Assessment: Create and Maintain Module Assessment Patterns (MAPs)

Transcription

1 SITS User Guide Assessment: Create and Maintain Module Assessment Patterns (MAPs) IT Services and Academic Registry Version th September 2018

2 Table of Contents Module Assessment Patterns (MAPs) background... 3 Importance of MAPs... 3 Getting help... 3 What is a Module Assessment Pattern (MAP)?... 4 How a MAP Code is defined... 4 Creating a new MAP record... 5 Reassessment Reviewing existing MAPs and marking old MAPs as no longer In use Assigning a Mark Scheme, Module Co-ordinator and MAP to a Module Module Compensation Indicator Reviewing Module Compensation Indicators Module Assessment Pattern and Mark Scheme Report Managing staff access (School assessment managers only) MAPs Frequently Asked Questions (FAQ) MAPs Quick Guide Create a new MAP Create Module Assessment Body (MAB) within the MAP Create Reassessment components Assign a Mark Scheme, Module Co-ordinator and MAP to a Module Check Module Assessment Pattern and Mark Scheme Report MAPs - Checklist Appendix A - Table of Assessment Types Appendix B - Table of Component/Assessment Mark Schemes Appendix C - Table of Module Mark Schemes

3 Module Assessment Patterns (MAPs) background Module assessment is the process of entering all module results for students on undergraduate and postgraduate taught courses. In order for examination and assessment marks to be entered into the SITS system, each module must first have had its Module Assessment Pattern (MAP) set-up. This is done in SITS via my.tcd.ie. It is important to note that the relevant modules themselves must exist in SITS before you can create the required MAPs. New modules, or amendments to existing modules can be requested by ing Assessment stages where MAPs fit in MAPs are created to allow mark entry for each examination or assessment component as a whole. MAPs have an impact on the following: 1. Assessment components individual assessment marks add up to a module mark 2. Module module marks add up to an overall mark for the year and for the course 3. Progression 4. Award for final year students only 5. Exam scheduling Importance of MAPs In order to minimise errors in the later stage of the assessment and progression process, it is vital that MAPs are set-up correctly at the beginning of the academic year. This ensures that subsequent work involving Module Mark Entry and Progression can proceed without difficulty. Any errors or data missing during the MAPs phase have a knock-on effect on these subsequent phases. Getting help At any point should you require assistance please contact the Assess, Progress and Graduation team in the Academic Registry by ing askexams@tcd.ie or by phone at ext

4 What is a Module Assessment Pattern (MAP)? A MAP is a weighted combination of different assessment components for a module, e.g., Examination 60%, Course work 30%, Oral 10% Percentage marks for individual assessment components should be defined as whole numbers, with no decimal places and the total of all components must equal 100% There is a mark/grade scheme for each assessment component (see the Appendix) Re-assessment components e.g. at supplemental sessions, can be different to the initial assessment components e.g. at Semester 1 or Semester 2 exams MAPs may be different for every offering (academic year) Tip: MAPs may be the same from one academic year to the next, and in that case they are automatically rolled over with no action required on your part Tip: A new MAP should only be created in a new academic year if there are changes in how a module is being assessed do not edit the existing MAP as this can lead to problems with records entered for students in previous academic years. How a MAP Code is defined The MAP coding is comprised of the following: 1. Module code (xxxx) 2. Hyphen 3. Academic year in which MAP is first created (the two number which are the beginning of the relevant academic year) Examples: XXXXXX-1617 this MAP was first created in 2016/17 XXXXXX-1718 this MAP was first created in 2017/18 4

5 Assessment component types The following is a list of assessment component types: Examinations Coursework good option for bespoke assessment components Oral Clinical examination Group, placement The overall number of assessment components for a module should be kept to a reasonably small number and should match the course handbook. For example, the entire set of coursework for a module could be setup as one single assessment component, instead of having multiple components for individual coursework aspects. If re-assessment, e.g. at supplemental sessions, is to be different to the initial assessment, e.g. a Semester 1 or Semester 2 exam, then this also needs to be take into account. Creating a new MAP record The functionality to create MAPs is provided to authorised users in Schools in Trinity via my.tcd.ie. Access to assessment records is managed within each School by the School Assessment Manager, usually the School Administrator. A new MAP must be created in the following circumstances: New MAPs must be created for any new modules New MAPs may be required for any modules that do not yet have a MAP assigned New MAPs must be created if there has been a change to the component assessment requirements from the previous academic year. In this case it is essential to create a new MAP record with the relevant academic year reflected in the new MAP code and to mark the old MAP no longer in use by unchecking the In use box. 5

6 In general, before creating a new MAP make sure you have established how many assessment components will be required, what Assessment Type each component is, what each component s Assessment Weighting will be, what Assessment mark scheme will be used for each component. The following example outlines how to create a new MAP record and set-up three assessment components. 1. Log in to the SITS e:vision portal at Tip: It is recommended you use Google Chrome and not Internet Explorer 2. Choose Assessment Edit Module Assessment Pattern 3. Enter the new MAP Code, following the convention outlined earlier in this document 4. Hit Return and a message should be displayed indicating No existing record found 5. Enter a Short Name this should be the same as the Code 6. Enter a Name this should provide more detail, and may appear on certain reports e.g. Assessment Pattern for LA1016 start 2015/16 7. Click Continue 8. When prompted to Add Record click Yes 6

7 Now you can see the MAP, the overall Assessment Pattern on the top half of the screen and the Module Assessment Body (MAB) on the bottom half of the screen. Many of the fields listed in the top half of the screen are not used and can be left blank. Here are the fields to pay close attention to: Print student name should be left set to Yes, even if some components will be anonymously marked do not change to No 7

8 Use highest module mark in calculation always set to No to ensure that the most recent set of module marks are always used Use highest assessment marks in calculation always set to No, as outlined above In use this should always be selected for the active MAP Tip: once the new MAP is created you need to uncheck the In use box for any older MAPs for that Module The fields involving Reassessment Instruments only come into play if the arrangements for re-assessment are to be different to those for the initial assessment. An example of how to deal with re-assessment is covered further on in this document. 1. Ensure Print student name is Yes 2. Ensure Use highest module mark in calculation is No 3. Ensure Use highest assessment marks is set to No 4. Ensure In use is selected for the active MAP for that module 5. Click Edit additional details 6. Tick option to Set Weightings to total 100% 7. Set Re-assessment mode to Use MKS Tip: This must be done to ensure any re-assessment instruments function correctly. You should check any MAPs which use re-assessment instruments and that were created prior to 2018/19 to make sure this setting is correct. 8

9 8. Click Continue At the bottom of the MAP screen there are a number of Actions to choose from: Duplicate Pattern you can open a MAP that already exists, duplicate it and then change the new duplicate copy as required. This could be useful if you need to create a new MAP due to some small change in the assessment components and so you wish to retain the majority of the setup from a previous MAP. Delete Pattern you can delete MAPs however do not delete older MAPs that had been used at some point this option is really only relevant if you want to remove test items or a MAP that was never used Add Assessment you need to choose this for each assessment component you wish to add to your MAP 9. Choose Add Assessment 9

10 10. Enter an Assessment Sequence (MAB Seq), starting with 1 and select Continue A large number of fields are made available. Many of these can be left blank. Follow the steps below to populate the fields that must contain information. Information messages and green tick marks appear to the right as you enter information. 11. The Assessment should have a clear descriptive Name as it will appear in various reports, e.g. Court of Examiners report 12. Enter one of the recognised Assessment Types (AST) e.g. EXAMA for Anonymously marked exam. CWN is most popular, coursework by name see Appendix A in this document for possible values Tip: Course work cannot be marked anonymously in SITS. 13. Enter one of the recognised Assessment mark schemes e.g. C40-01, 40% pass rate note again that marks are not rounded at assessment component level, e.g., 39.7% is not rounded to 40% at this level see Appendix B in this document for details. Tip: You must enter an Assessment mark scheme for each component do not rely on the Module Mark Scheme. Also check that these do not conflict e.g. if all the components use a grade only mark scheme then the Module Mark Scheme cannot be based on a mark, it must also be grade only. 14. Enter Assessment weighting - the percentage of the overall module this component makes up this must be a round number, no decimal places. 15. Review the value for Total weighting this must always add up to 100 once all assessment components have been added. There can be no exceptions to this. 10

11 Tip: You will not be alerted if components add up to over or under 100 so always double check this once you ve added all your components. 16. Check Print student name is correct e.g. set to No for EXAMA 17. If the Assessment Type is an exam then select Edit additional details and enter the Assessment hours (length) eg: Click on Store Records at the bottom of your screen. Tip: To ensure the correct scheduling of examinations it is essential to enter the value for Assessment hours here 11

12 To complete this exercise we will enter two further assessment components. 19. At the bottom of the screen select Add Assessment 20. When prompted for the Assessment Sequence (MAB Seq) enter 2 and click Continue 21. Now enter the following details for Assessment Click on Store Records at the bottom of your screen. 23. Once Assessment 2 has been set-up then add a final Assessment Item, and enter 3 for the Assessment Sequence (MAB Seq) 12

13 24. Click on Store Records at the bottom of your screen. Your changes are automatically saved as you go. Note again that once all the assessment components have been added that the Total weighting must be 100. At this point the assessment components for initial assessment, e.g. the annual examinations, have been defined. Reassessment Reassessment is required where students have failed a module during the initial assessment period, perhaps by failing one component or by being absent, and so need to be assessed once more. An example of this would be a student failing a Semester 1 or Semester 2 exam and resitting during the supplemental period. If the module is to be assessed in the same way during reassessment as it had been during initial assessment (Semester 1 or Semester 2 exams) then there is no need to carry out any further work with regards to MAPs in preparation for reassessment. The system will automatically provide the option to enter a mark for re-assessment, for the relevant component(s). This is assuming each component can be re-assessed in the same way as it was initially assessed. However, if there is to be a difference in how the students will be assessed during reassessment for that module then you will need to use Reassessment instruments (RI). For example if it is not possible to re-assess for lab work over the summer period, then the student may be required to sit an examination that counts for 100% of the mark instead. 13

14 In these cases you need to set-up new assessment items. The naming convention for reassessment items is that you start with assessment 901. You can then add assessment 902 etc. for any additional re-assessment components. Tip: This convention must be used in order for re-assessment to function correctly. Set the Reassessment Instrument Id for the new component to RI. You also need to select Use Automatic Reassessment Instrument in the main MAP area If this is the only re-assessment component then set Assessment weighting to 100 If the new component is an examination then remember to edit the additional details and enter the Assessment hours (length of examination). 14

15 Click on Store Records at the bottom of your screen. Reviewing existing MAPs and marking old MAPs as no longer In use You may wish to review an existing MAP to check the validity of the information and make sure that nothing needs to be changed for the coming year. If a MAP is to change from one year to the next then you must create a new MAP record and then edit the old one to mark it as no longer In use. Tip: Apart from marking an old MAP as no longer active, do not carry out any other edits on an existing MAP which was already used. If you see some additional fields have been populated in the MAP then please do not delete this data. To make any changes to a MAP that had already been used could have an impact on student results from previous years that used this MAP, for example, and could lead to loss of student data in their academic history. There is no issue with editing a new MAP that has not yet been used. 15

16 To review an existing MAP: 1. Login to the SITS e:vision Portal at 2. Choose Assessment Edit Module Assessment Pattern 3. Enter the relevant MAP Code 4. Click into the Short Name field and you will find that a prompt Existing record found is displayed on the right and the Short Name and Name fields are automatically filled. If this does not happen then it means the Code is incorrect. 5. Click Continue Now you can see the MAP, the overall Assessment Pattern on the top half of the screen and the Module Assessment Body (MAB) on the bottom half of the screen. As before, each MAB defines the number and attributes of each assessment component, each represented by a tab: Assessment 1, Assessment 2, etc. 6. If this is a MAP that has been replaced then uncheck the box beside In use In the MAB area towards the bottom of the screen you will see the details for individual Assessments components. 7. If you wish to review the details for each assessment component then click on each tab to see the details. Remember that if anything needs changing for the new 16

17 academic year then it is necessary to create a new MAP and mark this one as no longer In use. Assigning a Mark Scheme, Module Co-ordinator and MAP to a Module Before marks can be entered, you must associate the relevant MAPs with the relevant Modules. Tip: This step is vital! This can be done by Discipline module assessment managers and School module assessment managers. 1. After logging into my.tcd.ie, under Assessment select Add Module Owner, Assess Pattern and Mark Scheme. 2. Here you can enter the relevant Module code or select a Discipline (e.g. Computer Systems) to get a full list of Modules. You can also carry out a search with part of the Module code or title, using an asterisk (*) as a wildcard. 3. You can see if a MAP has been assigned under the Module Assessment Pattern column. If not then it s likely that you have to create a MAP for that Module code e.g. BT

18 4. The options in the Mark Scheme column can over-rule what was set in MAP e.g. if no automatic re-assessment selected here under Mark Scheme then that takes precedence even if a Reassessment Instrument RI was set-up in the relevant MAP. Details of the module mark schemes available are given in Appendix C. Module mark schemes which have Distinction listed in the description such as M50-04, MGO-02 can only be applied to language modules. 5. In the Module Co-ordinator Code column you can record the staff ID number (or name) for Module Co-ordinator, if there is one. The only difference between a Marker and a Module Co-ordinator is that the Module Co-ordinator cannot be made active/inactive, whereas this can be changed for Markers. Note: when working on this screen you must save changes. Module Compensation Indicator Schools can edit a module s compensation status in SITS. The compensation status assigned to each module will automatically carry over to the next year. All modules are now compensatbale except for Schools/courses with approved derogations. Compensatable: Module can be passed by compensation. All modules are automatically defaulted to compensatable upon set-up. Not active: Module is not active for the pathway. Please note this is the not the same as making a module out of use. This option should ONLY be used by Two Subject non TSM courses. As students from multiple courses may take the same module but have different grade calculation requirements, the module compensation status must be applied by pathway(s). A module s compensation status must be in place for all relevant pathways. 18

19 Reviewing Module Compensation Indicators Option 1: Module Compensation Indicator by Course (Single Honor courses) 1. Login to my.tcd.ie 2. Choose Assessment from the left menu and then choose Module Compensation Indicator by Course under Module Assessment Set-up. Access to this functionality requires Level 20 Progression access. If you do not already have this level of access you will need your School Administrator or School Assessment Manager to contact the Assess, Progress and Graduation team at to request that level of access for you. 3. Filter for the relevant course and hit Retrieve 19

20 To view all available courses and routes, you should select the All my courses option in the drop-down list. These are the default selections when the page opens. Then click Retrieve and all courses and routes assigned to you will be presented. The required access level to run the process can be seen at the top of the screen. Only the options that you have been granted access to will be available. Clicking Clear will reset the fields to their default values. 4. On the following screen if you have access to multiple course years then select the relevant Course Year (you may only have access to one specific year). Select the relevant Academic Year and then click Module maintenance. 5. On the next screen Select the relevant pathway For Single Honor courses there will only be one option to select, i.e. Single Pathway. 6. All modules eligible to be taken as part of that course are listed and a module s current compensation status is displayed in the Module Compensator Indicator field. Each list displays up to twenty records at a time. There are navigation buttons at the top of the list to allow the user to see the other pages. 20

21 To change the status of a module, click on the dropdown menu to the right of the module and select the new status. Then click Store. Please note that under TEP all modules, except those modules assigned to courses allowed to derogate, are compensatable. A confirmation screen will appear at the top of the page indicating your store was successful. Tip: It is best practice to regularly click Store when making updates. 7. After storing your changes successfully, click Update SMRs A confirmation message will appear at the top of the page indicating the relevant SMR record(s) were stored successful. 21

22 Option 2: Module Compensation Indicator by Pathway (TSM courses) 1. Login to my.tcd.ie 2. Choose Assessment from the left menu and then choose Module Compensation Indicator by Pathway under Module Assessment Set-up. Access to this functionality requires Level 20 Progression access. If you do not already have this level of access you will need your School Administrator or School Assessment Manager to contact the Assess, Progress and Graduation team at to request that level of access for you. 3. Filter for the relevant pathway and hit Retrieve. The required access level to run the process can be seen at the top of the screen. Only the options that you have been granted access to will be available. Clicking Clear will reset the fields to their default values. To view all available subjects, you should select the All my subjects options in the drop down lists. These are the default selections when the page opens. Then click Retrieve and all subjects assigned to you will be presented. 4. On the following screen if you have access to multiple course years then select the relevant Course Year (you may only have access to one specific year). Select the relevant Academic Year and then click Module maintenance. 5. All modules eligible to be taken as part of that course are listed and a module s current compensation status is displayed in the Module Compensator Indicator field. 22

23 Each list displays up to twenty records at a time. There are navigation buttons at the top of the list to allow the user to see the other pages. To change the status of a module, click on the dropdown menu to the right of the module and select the new status. Then click Store. Please note that under TEP all modules, except those modules assigned to courses allowed to derogate, are compensatable. A confirmation screen will appear at the top of the page indicating your store was successful. Tip: It is best practice to regularly click Store when making updates. 6. After storing your changes successfully, click Update SMRs 23

24 Module Assessment Pattern and Mark Scheme Report It is recommended that you confirm that all current MAPs are relevant and have been setup correctly. To this end there is a report you can run that shows the breakdown of all MAPs for a Module code. The report can be exported as PDF or in Excel format (one module on each worksheet) and given to the relevant Lecturer to confirm the details are correct. The report is run as follows: 1. Login at 2. Select Assessment from the left 3. Select Module Assessment Pattern and Mark Scheme Report under Module Assessment Set-up 24

25 Tip: Please note that the Module In Use field on the report indicates whether the Module is in use, not the MAP. Managing staff access (School assessment managers only) It is possible to grant access to the Module Assessment Functionality to any TCD staff member (i.e. those persons who have a Trinity staff number including visitors and those postgraduate students on the payroll). Note: Postgraduate students working as teaching assistants/markers cannot be granted access. School Assessment Managers can only grant access to any member of staff in their School. When granting access the School Assessment Manager assigns the person to an Assessment role group which determines the level of access or the actual task that the staff member will be granted. 25

26 The role groups are listed in the table below: Role Group No assessment role Component Mark Entry Provisional Mark Entry Final Mark Management Discipline Module Assessment Manager School Module Assessment Manager Notes/Comments Default role automatically assigned to all persons (except School Administrators) May enter marks/grades for assigned assessment component(s) only May enter marks/grades and calculate overall provisional mark/grade for an assigned module(s) only May enter and calculate provisional marks and may finalise marks/grades fir submission to Courts of Examiners for assigned module(s) only. May enter and calculate provisional marks and may finalise marks/grades for submission to Courts of Examiners for all modules in own Discipline only. Also does set-up and control tasks for module assessment for modules in own Discipline May enter and calculate provisional marks and may finalise marks/grades for submission to Courts of Examiners. Also does set-up and control tasks for module assessment for modules in own School for all modules in own School. Grants access and roles to other person in own School All School Administrators are automatically assigned the role of School Module Assessment Managers Note: As stated in the table above all School Administrators are automatically assigned the role of School Assessment Manager this does not mean that they have to assign access and roles to all other staff in the School they can choose to setup one or more other School Assessment Managers who can then assign access and roles to the remaining staff that require it. Note: A person has the same rights and access to functionality for all modules to which they have been granted access as a Marker or Module Owner. (See below) 26

27 Tip: It is highly recommended that more than one person in each School or Discipline is assigned the role of Assessment Manager, to ensure backup in the case of absence. The functionality to grant access and roles to staff in your School is located under the Assessment menu item in my.tcd.ie. Select the link Change Staff Access (see screenshot below): This link opens a new screen which displays a list of all staff who have a valid Trinity staff number and who are assigned to your School (see screenshot below). 27

28 Note: Some staff have, in fact, multiple associations with School and research centres/institutes in TCD. It is only possible to record one of these associations within SITS. If you wish to assign access and a role to a member of staff that does not appear on your list but does belong to your School, please contact the Academic Registry who can advise you. The screenshot below displays the list of staff in your School: Navigation aids Name, Job Title and address of staff are displayed. Default is blank (No assessment role assigned) Press Select to grant or change access or role. 28

29 To change the access or role group for a particular staff member click the Select link on the right hand side. This opens a further screen with a drop-down menu that allows the School Assessment Manager to select one of the possible roles (see screenshot below). Select role group Select the Save button to confirm the selection and grant access to module assessment and assign the staff member to the selected role group. You are then returned to the previous screen and can check the roles assigned (see screenshot below). Note roles assigned to staff. 29

30 MAPs Frequently Asked Questions (FAQ) 1. Can I print out the MAPs I have entered? Yes, see the relevant section further up in this document Module Assessment Pattern and Mark Scheme Report. 2. Do I need to set-up supplemental assessment items for all Semester 1 and Semester 2 assessment items? If the supplemental assessment set-up is exactly the same as the Semester 1 and Semester 2 set-up there is no need to enter any additional items for the reassessment (such as 901). The system will automatically schedule a supplemental for the failed assessment item(s). 3. In a situation where TWO modules are examined in the ONE initial exam paper, what would be the best way to enter this information into the system?, e.g., Module TE1001 and Module TE1215 which are BOTH examined in ONE 180 minute Paper 1 90 minutes for questions covering Module TE1001 and 90 minutes for questions covering Module TE1215? Two separate MAPs are required in this instance, one for each module. Each one should be set-up with 100% weighting (if examined 100% by examination) and the total time for the shared examination (3 hours = 180 minutes). Therefore in this example: TE Assessment 1: EXAMA, 100 weighting, 3 hours TE Assessment 1: EXAMA, 100 weighting, 3 hours Therefore the system will expect one percentage mark for each of these modules for each student. School/Discipline should make sure that Assess, Progress and Graduation Team are advised that TE1001 and TE1215 are examined together on a single paper- an X paper. When scheduling the same appropriate X paper code will be applied to the two MAP records. 30

31 4. A module is assessed by coursework 33.5% and by exam 66.5%. When this information is entered the total weighting adds up to 101%. Why is this happening? The weightings of individual assessment components should be entered in whole numbers. These two assessment weightings of 33.5% and 66.5% are rounded to the nearest whole number (34% and 67% respectively which gives a total weighting of 101%). Those with assessment weightings that are not whole numbers should consult with the Academic concerned and amend weightings accordingly (so that the total is 100%). 5. A number of modules do not appear on the MAPs list provided. Module descriptors had been completed for all these modules is there something else that needs to be done for these modules? More than likely those modules do exist in the system it is their MAPs records that do not. All that is needed is for them to be set-up by the School/Discipline (i.e. by logging on to my.tcd.ie and selecting edit module assessment pattern ). However, if a module record is not already in SITS a request will have to be sent to askexams@tcd.ie to create the module added to SITS for the academic year in question. 6. If a module is not in use for this academic year does its assessment pattern need to be created? If a module is not in use for the current academic year its assessment pattern should not be created until it is, so that the code reflects the year it was first used (e.g. TE ). Note: creating the assessment pattern and then ticking the not in use box should be avided as the code will not reflect the year it was first used. 31

32 7. Where an examination is not scheduled by the Assess, Progress and Graduation Team what should the Assessment Type (AST) be? If a supplemental examination is not scheduled by the Assess, Progress and Graduation Team it should be marked as CWN so that it can be scheduled locally by the School/Discipline. 32

33 MAPs Quick Guide Create a new MAP 1. A new MAP should only be created in a new academic year if there are changes in how a module is being assessed. NEVER edit an existing MAP which has already been used. 2. A MAP Code is comprised of (a) Module code (b) hyphen (c) Academic year in which MAP is created e.g. BU Choose Assessment Edit Module Assessment Pattern. Enter Code, enter Short Name (same as Code), enter Name of Assessment Pattern, press Continue. When prompted to Add Record select Yes. 4. You will then see the MAP (overall assessment pattern) on top half of screen and MAB (where each component will be listed) on the bottom half Create Module Assessment Body (MAB) within the MAP 1. To add an assessment item (MAB) at the top of the MAP screen under Select Action select Add Assessment Item (MAB) 2. Enter Assessment Sequence, beginning with 1 (and then 2, 3 etc.) and select Continue i. Enter a descriptive Name ii. Enter a recognised Assessment Type (see Appendix A in this document) iii. Enter Assessment Mark Scheme (see Appendix B in this document) iv. Enter Assessment weighting v. If the Assessment type is EXAMA then you need to select Edit additional details and enter Assessment hours (length) 3. To add a second assessment components the repeat step 1 and enter the Assessment Sequence as 2. Repeat this as required, depending on the construction of the MAP Create Reassessment components 1. Please note: Only create a reassessment component IF there will be a difference in how the module will be assessed during reassessment 33

34 2. The naming convention for reassessment items begins with 901 (and then 902, 903 etc.) 3. At the top of the MAP screen under Select Action Select Add Assessment Item (MAB) and enter 901 select Continue 4. In the main MAP body (top-half of the screen) select Use Automatic Reassessment Instrument 5. Set the Reassessment Instrument Id. for the Assessment 901 component to RI 6. If this is the only reassessment component then the Assessment weighting will be If the new component is an examination then remember to select Edit additional details and enter Assessment hours (length) Assign a Mark Scheme, Module Co-ordinator and MAP to a Module 1. From the left menu choose Assessment - Add Module Owner - Assessment Pattern and Mark Scheme 2. Enter relevant Module code 3. Check that a MAP has been assigned under the Module Assessment Pattern column 4. Please note the options in the Mark Scheme column overrule what was set up in the MAP refer to Module Mark Scheme options in Appendix C 5. Record staff ID number in the Module Co-ordinator Code column, if there is one Check Module Assessment Pattern and Mark Scheme Report 1. It is essential that all current MAPs have been set up correctly and that this report is run to show the exact breakdown of each MAP linked to a module 2. From the left choose Assessment - Module Assessment Pattern and Mark Scheme Report 3. Enter Module code and select Run Report 4. This report shows the module mark scheme and if the module is in use or not in use 34

35 MAPs - Checklist 1. Check that all modules have been set-up in CMIS and in SITS, including modules taken by visiting students only. 2. Confirm that relevant MAPs rolled forward from the previous academic year are still valid. 3. If there are no changes this year to the assessment weightings or to the assessment types of existing MAP and MAB components, please do not create a new MAP. 4. If the assessment weightings for a module have changed from the previous year, or if the assessment type has changed from the previous year, a new MAP will need to be created. 5. When a new MAP is created ensure the previous MAP has been ticked out of use. 6. Ensure the correct naming format is used when setting up a new MAP (e.g. MZ and not MZ1000, MZ , etc.). 7. Ensure the MAP Short Name (same as MAP code) and Full Name fields have been populated. 8. An assessment/component mark scheme should be entered in the MAB component record (bottom half of the screen) and not in the MAP. 9. MAB components should be set up with the correct sequence numbers (no A-Z characters) i.e. 1, 2, 3 etc. for annual components and 901, 902, 903 etc. for any required separate reassessment components. 10. Where separate reassessment components exist ensure the Use Automatic Reassessment Instruments box is ticked and that Reassessment mode is set to Use MKS (M) under Edit additional details. Each corresponding reassessment MAB record in the bottom half of the screen should also have RI entered to the Reassessment Instrument ID box. 35

36 11. Ensure the MAB assessment component Name is completed appropriately (students will identify their assessment component by this field). 12. Ensure the Assessment Type and the Component Mark Scheme fields have been populated (e.g. EXAMA, C40-01) 13. MAB components with anonymous assessment types (e.g. EXAMA) should have the option of displaying the student name set to 'No' and the sort order should be by candidate number. MAB components with named assessment types (e.g. CWN) should have the option of displaying the student name set to 'Yes' and the sort order should be by name. 14. Assessment types EXAMA and TEST should have the length of the assessment specified in the relevant field (e.g. 3 hours) - the fact that this is specified in the component name is not enough for exam scheduling. 15. Component percentages must add up to 100% for the annual set of components. 16. Component percentages must add up to 100% for any extra supplemental set of components e.g. Assessment 901, Assessment 902 etc. 17. Using the Update Mark Scheme, Assessment Pattern and Module Co-ordinator option, ensure the correct MAPs and module mark schemes are linked to the correct modules. 18. Please ensure you have considered the Module, MAP and MAB requirements for off-books students in the current academic year. 19. Do not attempt to enter any module marks without first ensuring your MAP details are correct (i.e. SITS is displaying the correct assessment information and the columns for mark entry are also displaying as they should) 36

37 Appendix A - Table of Assessment Types AST Code Short name Full name Print Schedule an Name? Exam in SITS? ATTPAR ATTEND/PART Attendance/participation YES NO CLIN CLIN ASS/OSCE Clinical Assessment/OSCE YES NO CWN COURSEWORK NAME Coursework marked by name YES NO EXAMA EXAM ANON Examination marked anonymously NO YES EXAMN EXAM NAMED Examination marked by name YES YES GROUP GROUP ASSESS Assessment of group work YES NO ORAL ORAL EXAM Oral or viva voce examination YES NO PLACE PLACEMENT Placement YES NO TEST TERM TEST Term Test Only used for some BU & EC modules YES YES Examples of when to use different AST values Assessment Examples AST Code Comment Students should attend a minimum of 16 of the 20 tutorials in the year ATTPAR Clinical Assessment or OSCE CLIN Is often grade only. Project work, essays, laboratory or practical work, fieldwork, book reviews, class tests etc. Written examination marked anonymously Written examination marked by name. CWN This might have a grade only mark scheme and a zero weighting. Students who attend satisfactorily are given a pass grade and those who do not get a fail grade. The assessment of a named student s work during the teaching terms Note: The teaching and learning may have been carried out in one of a range of different methods. Examinations will be scheduled by the Assess, Progress and Graduation Team. Current regulations stipulate the all exams are marked anonymously. Examinations are scheduled by name, e.g., course work, etc. 37

38 Group project Any oral viva voce examination where the student is assessed individually. Clinical or work experience placement MT or HT term test GROUP ORAL PLACE TEST Assessment of group work it is possible that all students in a group are awarded the same mark/grade for the work. Interview scheduling functionality in SITS may be implemented for this type of assessment at a later date. Is required for assessment of work done outside TCD in a work or real life environment. There is a current need to interface to other placement management software. TEST refers to Term Tests held twice annually in Michaelmas and Hilary Terms. This assessment type should be used for a very limited number of exams which are nonanonymous and are currently scheduled for some EC and BU modules only. Only these two departments should set-up MABs with an assessment type = TEST. At the appropriate times of the year the exams office we will schedule the exams as required. Term tests are marked by name and will be scheduled by the Assess, Progress and Graduation Team. For locally organised tests, e.g. class tests, use the CWN Coursework Name assessment type. 38

39 Appendix B - Table of Component/Assessment Mark Schemes Code Pass Mark Marks Grades Description/Comment Component mark scheme with 40% pass C % (other than in Health Sciences) % - 100% Pass (P) mark, number 1. The most common mark 0% % Fail (F) scheme. For use in all UG assessments Component mark scheme with 40% pass C % 70.00% - 100% 40.00% % 0% % Distinction (D) Pass (P) Fail (F) mark, number 2. Only for use where a grade of Distinction may be awarded for an individual assessment component. Component mark scheme with 50% pass C % Sciences and in many PG assessments 50.00% - 100% Pass (P) mark, number 1. 0% % Fail (F) For use in most UG assessments in Health Component mark scheme with 50% pass C % 70.00% - 100% 50.00% % 0% % Distinction (D) Pass (P) Fail (F) mark, number 2. Only for use where a grade of Distinction may be awarded for an individual assessment component. CGO-01 n/a n/a Pass (P) Grade only component mark scheme Fail (F) number 1. No numerical mark is awarded. Grade only component mark scheme CGO-02 n/a n/a Distinction (D) Pass (P) Fail (F) number 2. No numerical mark is awarded. Only for use where a grade of Distinction may be awarded for an individual assessment component. 39

40 Appendix C - Table of Module Mark Schemes Code Description Mark Ranges for Passing Grades M % Pass mark 70% + 60% - 50% - 40% - 30% 0% - I 69% 59% 49% 39% 29% II-1 II-2 III F1 F2 M % Pass mark - 40% + 0% - Pass/Fail P (Pass) 39% F (Fail) M % Pass mark - 70% + 40% - 0% - Distinction/Pass/Fail (D) Dis- 69% 39% tinction P (Pass) F (Fail) M % Pass mark 70% + 60% - 50% - 0% - I 69% 59% 49% II P (Pass) F (Fail) M % Pass mark - 50% + 0% - Pass/Fail P (Pass) 49% F (Fail) M % Pass mark - 70% + 50% - 0% - Distinction/Pass/Fail D (Dis- 69% 49% tinction) P (Pass) F (Fail) M % Pass mark 70% + 60%- 50%- 40%- I 69% 59% 49% II-1 II-2 III MGO-01 Grade Only - Pass, P (Pass) F (Fail) Fail MGO-02 Grade Only Dis- D (Dis- P (Pass) F (Fail) tinction, Pass, Fail tinction) 40