5.2.2. Concerns to be Addressed in Moderation of Setting Regular

Examinations/Timed Assessment Work

(Please find the template given in Annexure 8.19 for moderation)

Examination Paper/Assessment tasks

A. Whether the instructions to candidates are adequate & accurate.

B. Whether the time allowed for the examination/assessment tasks is what is stated in the Senate approved course specifications given to students at the beginning.

C. Whether the structure of the examination conforms to what is stated in the Senate approved course specifications.

D. Whether the set Assessment Blueprint adequately reflect the course ILOs.

E. Whether the set questions/assessment tasks are in line with the Assessment Blueprint.

F. Whether the questions/assessment tasks are of a standard appropriate to the level of students being assessed.

G. Whether the questions/assessment tasks are unambiguous or not.

H. Whether the questions/assessment tasks are able to differentiate the level of student performances.

I. Whether the questions/assessment tasks can be answered within the allocated time.

J. Whether the marks allocations for questions/assessment tasks are appropriate.

K. Whether the questions are free of spelling and grammatical errors.

L. Whether the numbering of pages and questions is correct.

M. Whether the text is readable (font type and size).

N. Whether relevant figures, tables, and equations are included and correctly numbered.

O. Whether figures, tables, equations, if any, are clear and correct.

P. Whether questions/assessment tasks are structured as per the approved guidelines (in terms of question type and time & marks allocation).

Q. Whether the question paper is formatted as prescribed in the faculty guidelines (header, instructions & body).

R.    Whether the assessment tasks/questions are unacceptably similar to those of the previous three years. (However, core competencies may be tested every year).

Marking scheme / Model Answer/ marking Rubrics

S. Whether the answers/marking rubrics are accurate.

T. Whether the answers/marking rubrics are structured with a breakdown of marks.

U. Whether the marks allocation within components is rational & fair.

V. Whether the answers/marking rubrics are of a standard appropriate to the level of students being assessed.

W. Whether the marking schemes are adequately objective.