{"id":143,"date":"2023-06-30T10:57:12","date_gmt":"2023-06-30T09:57:12","guid":{"rendered":"https:\/\/blogs.kent.ac.uk\/qaco\/?p=143"},"modified":"2023-06-30T13:18:05","modified_gmt":"2023-06-30T12:18:05","slug":"july-2023-regulatory-framework-updates","status":"publish","type":"post","link":"https:\/\/blogs.kent.ac.uk\/qaco\/2023\/06\/30\/july-2023-regulatory-framework-updates\/","title":{"rendered":"July 2023: Regulatory Framework Updates"},"content":{"rendered":"

\"Typewriter<\/strong><\/p>\n

Please note that the changes listed below have taken effect in the month prior to publication, unless specified otherwise.<\/em><\/p>\n

Assessment Regulations Framework<\/span><\/b>\u00a0<\/span><\/p>\n

The <\/span>Assessment Regulations Framework<\/span><\/a> has been newly designed to provide clarity to staff and students on the format, design and marking of assessment as conducted on modules and courses leading to University credit or an award. It sets out principles for effective assessments in the context of the underpinning external regulatory requirements published by the OfS. <\/span>\u00a0<\/span><\/p>\n

It includes the following Annexes:<\/span>\u00a0<\/span><\/p>\n

Annex 1 – <\/span>Types of Assessments<\/span>. This annex is in preparation and will be published in due course.<\/span>\u00a0<\/span><\/p>\n

Annex 2 \u2013 <\/span>Qualification Level Descriptors<\/span>, which sets out the descriptors adopted by the University, based on the Framework for Higher Education Qualifications for England, Wales and Northern Ireland (FHEQ) with regard to the threshold level of achievement required for courses and modules at levels 4-8, and the Southern England Consortium for Credit Accumulation and Transfer in Credit Level Descriptors for Further and Higher Education for level 3. This annex also serves as Annex 2 of the Credit Framework.<\/span>\u00a0<\/span><\/p>\n

Annex 3 \u2013 <\/span>University Grade Descriptors for Level 6<\/span>, that are built on the threshold standards set out in Annex 2 and these articulate the generic outcomes and attributes expected for achievement above the threshold with respect to the classified award of a certificate, diploma or degree. Similar Descriptors for levels 3, 4, 5 and 7 are in preparation and will be released in due course.\u00a0<\/span>\u00a0<\/span><\/p>\n

Annex 4 – <\/span>Technical Proficiency in English Language, <\/span>which provides direction to teaching staff and assessors on how to undertake the assessment of technical proficiency in English language effectively and in which assessments, as required by the OfS (Condition B4).<\/span>\u00a0<\/span><\/p>\n

Annex 5 \u2013 <\/span>Assessment and Feedback Strategy 2022-25, <\/span>which aims to embed a new, successful strategy for assessment and feedback that holistically supports staff in measuring student learning, boosting satisfaction, promoting equity and inclusion, improving graduate outcomes, and preparing students for future success.<\/span>\u00a0<\/span><\/p>\n

Annex 6 \u2013 <\/span>Marking.<\/span> This annex is not new, but it has been incorporated in the Assessment Regulations Framework. It also serves as Annex 6 of the Credit Framework.<\/span>\u00a0<\/span><\/p>\n

Annex 7 – <\/span>Designing Assessment and Feedback for Learning<\/span> which provides checklists designed to prompt academics\u2019 self-evaluation of existing assessment and feedback practice and to encourage more effective assessment and feedback design.<\/span>\u00a0<\/span><\/p>\n

Annex 8 – <\/span>Deterring Academic Misconduct<\/span> which sets out principles of good practice and provides information on assessment design to help reduce the likelihood of students failing to adhere to the standards of academic integrity expected by the University of Kent.<\/span>\u00a0<\/span><\/p>\n

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Changes to Course and Module Approval<\/span><\/b>\u00a0<\/span><\/p>\n

The updated documents can be found on the Codes of Practice for Taught Courses <\/span><\/b>webpage<\/span><\/b><\/a>.<\/span><\/b>\u00a0<\/span><\/p>\n

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  1. Changes to New Course Approval\u00a0<\/span><\/b>\u00a0<\/span><\/li>\n<\/ol>\n
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    1. Changes to BCC for New Course Approvals\u00a0<\/span><\/b>\u00a0<\/span><\/li>\n<\/ol>\n

      Changes to BCC include changes to the scope, membership, terms of reference and available outcomes to ensure that approved new courses are sustainable and viable, and consequently meet the OfS B Conditions.\u00a0\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

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      1. Introduction of New Course Probation Reviews\u00a0<\/span><\/b>\u00a0<\/span><\/li>\n<\/ol>\n

        BCC will review every new course that doesn\u2019t meet its recruitment targets after two consecutive intakes to ensure that any concerns regarding such courses are addressed early. Such probation reviews will be incorporated in the course sustainability and viability reviews (see below).\u00a0<\/span>\u00a0<\/span><\/p>\n

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        1. Introduction of BCC Reviews for Course Sustainability and Viability\u00a0<\/span><\/b>\u00a0<\/span><\/li>\n<\/ol>\n

          Codifying the courses sustainability and viability reviews (also known as \u2018small courses\u2019) that had already been running in academic year 2022\/23.\u00a0<\/span>\u00a0<\/span><\/p>\n

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          1. Introduction of the CASC Approval Panel\u00a0<\/span><\/b>\u00a0<\/span><\/li>\n<\/ol>\n

            This is to ensure holistic approach when considering new and revised (as per new criteria) courses. The proposal to introduce the CASC Approval Panel aims to ensure that assessments at the module level fulfil the course assessment strategy and offers the best protection in terms of B Conditions.\u00a0<\/span>\u00a0<\/span><\/p>\n

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            1. Changes to what is considered a new course\u00a0<\/span><\/b>\u00a0<\/span><\/li>\n<\/ol>\n

              Adding a foundation year to an existing course, a \u2018Year in\u2019, adding a minor subject (such a language) to an existing course, and adding pathways with 50% of more of credit for new modules (in stages contributing to the degree classification) will be considered as new courses and will require the BCC consideration.\u00a0<\/span>\u00a0<\/span><\/p>\n

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              1. Changes to Approval of Revised Courses\u00a0<\/span><\/b>\u00a0<\/span><\/li>\n<\/ol>\n
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                1. Change to classification of revisions for courses\u00a0<\/span><\/b>\u00a0<\/span><\/li>\n<\/ol>\n

                  Revisions to courses will now include material, major and editorial changes.\u00a0<\/span>\u00a0<\/span><\/p>\n

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                  1. Changes to what is considered a major revision to the course\u00a0<\/span><\/b>\u00a0<\/span><\/li>\n<\/ol>\n

                    Adding a period abroad (with an approved partner institution) or placement year to an existing course will be considered as a major change and require the CASC consideration.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

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                    1. Changes to CASC\u00a0<\/span><\/b>\u00a0<\/span><\/li>\n<\/ol>\n

                      Slight changes to CASC membership and introduction of the CASC Approval Panel (see 1.4 above).\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

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                      1. Changes to the process of reinstating a previously suspended course\u00a0<\/span><\/b>\u00a0<\/span><\/li>\n<\/ol>\n

                        Requests to reinstate a previously suspended course will be considered by the BCC.\u00a0<\/span>\u00a0<\/span><\/p>\n

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                        1. Changes to Course Specification Templates (UG and PGT)\u00a0<\/span><\/b>\u00a0<\/span><\/li>\n<\/ol>\n