ÐÓ°ÉÂÛ̳

Learning outcomes:

Upon successful completion of their studies, students will be able to:

Undergraduate:

• Outline and evaluate contemporary concepts and empirical evidence in relation to the main areas of social policy formulation and implementation
• Critically evaluate the suitability, implications and effects of social policies in different social sectors and across different national contexts
• Construct persuasive, theoretically informed oral and written arguments in relation to key debates in contemporary social policy
• Apply a comprehensive understanding of social policy as a multi-disciplinary field of study to the analysis of social problems
• Understand and deploy basic qualitative and quantitative research skills in the study of social policy problems

Taught postgraduate:

• Explain and evaluate the main theoretical positions in the field of social policy formulation and implementation
• Integrate theory from different disciplinary backgrounds into the analysis of social problems
• Construct persuasive oral and written arguments in relation to key issues of social policy theory and practice
• Conduct and design rigorous research projects using a range of methodologies and epistemologies
• Apply theoretically informed approaches to the analysis of social problems

Each degree programme also has specific learning outcomes linked to QAA standards.[1]

Each programme has a conceptual “spine” of core courses which, in combination with option courses, ensure the full range of learning outcomes.

[1] For further details, see

The Department provides a combination of different assessment methods within each programme. This approach ensures students develop the relevant knowledge and skills, and allows the Department to test their learning effectively.

Formative assessment develops the knowledge and skills that students come to ÐÓ°ÉÂÛ̳ to acquire. Formative assessment is a compulsory part of every course and includes: class/seminar discussions and presentations; essays; problem sets; dissertation proposals and mock examinations. Formative assessment does not count towards the calculation of a student’s overall degree classification.

Summative assessment tests whether students have acquired the learning outcomes that are described above. This is achieved through a variety of methods including closed book and take-home examinations, presentations, coursework and dissertations. Summative assessment counts towards the calculation of a student’s overall degree classification.

Marking:

A marking framework is used by markers for all summative and formative assessment. The relevant framework is included in each programme handbook and is also discussed in classes/seminars.

For the majority of courses, each piece of summative work is double-blind marked. The first and second internal examiners then agree the final internal mark. An External Examiner also receives a sample of scripts and other assessed material from the top, middle and bottom of the range in order to confirm that internal marking has been consistent and of an appropriate standard. This provides a third level of assessment scrutiny.

For some courses a system of single-marking with moderation is used for summative work.  Each script is marked by a first marker, and a selection of scripts is then ‘moderated’ by a second marker to ensure marking standards are consistent. Scripts that are single-marked are also reviewed by the External Examiner as described above. Course Convenors will inform students if single marking with moderation applies to a particular course.

Extremely careful consideration is given to ensuring that appropriate methods of assessment are used on each individual course and all proposals must be approved at an All Department Meeting. Once approved, final consideration is given by the School’s Undergraduate or Graduate Studies Sub-Committee. 

Plagiarism:

The Department ensures that the School’s rules on plagiarism are clearly communicated to all students. Each programme handbook clearly sets out the Department’s policy on plagiarism, signposts students to the School’s guidance, and provides examples of what constitutes plagiarism and how to avoid it. Additional sessions that cover plagiarism are incorporated into the teaching for dissertation courses..

What is feedback?

• Feedback is information about students’ work that they can use to make improvements.
• Feedback is an integral part of the teaching and learning process.
• Feedback is a two-way process which is most effective when students engage with it fully.

The Department is committed to providing timely, regular and constructive feedback to students and promotes ‘feedback literacy’ among all its teachers and students. We ensure students understand the full range of feedback methods and opportunities available to them. This encourages them to engage actively with feedback, by learning to recognise when feedback is being given, the different forms it takes, and by understanding how best to use it.

When and how is feedback given?

Feedback is given in accordance with the School’s Academic Code and the Department makes every effort to ensure that it is delivered in a timely and effective manner.

Formative:

Feedback on formative work is normally provided within three term-time weeks of the submission deadline. It is provided to support and foster student learning, and to prepare students for summative work. Assignments are returned to students with constructive commentary and guidance for future progress. Feedback is provided in two main forms: in writing (normally using the standard form, including a mark), or orally (students are expected to take notes).

Students are also provided with additional feedback opportunities at Academic Adviser meetings and Advice and Feedback Hours.

Summative:

For assessments set in Michaelmas or Lent Term: feedback is normally provided to students within four term-time weeks of submission and, where possible, prior to future summative assessment. Along with written feedback, a provisional mark is provided.

For assessments set in the Summer Term: for students whose degree programme is continuing, feedback is normally provided within four weeks of the beginning of the following term.

MSc courses only: once provisional overall marks for a course have been confirmed by the External Examiner, these marks will be released on the School’s provisional results page on ÐÓ°ÉÂÛ̳ for You. This normally takes place in mid-August and students will be advised of the exact date by the end of Summer Term.

Final year graduates and undergraduates will receive feedback on their dissertations within four weeks of the beginning of the following term in which the dissertation was submitted.

Further guidance on how to make the most of feedback to improve future performance can be accessed here.

This guideance can also be found on each course’s Moodle page and in the Programme Handbook.

Students are informed of the guidelines on assessment and feedback through the following platforms:

• This Departmental Assessment Strategy document is included in each programme handbook.
• This document is also circulated to student representatives at the MT SSLC meeting (the minutes of which will be available to all students); and is also provided to External Examiners.

The main formal opportunities students have to receive and discuss feedback are

• Tutorial meetings
• Advice and Feedback Hours
• Via email
• Via Moodle

Students are expected to

• Understand when feedback is being given and what it means
• Ask the person giving feedback for clarification it if is not clear
• Discuss feedback with fellow students – peer review can also be useful feedback