External examiners do not mark student work. They have two main functions: to act as moderators and to act as consultants. The University defines these roles as follows.
The primary role of a subject external examiner is as a moderator. In this role, external examiners ensure that the assessment system is equitable and operates fairly in the classification of students. This work normally includes:
The primary role of a programme external examiner is as a consultant. In this role, external examiners ensure that the degrees awarded by Queen’s are comparable in standard with those awarded in other UK or Irish universities, and are consistent with the requirements of the UK Quality Code for Higher Education. This work normally includes:
Schools will nominate a programme external examiner from the pool of subject external examiners, ensuring that the nominee has previous external examining experience. Each programme should have a single programme external examiner, although the total number of subject external examiners should be sufficient to cover the range of topics and number of students.
External examiners may serve as programme external examiner for more than one cognate programme, where this is appropriate and does not place an unreasonable burden on the external examiner.
For PGT programmes, the programme external examiner should also undertake the moderation of dissertations.
In instances where there is only one subject external examiner for a programme - for example, specialist PGT programmes - that individual should also be the programme external examiner.
Subject External Examiners or Programme External Examiners should not seek to, or be permitted to, change individual marks.
Note: It is the responsibility of each Head of School to ensure compliance with this Code of Practice. While operational responsibility may be delegated to School staff, the Head of School retains formal accountability for oversight of the School’s processes and procedures.
All examination scripts and other work including coursework, practical and tutorial work that contributes to the final classification should be available, where possible, to external examiners. In practice, the external examiner will normally view a sample of this work.
The School should agree in advance with the external examiner the nature of the sample of scripts and coursework that the external examiner needs to receive in order to determine that internal marking has been appropriate and consistent. The normal expectation requires external examiners to receive a sample of scripts drawn from the top, middle and bottom of the mark range, including all scripts of borderline candidates and of all candidates assessed internally as first classes/distinctions or as fails.
Schools should ensure that the external examiner has access to student work in advance of the meetings of the Board of Examiners, in sufficient time to allow an appropriate level of scrutiny.
Where applicable, external examiners should have sufficient access to assessed written work produced during, or following, placement learning.
Where possible, external examiners should have the same level of involvement in both the content and the moderation of practical and clinical examinations as they have for written papers.
As part of their role as consultants, external examiners should be given the opportunity to contribute to module and programme review. The Quality Assurance Agency has commended the practice in some areas of carrying out elements of programme review at Boards of Examiners’ meetings in June, with the external examiner present.
External Examiner Reports form part of the evidence base for the Continuous Action for Programme Enhancement process.
The Education Committee appoints external examiners to module and/or programme cohorts. As such, external examiners should not be required or invited to make recommendations on or change the marks of individual students or individual assessments, except in the exceptional circumstances where there is an unresolvable difference between internal examiners. External examiners have the power to recommend to the Board of Examiners appropriate action to ensure consistency of standards and may advise the Board on changes to marks across the module as a whole.
The Board should take the opinion of the external examiner very seriously. However, the final decision on marks and classifications must be a majority decision of the Board of Examiners.
Should an external examiner hold a view that the practices/procedures in Queen’s are contrary to, or out of step with, standard practice in other UK/Irish universities or the UK Quality Code for Higher Education, they should communicate these views in their reports. The University will then consider the views expressed, through its procedure for dealing with external examiner feedback. External examiners should not seek to overrule University regulations at Board of Examiners meetings.
External examiners are full members of the relevant Board(s) of Examiners. If the opinion of the Board is equally divided, the Chair of the Board shall have the final casting vote (in addition to the Chair’s original vote as a member of the Board of Examiners). In all other cases, the majority decision of the members present at the Board of Examiners will be upheld.
Queen's University Belfast is committed to Equality, Diversity and Inclusion.
For more information please read our Equality and Diversity Policy.
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