks where appropriate;
participate in other assessment activities e.g. school placement visiting
comment and give advice on course and programme content, balance and
structure, and on assessment processes; External Examiners will require
documentation on programme/course content and aims so they can
appropriately assess the standard of the examination paper.
Disability arrangements
For students with a reported disability, special arrangements will be implemented by the
University to ensure that they are able to complete the assessments. A report will be prepared
which indicates the support required. Dr Lucy Foley, the University Disability Co-ordinator
(Extension 2023) and the relevant programme disability representative should be consulted,
for further guidance.
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Useful Links
Programme Regulations:
http://www.abdn.ac.uk/registry/calendar/education.php
Student Progress Information:
http://www.abdn.ac.uk/registry/progress.shtml.
External Examiner Information:
http://www.abdn.ac.uk/registry/quality/section9.shtml
Guidance for Referencing for Education Students
http://www.abdn.ac.uk/library/guides/edu/ugedu010.pdf
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Assessment Front Cover
SCHOOL OF EDUCATION
Programme Assessment
Programme:
Year:
Session:
Course:
University ID Number:
Date of
Submission:
Word Count
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Declaration of Own Work
PROGRAMME:
COURSE CODE……………
COURSE TITLE………………………………………….
SUBMISSION TASK ………..………………………………………………………………
STUDENT ID ……………………………………………….
I confirm that the work in this submission is my own and that any quotation or
paraphrasing of others‟ work has been acknowledged by the required protocols of
referencing used within the School of Education.
DATE …………………….
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SCHOOL OF EDUCATION
RECORD OF ASSESSMENT
Year:
C1
C2
C3
C4
Overall CAS mark
Submission date:
PIN:
Course:
O = Outstanding
VG = Very Good
G = Good
P = Pass
F = Fail
CF = Clear Fail
18-20
15-17
12-14
9-11
6-8
1-5
CAS
Group
Criteria
1.
Demonstrates evolving understanding
of the term” curriculum”
CAS
Group
Criteria
2.
Demonstrates how the curriculum was
used to support the development of one of
the four capacities of CfE
3.
4.
Critically analyses own role in
supporting children’s learning
Uses an expanded range of readings and
experiences to support points made in
discussion
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CAS
Group
Overall Comments:
Next Steps for Learning:
The correct convention for Referencing/
Bibliography has been used
Referencing
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Referencing to sources in written text
Listing of full reference details
(Bibliography)
If the submission is deficient in both of these
criteria, the CAS mark will be reduced by 1
OR
Please use the correct convention for
Referencing/Bibliography. Please refer to
Referencing for Education Students on WebCT
Literacy Concern Please tick if appropriate
A literacy concern will be identified if it is
anticipated that the standard of literacy in a
submission will have implications for teaching in
the classroom.
Please
Tick
If a literacy concern has been
identified as a result of your
submission, this may have
implications for your future progress
in the classroom. It is advised that
you seek an appropriate course of
action. While you remain a student
additional support is available from
www.abdn.ac.uk/sls
A Literacy Concern may include:
 Spelling
 Sentence construction
 Punctuation
 Appropriate Register
 Colloquialism
 Informal language
It is possible, in some cases, for a Literacy Concern
to have been identified and for the submission to
have communicated sufficient understanding for a
pass to be achieved in all criteria.
Follow up support will be offered to any student
identified as having a Literacy Concern.
Word Length:
2,000
Submissions in which the text exceeds the stated
word limit by 10% the CAS mark will be reduced
by 1
Please note stated word length below:
PASS
FAIL
........................ words
Submissions in which the text exceeds the stated
word limit by 50% or more will FAIL.
Marker
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Date
University of Aberdeen
School of Education
Guidance for Writing Assignments
1.
Clarify the task.

Write down in your own words what you think the assignment is asking you to do.
What is the main focus? Make a note of any key words and instructions. Consider what you
need to demonstrate in order to complete the assignment successfully, by consulting the
general and specific assessment criteria Ref:
http://www.abdn.ac.uk/alsu/understanding_qs.shtml
2.
Identify the key themes/issues
Note in brief outline, the initial ideas relating to what you know and think about the topic. Refer
to lecture inputs on the subject - what were the key issues explored? These should be
relevant to the main focus of the assignment; reject anything that is not directly related to the
essay. Identify the leading experts in this field. Consider the reading with which you have
engaged. Write down everything that you think may be relevant at this stage.
3.
Prioritise your key themes/issues.

Consider the best way of presenting your argument and the evidence. All your key
points need to be supported with evidence (drawing from a range of sources). Ensure
evidence is relevant and from a range of sources to substantiate your argument. Ask yourself,
“Is this evidence directly related to the question I have been asked?”
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At this stage you should be formulating your initial response to the question and your
line of reasoning by clustering similar ideas together. Arrange your points so that they form a
persuasive and coherent argument. Double check that your line of reasoning meets the task
requirements.
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Consider how you are going to demonstrate your reading and thinking.
4.
Review steps 1 -3
New ideas may have been generated during this process. Be prepared to redraft your plan so
that any new ideas/evidence can be incorporated. It may be necessary to try out different
arrangements of your key themes to ensure they form the most convincing and logical
sequence.
5.
Write up your essay.
It is necessary to structure your work properly. Most essay plans can be summarised as
beginning/ middle/end.
The traditional academic essay comprises three sections:
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An introduction which sets the scene and establishes the context, as briefly as possible
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A main body in which you present the evidence for your case. The arguments are
outlined, developed and substantiated. Your key themes/issues should appear here.
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A conclusion which draws everything together and sums up the argument
Paragraphs
Whatever structure you adopt make sure it helps the reader to understand your argument or
account. Use a new paragraph when you introduce a new idea or thought. Each of your main
points should be expanded to a paragraph of around 100-200 words minimum. Paragraphs
serve to break your writing up into several manageable sections; a block of text that remains
unbroken for 1500-2000 words makes it hard for a reader to follow your argument or any
particular aspect of it. Start each paragraph with a linking sentence that introduces the topic
or new idea. Check that each paragraph opens with a clear link to what has gone before or
signals a change of direction such as “alternatively ....” This sentence should summarise your
thoughts and link forward to the next idea. Cluster similar ideas together and indicate how
each contributes to the main argument or conclusion.
Language & Style
When you are writing an academic assignment there are certain conventions of language and
style that you should follow:
 Aim for clarity and accuracy in the use of words, by using short sentences and simple
words. A long sentence is not necessarily more valuable academically than a short one, nor is
a long word more impressive than a short one. Do not use words or phrases that you do not
understand
 Aim to be formal and clear. Avoid the use of slang, colloquial or dialect expressions. The
abbreviated form don‟t, can‟t haven‟t doesn‟t, etc, should not be used.
 Do not be dogmatic unless you can provide supporting the evidence for your argument.
Avoid the use of sweeping generalisations or claims. For example, “A Labour victory in the
1997 general election was always inevitable” is a statement that needs to be supported by
facts.
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Proof read your essay.
Make sure that you read carefully what you have written. Check spelling and punctuation.
Check for clarity and logic in your argument – have you answered the question? Read
through each section or paragraph in turn, checking how the information contributes to your
line of reasoning, leading to your conclusion. Check that each matches the task brief. Check
whether the argument “hops “from one point to another. . Ensure referencing is accurate –
See A Guide to Referencing for Education Students.
http://www.abdn.ac.uk/library/guides/edu/ugedu010.pdf
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