Information is presented here on progression though the degree (including how your final degree classification is calculated), and the marking criteria used both for individual modules and also in the consideration of final degree classification. The rubric which all staff follow when marking assignments is provided, which expands the marking criteria to give more detail on expectations in specific areas such as 'knowledge base', 'structure of the assignment' and 'referencing'.

Progression through the BMedSci (hons) Speech and Language Therapy Degree 

Assessments and timescales

Students are assessed using a variety of methods on the BMedSci SLT Degree programme. Written examinations take place within Semester One and Two exam periods, with deadlines for other forms of assessment distributed across the academic year. There is a resit examination period in August of each year.

Student results for completed course components are formally processed through Departmental Examination Boards, which occur following each exam. Students receive formal statements of marks after each Board.

BMedSci Speech and Language Therapy degree students graduate with other graduates from the Faculty of Health.  This typically takes place in July of the final year. 

Progression

The pass mark for all modules is 40 and students must pass all modules in each level before progressing to the next level.  For course components constituted by multiple assessments (e.g., two or three examinations or assignments), the progression criteria may vary for individual modules. For the following modules, students are required to reach a grade of 40 for each individual component: Professional Practice 1; Professional Practice 2; Professional Practice 3; Key Clinical Topics 1; Key Clinical Topics 2.  For some other modules, students only require an overall pass to progress. This means that students may not be required to resist failed individual assignments or examinations as long as their overall aggregated mark within each course component (module) is 40 or above. There is the following exception to this: For the Practice Placement modules, students must receive a pass on each Practice Educator report to progress.

Final degree calculations

Final degree calculations for the BMedSci Speech and Language Therapy Degree are based on Years 2 and 3, with a 1:2 ratio. That is, year 2 marks are counted once, and year 3 marks are counted twice. This  means that marks for year 2 comprise one-third of the final degree calculation, and marks for year 3 comprise two-thirds. This is in line with other degrees across the university.

Failure to complete all components/modules

A student who fails to complete the final year will not be eligible for the award of a BMeSci Speech and Language Therapy Degree. If the student has sufficient credits, they may be eligible to receive a non-clinical award such as a Certificate or Diploma of Education. Note that this will only be granted with Faculty approval; it is not an automatic process or guaranteed outcome. 

Pastoral Support for Learners

In each level of the degree programme, students have a personal tutor. If students have any queries or concerns about their time at the University, then they are encouraged to contact the University tutor who will work with the student to support the student and resolve any issues. The personal tutor can support the student to involve other agencies at the University as appropriate.  

If extenuating circumstances are affecting your ability to engage with your course, you can submit a form to us requesting they be taken into consideration. You should notify us of any extenuating circumstances at the earliest possible opportunity. 

Before applying for extenuating circumstances you must read the Extenuating Circumstances Explanatory Notes.  You can access additional information in the AHPNM General Hand book section Extenuating Circumstances.

We seek to respond in an equitable and consistent way to all requests for extenuating circumstances. As well as considering your needs, we also consider academic integrity and fairness to other students.

Student Feedback and Concerns

Students are invited to give their feedback on all the modules they study via the university TellUS surveys and the programme in general as they progress through the levels. Students can also feedback during the Student Voice meetings via their year rep. The actions are then communicated back to the learner with explanations about the actions taken. This feedback is collated by the Programme Lead and disseminated to the relevant staff.

If students have any concerns about the programme and/or their studies they are encouraged to contact their personal tutor, Programme Lead, or other member of staff as early as they can.

Please see the School General Student Handbook for further detailed information about student feedback, concerns and complaints.

Marking Criteria

I     FIRST CLASS (69.5 or higher)

Learners are able to demonstrate the following, with respect to the criteria relevant to their discipline:

●   Comprehensive and deep understanding of key concepts and knowledge, and a range of supporting evidence;

●   Excellent, in-depth consideration of key issues, with skillful interpretation and a use of a wide range of evidence;

●   Excellent ability to integrate material from a variety of sources, and to deploy accurately and imaginatively established techniques of analysis and     enquiry;

●   Evidence of insightful analysis and of critical or imaginative thinking, and of the ability to question the validity of accepted approaches;

●   Excellent skills in communicating the above knowledge and understanding and in the presentation of ideas;

●   A high level of command and application of the key specialised technical, professional, creative and conceptual skills;

●            An excellent level of competence.

II.I    UPPER SECOND (59.5 to 69.5)

Learners are able to demonstrate the following, with respect to the criteria relevant to their discipline:

●   A thorough understanding of key concepts and knowledge, and of a range of supporting evidence;

●   Informed consideration of key issues and interpretation of evidence;

●   Ability to integrate material from a variety of sources, and to deploy established techniques of analysis and enquiry, accurately and effectively;

●   Evidence of analytical or critical thinking, of insight, and a recognition of the level of validity of alternative approaches;

●            Good skills in communicating the above knowledge and understanding;

●   Good command and application of the key specialised technical, professional, creative and conceptual skills;

●   A high level of competence.

II.II    LOWER SECOND (49.5 to 59.5)

    Learners are able to demonstrate the following, with respect to the criteria relevant to their discipline:

●   Understanding of key concepts and knowledge and of a range of supporting evidence, and an awareness of alternative accepted approaches;

●            Adequate consideration of key issues, demonstrating emerging ideas, but revealing gaps in coverage;

●   Ability to integrate material from a variety of sources, and to deploy established techniques of analysis and enquiry, but limited in depth and in evidence of analytical or critical thinking;

●   An adequate level of ability to communicate the above knowledge and understanding;

●   Some command and application of the key specialised technical, professional, creative and conceptual skills;

●   A satisfactory level of competence.

III   THIRD/PASS (39.5 to 49.5)

     Learners are able to demonstrate the following, with respect to the criteria relevant to their discipline:

●   Some understanding of key concepts and knowledge, and an awareness of the existence of supporting evidence;

●   Some consideration of key issues, but revealing significant gaps in coverage;

●   Some ability to integrate material from a variety of sources, and to deploy established techniques of analysis and enquiry, but very limited in depth and evidence of critical thinking;

●   An adequate level of ability to communicate the above knowledge and understanding;

●   Some ability to apply key specialised technical, professional, creative and conceptual skills;

●   Some limited competence.

FAIL

To the extent that the following criteria apply to their discipline, learners demonstrated no, or very limited evidence of:

●   Knowledge and understanding of key concepts and supporting evidence

●   Consideration of key issues

●   Ability to integrate material from a variety of sources, to deploy established techniques of analysis and enquiry, and think critically:

●   Ability to communicate knowledge and understanding;

●   Competence and ability to apply key specialised technical, professional, creative and conceptual skills.

The expanded marking rubric is below. To view the full document, click on the image below then click 'open in new tab' (which will appear in the top left).