Summary

Input – process – output model

Input

Written Oral Observational

Written

University related Course related Subject related

University related

Regulations and codes of practice Policy documents eg on disabled

students Examiner training – by institution

Course related

Curriculum Articulation of course learning

outcomes- taught curriculum and assessments eg course handbooks

Curriculum overview documents including taught curriculum, marking schemes etc

Course related

Assessment Statement of purpose Assessment regulations, timetable, dates of

examiners meetings Description of assessment methods and

ideally rationale Standard setting procedure Exam blue print Procedures for failing students

Course related

Assessment evidence Question papers OSCE station scenarios Portfolios/SSCs ??performance recordings

Assessment results Results spread sheets Examination profile Statistical information eg reliability etc

Course related

Previous examination board notesAppeals and mitigating circumstances

Previous external examiners reports and Schools responses/actions

Subject related

Reports by accrediting/professional bodies eg GMC QABME reports

Internal university periodic reviews Internal course review documents eg

QM&E reports

Observational/oral information

Discussion with other externals Observation of cultures/behaviours Meetings with students Meetings with staff

Process

Are course outcomes achievable? Is course/assessment fit for purpose? Are procedures appropriate for measuring

student achievement? Are the qualifications awarded comparable

to other HE institutions? Is the process fair and equitable? Does it make appropriate provision for

special needs Is the sample truly reflective of the cohort?

General activities

Early involvement of externals in course and course assessment is desirable.

Identify standards Discussions + email/telephone

conversations Observations of assessment practice and

process Observations of ‘standard setting’ practice

and process Reviews of data and analysis Marking and re marking scripts

Example of typical process for Medicine

Review set exam papers – is the level appropriate? does the marking schedule relate to the questions asked?

Review marking schedule Observe sample of OSCEs and practicals Review exam scripts (sample) – were questions

comprehended? Quality of answers? Is level appropriate?

Relate marking schedule to scripts Review and discussion with other external

examiners Review range of marks

External examiners need to be ….

Detached Critical friend

Provide adviceProvide arbitrationBe an advocate?

Able to make (negative) judgments

Advice

Formal = written reports Oral reports at exam board Informal oral feedback to

module/exam convenor

Advice may cover

Curricular programme System of assessment Appropriateness of methods used Remedial actions and processes –

supported by references/evidence Shared examples of good practice

elsewhere Internal moderation – possibility of collusion Standard setting process

The external examiners reportAn ideal report: Concise Constructive Honest Aligns to the questions the institution needs to ask +

also questions the external needs to ask? Strengths and weaknesses Commenting about process Commentary on action Typed and timely Provides relevant recommendations