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Common Awards (Theology, Ministry and Mission)
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This page shows examples of TEI good practice highlighted by the External Examiners and the ULOs in their reports, in areas related to assessment and moderation. Click on the links below to jump to Good Practice ideas on each topic.

 

Assessment Feedback TEI
1 The External Examiner noted this was the first time they had seen the use of Turnitin to this extent. Particularly impressive was the way in which the categories from the marking criteria were mapped into the feedback form/matrix, and in-text comments related to this. Lindisfarne (2020-21)
2 The External Examiner commended tutorial staff on the consistently fair and informative feedback, helped by structured Moodle Grading Forms. Guidance to those failing assignments is always sensitive and focussed on what would be needed to pass on resit. All Saints Centre (2020-21)
3 The External Examiner noted that the quality of feedback to students is very high. This enables students to see clearly the strengths and weaknesses of their assignments and understand what they need to do to improve. Its tone was encouraging, even when students had not produced high-quality work and it was also good to see formational comments being included in feedback.

ERMC

(2020-21)
4  It was notable to the External Examiner that Module Leaders had made an effort to offer a general comment on their modules and assessments (this might, for example, indicate the challenge of a particular assessment type, or the relationship between curriculum and assessment). This was very welcome as it helps the External Examiner to gain an ‘feel’ for the modules, as well as documenting the detailed reflection in which teaching staff clearly engage. This practice is worthy of commendation to other institutions. The TEI should be commended for their efforts to make these qualifications available to students with different special needs through accommodation in assessment modes.

Lindisfarne

(2020-21)
5 Feedback was always helpful with tutors using a combination of on-script comments and a well-organised grading sheet tied to the Common Awards Assessment criteria (with a summary field and a “how to improve next time” field). There was often a personal touch to the comments with notes of encouragement and pastoral insight alongside constructive criticism.

YTEP (2021-22)
6 In general, markers show enthusiasm for their subject areas and communicate this well to the students in the feedback. This shows a good integration of pedagogy with marking, treating the assessment process as an element of teaching and learning.

SWMTC (2021-22)
7 The markers comments clearly reveal a sense of the whole person behind the essay and their future ministry. Pastoral and goal orientated marking is exemplary.

Lincoln (2021-22)

 

Assessment Irregularities TEI
1 The TEI saw a 75% reduction in cases of assessment irregularities, achieved through developing study skills resources and redeveloping the student induction session, with students being repeatedly reminded of expectations through the year.

All Saints Centre

(2020-21)
2 The TEI's means of implementing the University’s Assessment Irregularities policy is in the form of the pro forma used to record irregularities and the responses to them.

St Augustine’s

(2020-21)

 

Diversity of Assessment  TEI
1

The ASE Reviewer commended how the TEI uses Assessed Conversations in the module on Job; by building the module around the idea of dialogue and including video dialogues in the resources, the TEI is skilfully integrating assessed conversations into the big picture. This also improved engagement in the lesson preparation, especially from students with SpLDs. 

 Cambridge Theological Federation (2021-22)
2

A number of modular assessments include excellent creative elements where students can demonstrate abilities in graphic design, blogging, copy for websites, magazines or newspapers. This promotes clear “employment-related” skills.

All Saints Centre

(2020-21)
3 The External Examiner, in his oral report at the 2019-20 Board of Examiners, commended the TEI for the use of ‘creative assessments which blend some of the more traditional theological disciplines with the practical and applied skills that are important for those training for ministry.’ The TEI deliberately seeks to integrate the more academic side of its teaching with the students’ contextual experience in order to enhance student learning.

Lindisfarne

(2020-21)
4 The use of textual interpretation within language exams is an excellent idea, as it both tests a valuable skill, but also lowers the overall marks thus avoiding the argument over scaling found in some institutions.

Cranmer Hall

(2020-21)
5

The TEI uses assessed conversation as an alternative assessment method for some students with specific learning needs (especially dyslexia). This has been valued by students and has proved an effective alternative to written assignments.

 Ripon College, Cuddesdon (2021-22)
6 The assessed conversations, as adopted in TMM2121 are worthy of wider adoption. They provide a means for students who find the written word less conducive to demonstrating their understanding, to provide a more authentic account of their abilities.

SCTEI (Oxford)

(2020-21)
7 Some of the new forms of submission (as a result of Covid-19 adjustments) worked very well, showing a mixture of student application, but also, no doubt, of staff support. Thus, the recorded sermons on Youtube worked very well and the students seemed to have enjoyed doing this. This skill will certainly stand students in good stead.

SEI

(2020-21)
8 The use of a variety of assessments: for instance to ask students to produce audio files is helpful, especially during the lockdown. The new way of examining through ‘resource and commentary’ pedagogically is very effective.

SWMTC

(2020-21)
9 The use of a variety of assessments: for instance to ask students to produce audio files is helpful, especially during the lockdown. The VLE is also used well with a variety of resources easily accessible to students. Examining through ‘resource and commentary’  is pedagogically very effective. Also, to write a reflective commentary on preaching is also pedagogically useful.

SWMTC

(2020-21)
10 The incorporation of original artwork as part of an assessment adds to diversity and is a very worthwhile addition judged by the quality of work seen at this TEI.

Ripon College, Cuddesdon (2021-22)
11 The TEI takes a student-centred assessment approach, taking into consideration the diverse learning needs of students.

Luther King Centre (2021-22)

 

Board of Examiners TEI
1 Prior to the conclusion of the Board, a number of key points were identified to be shared with individual tutors or more generally to all staff. All of those identified are intended to contribute to supporting students in their studies. The External Examiner felt this was a very commendable feature of the Board’s work.

CamFed

(2020-21)
2 The conduct of this exam board was an example of good practice. The External Examiner had access to all assessed student work and was fully supported by the programme administration, which was always available and willing to respond to any questions or uncertainties. The chairing and administration of the board and its processes were exemplary. Overall the External Examiner found the processes in respect of the probity, integrity and transparency of assessment throughout the TEI to be of a consistently high quality, all students being treated equitably in the application of the University’s regulations and policies.

CCL

(2020-21)
3 The External Examiner having the opportunity for a meeting with the Chair of Examiners and Exams Officer prior to the Exam Board was extremely helpful, to clarify any issues prior to giving their verbal report. This helped to avoid unnecessary discussion in the meeting, as well as mistakes caused by unfamiliarity with the processes and should be recommended to other institutions.

Cranmer Hall

(2020-21)
4 The conduct of the Exam Boards on zoom were exemplary: the use of the VLE on screen and the clear knowledge of students and students’ cases, with all the staff responsible for their modules commenting on their cohorts was noteworthy.  In the event of a discrepancy between the markers, a rigorous process is in place. 

Queen's

(2020-21)

 

Formative Assessments TEI
1 There were some excellent examples of the use of Formative Assessments building towards Summative Assessments. This can be seen in the ‘Issues in Pastoral Ministry’ module, for example.

Cranmer Hall

(2020-21)
2 The TEI introduced a formative assessment element into the dissertation process by asking students to submit 1000 words of written text, in a form to be agreed with their supervisor, part way through the year. This helped to strengthen students’ engagement with the module content and requisite academic skills.

Queen's

(2020-21)
3

SWMTC’s approach to formative assessments was commended by the ASE reviewer. The TEI provides asynchronous tasks for students to work through online, and students are asked to respond to the task and engage with each other via Moodle Forums. This is an effective way of preparing students for summative work without overloading them.

The TEI Notes: 'some of our modules have around 50% (one or two have more like 80%) of the teaching material in the form of readings and/or videos which students access asynchronously on Moodle. These are presented in blocks, which should each take about 2 hours to work through, and each block also  include questions which the students are asked to think or write about. In conclusion to each block, in an effort to consolidate learning, we then ask each student to respond to one or more questions by writing at least 100 words as a thread on a forum. Together, these constitute their formative work for the module.(They are allowed to write more if they wish but we do not want to over-burden them with excessive expectations.) Students can access, and may respond to, each other’s threads. The tutor can then assess how well the students have understood the work and responds to the group as a whole by their own thread in the forum, or by email/announcement or by addressing specific issues in the next ‘live’ class.'

SWMTC (2021-22)

 

Marking and Moderation processes TEI
1

The External Examiner highlighted the TEI's outstanding use of moderation. Not only does their practice ensure consistent and justified academic standards but is of great developmental value.  Excellent use is made of the right hand form in Moodle to facilitate a dialogue between the first marker and moderator. In the vast majority of cases these conversations were honest, constructive and gave confidence that the module marking was accurate and consistent. Importantly, they were also developmental conversations.


* First markers were not afraid to ask for a second opinion on specific assessments where marking was challenging

* The assessment criteria were used to frame the conversation, along with encouragement to use the set of qualitative phrases (excellent, very good, good, sound) consistently

* Mark changes were justified, and the conversation brought to an agreed conclusion

* Moderators explained and identified their selection of assessments

* Markers were encouraged to complete each box of the grading form (and the vast majority did)

* Advice was given on the tone of feedback and its ability to result in improved student performance

* Future changes to assessments were mooted where it was felt existing arrangements had led to confusion or under performance

* Students with learning differences and those in need of further support were served well by the process

SCTEI

(2020-21)
2 The assessment of one module (TMM1111) in particular demonstrated what it means to use the full range of the grade mark scale, marks ranging from 95-40. If appropriate permissions were obtained, this would be a great real life case study to use in a staff development workshop on assessment with colleagues in other TEIs and elsewhere.

CCL

(2020-21)
3 The practice of moderators’ commenting on the sample of assessments they view provides additional clear evidence that assessment policies and procedures are being followed.

TBBC

(2020-21)
4 The team achieved 100% consistency this year in the way that the Moodle assignment submission system was used, the use of marking grids and the recording of moderation discussions, which should be a help to students, and certainly a help for the examination process.

SEI (2021-22)
5 The External Examiner highlighted the outstanding use of moderation. Not only does it have great developmental values, it also helps build a mutually supportive learning community.

SCTEI (2021-22)

 

Alternative assessments TEI
1 Staff have continued to use alternative forms of assessment for students with specific learning difficulties to very good effect.

St Augustine’s

(2020-21)