Development of New Teaching and Assessment Arrangements: Introduction

of Compensation

Dr. Tim Whalley, Dean for Student AffairsDonna Agnew, Senior Officer, Policy, Planning

and Governance

Aims of the new structure

• to provide an effective curricular, teaching and assessment structure that supports student learning, retention and achievement

• provide clear and streamlined structures• promote academic collaboration and student

mobility both nationally and internationally• be compliant with SCQF, QAA and professional

accreditation requirements

Background and history

• Stirling degrees have comprised 22 x 22 credit modules

• Bachelor or General degrees were 352 credits, honours degrees 484 credits

• “spare slots” in semesters 3 and 8 allowed “catch up” or change in direction, critical to retention and progression

Key reasons for change

• 352 credit Bachelor or General degrees considered “credit-light” by some partner institutions

• the 132-110-132-110 credit pattern created complexity and confusion in KIS

• year 3 grades contributed more to a student’s honours classification than year 4 (132 vs. 110)

New undergraduate degree structure

• existing 22 credit modules become 20 credits• existing 11 credit modules become 10 credits• existing 44 credit dissertations/extended

pieces of work are augmented to 60 credits and are required for all

• programme of 480 credits with no “spare slots”

Coping with failure and programme changes

• the 2 “spare slots” were commonly used to make up failed modules or take “catch up” module to change degree

• loss of the “spare slots” prevents catching up without extending duration of studies

• necessitated a change in regulations to accommodate students who fail or wish to change degree

Compensation or condonement• compensation– awarding a pass where the module mark is just below the

pass mark based on performance in other modules

• condonement– allowing a fail to be disregarded in determining

progression or eligibility for the award

• change to this is in line with most Scottish HEIs• depends on meeting the learning outcomes of

modules, therefore limited to marginal fails grades

Compensation rules

• in years 1 and 2, a marginal fail of 20 credits is permitted each year

• in years 3 and 4, only 20 credits can be passed by compensation

• compensation is not permitted for core modules

Discussions and consultation

• consultations with School LTCs and open-access forums– is there any area of the proposals with which you

strongly disagreeif so, outline your concerns and offer alternative

approaches

– are there any special implications for your area, whether in resource terms or in relation to studentsprofessional degrees/accreditation etc