Taught Assessment Regulations

Academic Year 2023/24

Specialof
Purpose speiLate
Policy sub

The assessment regulations set minimum requirements and standards for students and staff, expressing in
practical form the academic goals and policies of the University.

Overview
These regulations:
(i) replace the previous undergraduate and taught postgraduate assessment regulations;
(ii) set out the rules which must be followed in taught student assessment; and
(iii) provide links to other sources or guidance and related regulations.

Scope: Mandatory Policy

These regulations are University-wide. They apply to assessment of all taught full-time and part-time students,
studying degrees, diplomas and certificates at Scottish Credit and Qualification Framework (SCQF) levels 7 –
12 which are awarded for credit at the University of Edinburgh. They apply to undergraduates, taught
postgraduates and research postgraduates studying taught components. The regulations apply to
undergraduate and taught postgraduate assessment for courses assessed in the current academic year.

Email
Contact Officer Olivia Hayes Academic Services
[email protected]

Document control
Approved: Starts: Equality impact assessment: Amendments: Next Review:
Dates
25.05.2023 01.08.23 2023/24

Approving authority Academic Policy and Regulations Committee (APRC)

Assessment Regulations Working Group, Colleges, Edinburgh
University Students’ Association, APRC, Disability and Learning
Consultation undertaken
Support Service (DLSS), HR, College Academic Misconduct Officers,
Records Management, Distance Learning and Student Systems.
Section responsible for policy
Academic Services
maintenance & review

Student Appeal Regulations, Assessment and Feedback Principles

and Priorities, Degree Regulations and Programmes of Study, Policies
Related policies, procedures, for Boards of Examiners and Progression Boards, Examination Hall
guidelines & regulations Regulations, External Examiner for Taught Programmes Policy,
Special Circumstances Policy, DRPS Glossary of Terms, Student
Systems guidance for staff: www.studentsystems.ed.ac.uk/staff/

Consistent with guiding principles outlined in the UK Quality Code for

UK Quality Code
Higher Education November 2018 (assessment).
Policies superseded by this
Previous versions of the taught assessment regulations
policy
If you require this document in an alternative format please email
Alternative format
[email protected]
Assessment regulations, examination, examiners, Board of Examiners,
Keywords common marking scheme, Convener of the Board, progression,
degree classification, degree award
 Taught Assessment Regulations
Academic Year 2023/24

Additional guidance

This document should be read in conjunction with University’s Degree Regulations and
Programmes of Study. These are available via: www.drps.ed.ac.uk/

The regulations apply to all forms of summative assessment, including examination, take
home examination, coursework, electronic and online assessment, oral assessment and
peer and self-assessment.

The regulations must be applied, unless a concession has been awarded by the Academic
Policy and Regulations Committee (APRC) on the basis of a case proposed by a College.
The boxed “Application of the regulation” below must also be applied, unless the College
has approved an exemption on the basis of a case proposed by a School. These
concessions and exemptions are recorded by APRC and Colleges as appropriate.

The regulations operate in accordance with legislation and University policies on Equality
and Diversity: www.ed.ac.uk/equality-diversity/about/legislation

Members of staff who need additional guidance may consult their Head of College or their
nominee, their College Office, Academic Services, or Student Administration. Student
Administration oversees the procedure relating to the provision of question papers,
registration for degree examinations, the receipt and notification of results, examination
timetabling and the provision of examination accommodation.

Where reference is made to ‘the relevant Dean’ this should be taken as being the Dean
with responsibility for undergraduate or postgraduate matters, depending on the
circumstances. Where reference is made to ‘the Head of College’ or ‘Head of School’ this
may also in some cases be a designated representative of that individual.

Definitions of key terms can be found in the glossary of terms:

http://www.drps.ed.ac.uk/23-24/GlossaryofTerms2023-24.pdf

Contents

Section A. Roles and Responsibilities

Regulation 1 Board of Examiners: responsibility for courses and programmes
Regulation 2 Examiners: appointment
Regulation 3 Markers: appointment
Regulation 4 Convener of the Board of Examiners: appointment
Regulation 5 Number of External Examiners
Regulation 6 External Examiners: responsibilities
Regulation 7 Examiners and markers: responsibilities
Regulation 8 Convener of the Board of Examiners: responsibilities
Regulation 9 Regulations Experts on Board of Examiners: responsibilities
Regulation 10 Avoiding potential conflicts of interest

Section B. Conduct of Assessment

Regulation 11 Principles of assessment

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Regulation 12 Assessment requirements

Regulation 13 Passing assessment
Regulation 14 Statement of assessment
Regulation 15 Provision of formative feedback
Regulation 16 Feedback deadlines
Regulation 17 Assessment deadlines: student responsibilities
Regulation 18 Selective assessment
Regulation 19 Reasonable adjustments
Regulation 20 Language of assessment: languages other than English or Gaelic
Regulation 21 Language of assessment: Gaelic
Regulation 22 Availability of assessment examples
Regulation 23 Oral assessment
Regulation 24 Peer and self-assessment
Regulation 25 Examination timetable
Regulation 26 Conduct of examinations
Regulation 27 Resit assessment
Regulation 28 Late submission of coursework
Regulation 29 Academic best practice
Regulation 30 Academic misconduct

Section C. Marking of Assessment

Regulation 31 Moderation and standard setting
Regulation 32 Anonymous marking
Regulation 33 Security of marks
Regulation 34 Legibility and accessibility of assessed work
Regulation 35 Common Marking Schemes
Regulation 36 Provisional marks
Regulation 37 Final marks

Section D. Operation of Boards of Examiners

Regulation 38 Board of Examiners meetings
Regulation 39 Board of Examiners: quorum
Regulation 40 Undergraduate Progression Board meetings
Regulation 41 Attendance at a Board of Examiners meeting
Regulation 42 Board of Examiners: anonymity
Regulation 43 Special circumstances
Regulation 44 Borderlines
Regulation 45 Confidentiality
Regulation 46 Release of marks
Regulation 47 Publication of results
Regulation 48 Degree examination scripts
Regulation 49 Retention and destruction of material

Section E. Assessment Decisions

Regulation 50 Award of degrees, diplomas and certificates
Regulation 51 Undergraduate progression: pre-honours and into honours
Regulation 52 Undergraduate honours assessment progression
Regulation 53 Award of undergraduate Ordinary and General degrees
Regulation 54 Undergraduate honours degree award
Regulation 55 Undergraduate degree classification
Regulation 56 Postgraduate assessment progression

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Regulation 57 Postgraduate degree, diploma and certificate award

Regulation 58 Resubmission of postgraduate dissertations or research projects
Regulation 59 Award of postgraduate merit
Regulation 60 Award of postgraduate distinction
Regulation 61 Award of credit from other Universities
Regulation 62 Minuting of decisions of Boards of Examiners
Regulation 63 Board of Examiners: return of marks
Regulation 64 Status of decisions
Regulation 65 Convener’s Action
Regulation 66 Failure to complete all the assessment requirements of a degree programme
Regulation 67 Unsatisfactory academic progress
Regulation 68 Academic Appeal

Section F. Interpretation and Significant Disruption

Regulation 69 Interpretation of regulations
Regulation 70 Significant disruption: concessions and standards
Regulation 71 Significant disruption: where only partial results are available to Boards

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Section A. Roles and Responsibilities

Regulation 1 Board of Examiners: responsibility for courses and programmes

Every course and degree programme is the responsibility of a Board of Examiners.

Application of the regulation

1.1 Schools assign each course and degree programme to a Board of Examiners. This
is done via a Board of Studies or equivalent committee.

1.2 Guidance on Boards of Examiners is available:

www.ed.ac.uk/schools-departments/academic-services/staff/assessment/boards-
examiners

1.3 In the College of Arts, Humanities and Social Sciences, and the College of Science
and Engineering, Schools are responsible for the award of their General/Ordinary
Degrees.

Regulation 2 Examiners: appointment

Examiners are appointed to the Board of Examiners by the relevant College. There are
internal examiners, who are staff of the University nominated by the relevant Head of
School, and External Examiners.

Application of the regulation

2.1 Policy, principle and operational guidance is available for Boards of Examiners:
www.ed.ac.uk/schools-departments/academic-services/staff/assessment/boards-
examiners

2.2 The list of examiners making up each Board is certified by the Head of the College,
or their nominee, and is definitive unless an appeal to the relevant College
committee is made by an interested party challenging the composition of the Board.

2.3 Heads of Schools inform the College Office of the names of those internal and
External Examiners who it is proposed will constitute the Board. For the December
diet of examinations this is by 1 November and for later diets it is by 15 January.
Names are made available by the College Office on request. Where there is more
than one diet of examination in an academic year the Board need not comprise the
same examiners for each diet. Any objection to the proposed examiners must be
made to the Head of College or their nominee in good time before the relevant
exam diet. Complete final lists of examiners are maintained by the relevant College
Office and are available for inspection by members of staff.

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2.4 Internal examiners are teaching and/or honorary staff of the University who teach
SCQF level 7 to 12 courses which are awarded for credit and are listed in the
Degree Regulations and Programmes of Study:
www.drps.ed.ac.uk/index.php

2.5 Honorary staff in this context include:

Teachers and senior staff from partner schools to the Moray House School of
Education and Sport;
Academic staff from research pooling partners who are appointed as an internal
examiner by APRC on the basis of a recommendation from the relevant College;
and NHS staff.

2.6 External examiners are appointed by Colleges. Their roles, powers and
responsibilities are set out in the External Examiners for Taught Programmes
Policy:
www.ed.ac.uk/files/atoms/files/externalexaminerstaught.pdf

Regulation 3 Markers: appointment

The Head of School has responsibility for appointing markers who contribute to the
marking process. Markers are not members of the Board of Examiners.

Application of the regulation

3.1 Markers can be people who are not covered in taught assessment regulation 2.
They can also be members of staff who have a very limited input to the teaching of
a course or programme who are not members of the Board of Examiners.
Examples of markers are graduate tutors marking tutorial, laboratory or examination
work, or members of professions or guest speakers who may contribute to student
assessment.

3.2 Information regarding the role of Conveners of Boards of Examiners is available in

the Handbook for Boards of Examiners for Taught Courses and Programmes:
www.ed.ac.uk/files/atoms/files/boe_handbook.pdf

Regulation 4 Convener of the Board of Examiners: appointment

The Head of School that owns the programme or course has responsibility for appointing
the Convener of the Board of Examiners, the Convener of the Progression Board and the
Convener of the Special Circumstances Committee.

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Application of the regulation

4.1 The Head of School informs the College Office about the appointment of the
Convener by the beginning of the relevant Semester for the Board of Examiners
responsible for courses assessed in each Semester, and by the beginning of
Semester 2 for the Board responsible for programme decisions for each
programme.

4.2 For combined (formerly joint) degrees the “owning” Head of School liaises with
other relevant Heads of School. In the case of any disagreement on the
appointment of a Convener of a combined Board of Examiners, the Convener is
nominated by the relevant Heads of College or their nominee.

4.3 Programme Directors, Cohort Leads and Course Organisers are not the Convener
of the Board of Examiners for their programmes or courses. This is to ensure
appropriate separation of roles. If the Convener is also a Course Organiser, formal
chairing of the Board of Examiners is delegated to another member of the Board
for discussion of that course.

4.4 Undergraduate Progression Boards Policy and Special Circumstances Policy:

www.ed.ac.uk/files/atoms/files/ug_progression_boards.pdf
www.ed.ac.uk/files/atoms/files/special_circumstances.pdf

Regulation 5 Number of External Examiners

At least one External Examiner is appointed for all undergraduate and taught postgraduate
courses and programmes.

Application of the regulation

5.1 The number of External Examiners is determined by the volume and diversity of the
academic work contributing to the course or programme or the award of the degree.
More than one External Examiner may be needed where there are a large number
of students, the course or programme covers a wide range of studies and/or a large
volume of academic work contributing to the course or programme.
www.ed.ac.uk/files/atoms/files/externalexaminerstaught.pdf

5.2 It is the responsibility of the Head of the College or relevant College Committee to
ensure that all elements which contribute to the award of a degree from the
University are represented by the appropriate number of External Examiners.

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Regulation 6 External Examiners: responsibilities

External Examiners must be competent and have the requisite experience to examine the
course or programme at the level at which it is taught. They must meet the requirements,
roles and responsibilities that are set out in the External Examiners for Taught
Programmes Policy:
www.ed.ac.uk/files/atoms/files/externalexaminerstaught.pdf

Application of the regulation

6.1 The University’s External Examiners for Taught Programmes Policy outlines the
purposes and functions of External Examiners; their selection, qualification,
appointment and period of service; their participation in assessment and
examination procedures; and their discussion of course structure, assessment
process and degree schemes.
www.ed.ac.uk/files/atoms/files/externalexaminerstaught.pdf

6.2 External Examiners need to be given sufficient information and samples of different
forms of assessments as evidence on which to base their advice.

6.3 The Handbook for Boards of Examiners for Taught Courses and Programmes sets
out the responsibilities of Conveners of Boards of Examiners in ensuring External
Examiners’ contributions to the assessment process. For example, as part of the
formal proceedings of the Board, External Examiners are invited to comment on the
structure, content, teaching and examinations of the courses they examine.
www.ed.ac.uk/files/atoms/files/boe_handbook.pdf

Regulation 7 Examiners and markers: responsibilities

Examiners and markers need to meet the responsibilities set out in the assessment and
degree regulations and comply with quality and standards requirements.
www.drps.ed.ac.uk/

Application of the regulation

7.1 The Convener of the Board of Examiners will specify responsibilities and
requirements to examiners and markers (see taught assessment regulation 6).
In particular, examiners and markers need to meet deadlines, attend relevant
meetings and participate in standard-setting discussions when required.

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Regulation 8 Convener of the Board of Examiners: responsibilities

The Convener of the Board of Examiners has responsibility for the assessment process for
courses and programmes covered by the Board and for ensuring that the Board operates
within university regulations.

Application of the regulation

8.1 The responsibilities of the Convener of the Board of Examiners are outlined in the
Handbook for Boards of Examiners for Taught Courses and Programmes:
www.ed.ac.uk/files/atoms/files/boe_handbook.pdf

These include:
(a) approving the content of examination papers, taking account of the
comments of External Examiners;
(b) the security of and arrangements for setting papers and assessments,
including the robustness of and resources for electronic assessment;
examining and marking assessed work; and processing and storing marks
and grades;
(c) the quality and standards of marking;
(d) ensuring all examiners and markers are aware of their responsibilities;
(e) effective operation of the meeting of the Board and the Special
Circumstances Committee;
(f) participation of the External Examiners;
(g) accurate recording, minuting and reporting of decisions of the Board; and
(h) meeting relevant deadlines.

8.2 Conveners must act in accordance with these Taught Assessment Regulations; the
Degree Regulations and Programme of Study; and the External Examiners for
Taught Programmes Policy.
www.drps.ed.ac.uk/
www.ed.ac.uk/files/atoms/files/externalexaminerstaught.pdf

8.3 In practice, Conveners may delegate operation of some responsibilities to Course

Organisers, Programme Directors and School Teaching Organisations. They are
supported by the Regulations Expert. See taught assessment regulation 9.
www.ed.ac.uk/schools-departments/academic-services/staff/assessment/boards-
examiners

8.4 Definitions of some of the main terms used in assessment are given in the Glossary
of Terms:
www.drps.ed.ac.uk/21-22/GlossaryofTerms.pdf

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Regulation 9 Regulations Experts on Board of Examiners: responsibilities

Schools appoint one or more Regulations Expert whose remit is to be an immediate

source of knowledge and advice about the relevant university regulations and guidance
and their academic application.

Application of the regulation

9.1 The responsibilities of the Regulations Expert are outlined in the Handbook for
Boards of Examiners for Taught Courses and Programmes:
www.ed.ac.uk/files/atoms/files/boe_handbook.pdf

9.2 A Regulations Expert either attends or is available to all meetings of the Board of
Examiners and ensures that the relevant regulations and guidance are available for
reference at all meetings.

9.3 The Regulations Expert does not need to be a member of the Board of Examiners.
Schools may appoint a Regulations Expert to operate across the School or across a
number of Boards of Examiners.

Regulation 10 Avoiding potential conflicts of interest

No member of University of Edinburgh staff, internal examiner, External Examiner, or

marker shall be involved in any assessment or examination in which they have a personal
interest, for example a current or previous personal, family or legal relationship with a
student being assessed.

Application of the regulation

10.1 If in doubt as to whether there is a potential conflict of interest, the Convener of the
Board of Examiners and the Head of School will be consulted. The Head of School
may seek advice from the Head of College.

10.2 The External Examiners for Taught Programmes Policy is relevant:

www.ed.ac.uk/files/atoms/files/externalexaminerstaught.pdf

10.3 The University’s Policy on Conflict of Interest is also relevant:

https://www.ed.ac.uk/sites/default/files/atoms/files/conflict_of_interest_golden_copy
_oct_2022.pdf

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Section B. Conduct of Assessment

Regulation 11 Principles of Assessment

The University has Assessment and Feedback Principles and Priorities which guide the
principles of assessment at the University.
Regulation 12 Assessment requirements

Course information in the degree programme tables states the learning outcomes,
assessment practices and assessment requirements.

Application of the regulation

12.1 The degree programme tables are available online: www.drps.ed.ac.uk/

Regulation 13 Passing assessment

Passing a course or degree programme requires attainment of the learning outcomes and
may require a specified level of performance or attendance in some or all components.

Application of the regulation

13.1 The course information that is linked to degree programme tables describe the
learning outcomes and the means by which they are achieved and demonstrated in
assessment. www.drps.ed.ac.uk/

13.2 Some degrees have professional or statutory body requirements which are reflected
in the learning outcomes and their assessment. Students are informed about these
in the statement of assessment (see taught assessment regulation 14).

13.3 Boards of Studies and the relevant College Committee approve the assessment
and satisfactory performance requirements for courses and degree programmes
before their delivery. Individual course elements and options available to students
can change and there are annual changes to degree programme tables and course
availability. However, the approval of the relevant College Committee must be
obtained if it is exceptionally necessary to change the weighting of assessment of a
course after students have entered it; or to change progression, classification or
award requirements for a programme after students have entered their honours
years or a postgraduate programme.

(a) Before approval can be given, written evidence of the results of

consultation with the students must be submitted. Every student affected
needs to be informed of the changes and given the opportunity to

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comment. The expectation is that the College will not approve changes in
the face of significant student objections, unless changes are compelled
by external factors.
(b) The relevant external examiners must also be informed and consulted.
(c) Students may be given alternative course options, where this is possible.
The expectation is that course assessment requirements will not change
after students are registered on it.

Regulation 14 Statement of assessment

Students must be given a clear statement of how and when each of their courses and
programmes is to be assessed. The required information needs to be issued to students at
the relevant point, which may be: at the start of each course; on entry into the honours
component of a degree programme; or, at the start of a postgraduate programme.

Application of the regulation

14.1 The statement must include:

(a) how each piece of assessed work contributes to the final assessment,
progression decision or classification, outlining relevant weightings;
(b) the arrangements for the moderation of the assessed work;
(c) any methods that the Board of Examiners uses for standard setting;
(d) assessment deadlines and any penalties for late submission;
(e) the duration and format of examinations and in which diet they will be held;
(f) how work will be taken into account by a resit Board of Examiners and the
number of permitted resits;
(g) the standards and criteria for entry into honours or for progression to
Masters dissertation, where relevant.

14.2 The required information need not be provided in a single assessment statement,
but is included in course or programme handbooks, or provided by the School in
another format, along with other relevant information about assessment, feedback,
good academic practice and the avoidance of plagiarism.
www.ed.ac.uk/schools-departments/academic-services/staff/discipline/academic-
misconduct
www.ed.ac.uk/academic-services/students/conduct/academic-
misconduct/plagiarism

Regulation 15 Provision of formative feedback

The University has Assessment and Feedback Principles and Priorities, which guide
practice in feedback. The provision of formative feedback is guided by these principles.

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Regulation 16 Feedback deadlines

The University has Assessment and Feedback Principles and Priorities, which guide
practice in feedback. Feedback deadlines are guided by these principles.

Regulation 17 Assessment deadlines: student responsibilities

It is a student’s responsibility to ascertain and meet their assessment deadlines, including

examination times and locations.

Application of the regulation

17.1 The examination timetable is based on students’ course choices. To avoid

examination timetabling clashes, it is students’ responsibility to ensure that their
record of courses is accurate by the end of week 3 of each semester.

17.2 Students who have a clash in their examination timetable need to contact the
Examination Office, Student Administration, through their Student Adviser or
Student
Support Team, as soon as possible to allow alternative arrangements to be put in
place.
www.ed.ac.uk/schools-departments/student-administration/exams/overview

17.3 As examinations may be scheduled at any time during the semester, it is students’
responsibility to be available throughout the semester, including the whole of the
revision period, examination diet and the resit diet, if the student has scheduled
examinations. Examinations will not be scheduled during winter or spring
vacations. Occasionally assessments may need to be rescheduled with very little
notice. If special circumstances mean that a student is unavailable for the
rescheduled assessment, Boards of Examiners may consider using an alternative
method to assess the relevant learning outcomes.

Regulation 18 Selective assessment

The selective use of specific assessment methods to help a Board of Examiners reach a
decision about an individual student, e.g. on a borderline, is not permitted, unless required
to meet a learning adjustment.

Regulation 19 Reasonable adjustments

Reasonable adjustments will be made to assessments for disabled students.

Application of the regulation

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19.1 Reasonable adjustments must be determined in advance by the Disability and

Learning Support Service (DLSS).They are recorded in the student’s Schedule of
Adjustments by the DLSS, which communicates the Schedule of Adjustments to the
student, the student’s Student Adviser, the School’s Co-ordinator of Adjustments,
Student Administration (if examination adjustments are recommended) and other
relevant areas.

19.2 The School’s Co-ordinator of Adjustments (CoA) has responsibility for overseeing
the implementation of the Schedule of Adjustments. The Co-ordinator of
Adjustments will liaise with academic colleagues who are responsible for putting the
adjustments in place in the School.

19.3 The Co-ordinator of Adjustments will liaise with the DLSS should any adjustments
require further discussion, clarification or alteration. If there are any
amendments to the Schedule of Adjustments the DLSS will
communicate these and ensure that the student is informed.

19.4 The DLSS provides examples of reasonable adjustments, deadlines and support:

www.ed.ac.uk/student-disability-service/students/support-we-provide

19.5 Reasonable adjustments can be made for a variety of assessment methods,

depending on the needs identified and recorded in the student’s Schedule of
Adjustments, e.g. assessed coursework, take-home examinations, online
examinations, invigilated examinations. The DLSS supports students in the
preparation and review of their Schedule of Adjustments. It is a student’s
responsibility to ensure that their Schedule of Adjustments covers all types of
assessment methods relevant to their courses. For example, if a student discovers
that an aspect of their course is likely to have an impact on their support needs,
they should contact the DLSS as soon as possible in case any amendment is
required to be made to their Schedule of Adjustments.

19.6 Arrangements can be made via the DLSS for students with temporary injuries or
impairments, e.g. broken arm or leg, on the submission of relevant medical
information. Students should contact the DLSS as soon as possible to allow the
DLSS to determine any relevant adjustments and support.

Regulation 20 Language of assessment: languages other than English or Gaelic

The English language is the usual medium of teaching and assessment at the University
of Edinburgh. All work submitted for assessment must be written in the English language,
with the following exceptions: dissertations may be submitted in Gaelic (see regulation 21);
dissertations and other assessed work may be submitted in the language which is being
studied where the relevant course or programme handbook specifies that this is allowable.

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Application of the regulation

20.1 Quotations may be given in the language in which they were written.
20.2 In very exceptional circumstances, a candidate may be granted permission to
submit a dissertation written in a language other than English, where this is not
specified by the relevant course or programme handbook. Approval will only be
given in cases where the nature of the research is such that presentation of the
research results in the language(s) of the materials under analysis confers
significant intellectual advantage to the community of scholars who are expected to
comprise the primary audience of the research. Approval to do so must be sought
either at the time of admission to the University or no later than by the end of the
first year of study, and will not be normally be granted retrospectively. Approval
must be given by the appropriate College Committee, which must be satisfied that
there are sound academic reasons for the request, and that appropriate
arrangements can be made for supervision and examination, including the
availability of both internal and external examiners suitably qualified to read and
examine the thesis or dissertation in the proposed language of submission.
20.3 Where such approval is given, in addition to the standard requirements, the
dissertation should also include a substantial summary written in English,
summarising the main arguments, and an abstract in English must also be
produced. Where Examiners’ reports are completed in a language other than
English, these must be translated into English before submission to the Board of
Examiners. Any costs associated with this should be borne by the relevant School.

Regulation 21 Language of assessment: Gaelic

Dissertations submitted for assessment and examination may be submitted in Gaelic.

Application of the regulation

21.1 The University of Edinburgh wishes to accord Gaelic equal respect with English
under the terms of the Gaelic Language (Scotland) Act 2005.
21.2 Candidates who wish to submit a dissertation in Gaelic should seek approval to do
so as early as possible. Approval must be given by the appropriate College
Committee, which must be satisfied that appropriate arrangements can be made for
supervision and examination, including the availability of both internal and external
examiners suitably qualified to read and examine the dissertation.
21.3 Where such approval is given, in addition to the standard requirements, the
dissertation should also include a summary (of approximately 1500 words) written in
English, summarising the main arguments, and an abstract in English must also be
produced. Where Examiners’ reports are completed in Gaelic, these must be

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translated into English before submission to the Board of Examiners. Any costs
associated with this should be borne by the relevant School.

Regulation 22 Availability of assessment examples

A representative sample of students’ work for each summative assessment needs to be

made available for the scrutiny and use of examiners, including External Examiners,
where they are making final decisions regarding students’ course results.

Application of the regulation

22.1 If use is made of assessment types which cannot be made available, this should be
made explicit to the External Examiner in advance and included in the assessment
statement to students.

22.2 The Convener of the Board of Examiners will consider with the External Examiner
whether and how to present information on these assessments to the External and
the Board of Examiners. It may be appropriate to record some forms of assessment
for consultation by the Board, e.g. major pieces of performed work.

Regulation 23 Oral assessment

Oral assessments may only be used to assess all students on a course as part of the
assessment of a specific component, such as a dissertation or practical skill.

A minimum of two examiners must be present if 50% or more of a course is assessed

orally.

Application of the regulation

23.1 If oral performance is to be assessed the assessment statement (taught

assessment regulation 13) must include information on how it is to be assessed.

23.2 Conveners of Boards of Examiners need to make available sufficient information

about oral assessments to External Examiners and Boards of Examiners.

23.3 A Bachelor of Nursing with Honours student who fails an honours course, for which
a pass is required for professional registration, will be required to resit the
examination and/or to resubmit the coursework (see taught assessment regulation
27). If the student does not achieve a pass at resubmission, an oral examination will
be scheduled. If the student fails to satisfy the examiners in the oral assessment,
professional registration will not be possible and the student will not be awarded the
degree of Bachelor of Nursing with Honours but may be eligible for another award.

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Regulation 24 Peer and self-assessment

Boards of Examiners may use summative student peer and self-assessment.

Application of the regulation

24.1 The Convener of the Board of Examiners has responsibility for ensuring the
robustness of student peer and self-assessment. Where peer and self-assessment
is used summatively, students need to receive appropriate support and guidance,
which should pay specific attention to the avoidance of inappropriate discrimination.

24.2 External Examiners need to receive sufficient information about and samples of the
assessments as evidence on which to base their decisions.

24.3 Resources and publications are available from the Institute for Academic
Development: www.ed.ac.uk/iad

Regulation 25 Examination timetable

Students are only permitted to sit examinations at the times and in the venues that are
detailed on the relevant examination timetable.

Application of the regulation

25.1 Examinations may be scheduled outside normal University teaching hours.

25.2 Students who believe that religious reasons or participation in elite-level sport
prevent them from sitting an examination at the scheduled time or venue should
contact their Student Adviser and Student Support Team. Their case is considered
by the relevant Dean and Student Administration in consultation with the Convener
of the Board of Examiners. Further information regarding flexibility which may be
offered to students taking part in elite-level sport is provided in the Performance
Sport Policy:
www.ed.ac.uk/files/atoms/files/performance_sport_policy.pdf

25.3 A student who is permitted to appear for examination at a time other than that
prescribed may have to sit a specially prepared examination paper or alternative
method of assessment.

25.4 If examinations are disrupted, for example due to adverse weather conditions, then
Boards of Examiners may decide to use an alternative assessment method, rather
than rescheduled examinations, to assess the learning outcomes.

25.5 Other than online assessment and assessment opportunities offered via Student
Administration, students are not allowed to sit examinations away from Edinburgh.

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Regulation 26 Conduct of examinations

Examinations scheduled by Student Administration are conducted in an invigilated

environment in accordance with Examination Hall Regulations, which are publicised to
students annually.

Application of the regulation

26.1 Student Administration has responsibility for the effective operation of examinations
in accordance with the Examination Hall Regulations.
www.docs.sasg.ed.ac.uk/registry/exams/ExamHallRegs.pdf

26.2 All examinations which are in Student Administration’s scheduled examination diet
will be invigilated by authorised staff appointed by Student Administration. The
Invigilator ensures compliance with the Taught Assessment Regulations in
accordance with Invigilation Guidance.
www.docs.sasg.ed.ac.uk/registry/exams/Invigil_guide.pdf

26.3 Examinations that contain practical, oral or performance elements are invigilated by
members of academic staff and may be conducted jointly with an External
Examiner.

26.4 Take-home examinations and online examinations are subject to the provisions of
the Taught Assessment Regulations which are related to examinations but are not
subject to the Examination Hall Regulations. Take-home and online examinations
are not assessed coursework, and are therefore not subject to extensions, although
additional time may be offered to individual students in line with a Schedule of
Adjustments.

Regulation 27 Resit assessment

The number of assessment attempts students are entitled to for each course depends
upon the type of programme the student is taking and the SCQF level of the course.

Honours undergraduate students are entitled to:

• a maximum of four assessment attempts for courses at Scottish Credit and

Qualifications Framework level 7 and 8;
• one assessment attempt for courses at SCQF level 9 to 11 unless Professional,
Statutory or Regulatory Body (PSRB) requirements apply, in which case a
maximum of four assessment attempts are permitted.

Non-Honours undergraduate students (excluding Visiting Undergraduate Students) are

entitled to:

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• a maximum of four assessment attempts for courses at SCQF level 7 to 11.

Visiting undergraduate students are entitled to:

• a maximum of two assessment attempts for courses at SCQF level 7 to 11.

Taught postgraduate students are entitled to:

• one assessment attempt for courses at SCQF level 9 to 12 unless specific

Professional, Statutory or Regulatory Body (PSRB) requirements apply, in which
case a maximum of four assessment attempts are permitted.

Application of the regulation

27.1 Boards of Examiners must publish the requirements for resits for those courses that
they are responsible for. Boards must take the same approach to resits for all
students on a particular course, except where a student’s previous attempt is a null
sit.

27.2 Boards of Examiners must set requirements at resit that are as demanding as those
made of students at the first attempt.

27.3 Boards of Examiners will inform students who are required to undertake resit
assessment of the format of their resit assessment. Resit methods need not be the
same as those used to assess the learning outcomes at the first attempt, but all
relevant learning outcomes must be assessed. Resit arrangements must give
students a genuine opportunity to pass the course. Boards of Examiners choose
between two options to achieve this:

(a) Carry forward any component of assessment (coursework or examination)

that has been passed already and require the student to retake the failed
element;

(b) Set an assessment covering all learning outcomes for the course, and weight
this as 100% of the course result.

27.4 Students are not allowed to resit a course or components of a course that they have
passed, unless the relevant Board of Examiners has permitted this under Special
Circumstances by granting a null sit for the attempt that the student has passed
(see 27.9).

27.5 The four assessment attempts are the initial assessment and a maximum of three
further assessment opportunities, of full assessment, examination or coursework
only basis, at the next available opportunities. There may be PSRB requirements
which mean that fewer than four assessment attempts are permitted.

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27.6 The first sitting and subsequent attempts must take place over no more than two
academic sessions, unless the relevant College grants an exemption.

27.7 Non-attendance or non-submission is considered an assessment attempt.

27.8 Some Honours programmes require students to pass specified courses at the first
attempt in the first or second year in order to progress to Junior Honours. Any such
requirements will be specified in the Degree Programme Table or Programme
Handbook for the relevant programme.

27.9 Where an assessment attempt has been affected by special circumstances, a

Board of Examiners may declare this attempt a null sit. Null sits do not count
towards the maximum number of permitted attempts. Where a student receives a
lower mark in a subsequent assessment attempt than that achieved in the attempt
declared as a null sit, they may be awarded the higher mark for the relevant
assessment.

27.10 Re-assessment attempts are not generally permitted for courses at SQCF level 9
and above for Honours and taught postgraduate students since Honours and taught
postgraduate programmes permit the award of credit on aggregate (see Taught
Assessment Regulations 52, 54, 56, 57). Where resits are permitted for
Professional, Statutory or Regulatory Body requirements, any classification decision
must use the result obtained on the first attempt.

27.11 The Academic Policy and Regulations Committee decides whether a programme
may offer resits which are required for Professional, Statutory or Regulatory Body
requirements for courses at SCQF level 9 and above for Honours and taught
postgraduate students. This decision is based on a case proposed by the relevant
College.

27.12 Students who are subject to immigration control have restrictions on their
entitlement to resit as a result of being in the UK on a Student visa. Students on a
Student visa can only take a fourth assessment attempt where they have valid
special circumstances (in line with the Special Circumstances Policy), and specific
additional conditions are met (as outlined below).

If a student on a Student visa does seek a fourth assessment attempt, they should
apply for this via the Special Circumstances process. Where the student has valid
special circumstances, the relevant Board of Examiners will determine what action
to take. Where the Board of Examiners decides to award the student a null sit for
the affected assessment attempt, this will not count as one of the four assessment
attempts; null sits for any previous attempts are also not counted towards the total
permitted attempts. Where the Board does not award a null sit, but wishes to offer
the student a fourth assessment attempt, they may only do so where:

i) the student has provided satisfactory ‘greater weight’ evidence of their

circumstances (in line with para 6.2 of the Special Circumstances Policy);
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ii) the circumstances that had disrupted the student’s previous attempt(s) have
been mitigated or no longer apply.

The Student Immigration Service provides advice and guidance to students and
staff in relation to the immigration regulations. It is able to support students on
Student visas should permission to undertake a fourth assessment attempt affect
their visa status (for example, by requiring an extension), and can also support
students to understand their immigration status in the event that they are not
granted a fourth assessment attempt.

27.13 If repetition of the in-course assessed work is not possible outwith semester time,
the student, with the permission of the relevant Head of School, may be allowed to
repeat any coursework on its own in the following year. Students who do not
receive such permission may be permitted by the relevant Head of School to repeat
the course, including examination, in the following year.

27.14 The full range of marks offered by the relevant Common Marking Scheme is
available at resit assessment. Resit marks are not capped.

27.15 Where a degree programme’s Honours classification is based on the final year only,
students are permitted a maximum of four assessment attempts for courses in non-
final years.

27.16 In the case of collaborative degrees, where not otherwise stipulated in the
collaborative agreement, any permitted resit attempt must be within two years of the
first attempt.

Regulation 28 Late submission of coursework

Students need to submit assessed coursework (including research projects and

dissertations) by the published deadline. Where the student meets the criteria for late
submission, the Extensions and Special Circumstances Team will consider accepting late
submission of up to seven calendar days without applying a penalty.

Application of the regulation

28.1 If assessed coursework is submitted late without an agreed extension to the

deadline for an accepted good reason, it will be recorded as late and a penalty will
be applied by the School. The penalty applied is a reduction of the mark by 5% of
the maximum obtainable mark per calendar day (e.g. a mark of 65% on the
Common Marking Scheme scale would be reduced to 60% up to 24 hours later).
This applies for up to seven calendar days (or to the time when feedback is given, if
this is sooner), after which a mark of zero will be given. The original unreduced
mark will be recorded by the School and the student informed of it.

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28.2 Schools may choose not to permit the submission of late work for particular
components of assessment where the specific assessment and feedback
arrangements make it impractical or unfair to other students to do so. If Schools do
not permit the submission of late work for particular components of assessment,
they must publicise this to students on the relevant course.

28.3 Where Schools accept late submissions of coursework, the Extensions and Special
Circumstances Team will consider cases for accepting late submissions up to a
maximum of seven calendar days without applying a penalty. Schools will indicate
where components of assessment have a maximum permitted extension of less
than seven days. This will be in addition to any extensions offered in line with a
student’s Schedule of Adjustments. Students are responsible for submitting their
requests in advance of the published deadline for the coursework, using the
relevant online system.

28.4 The Extensions and Special Circumstances Team decides whether the student has
provided an accepted reason to justify an extension.

28.5 Self-certification will provide sufficient evidence in all circumstances. The

Extensions and Special Circumstances Team are responsible for ensuring a record
is kept of the decision and the information provided by the student with their
request.

28.6 Accepted reasons for coursework extensions are unexpected short-term

circumstances which are exceptional for the individual student, beyond that
student’s control, and which could reasonably be expected to have had an adverse
impact on the student’s ability to complete the assessment on time. Accepted
reasons may include:

• Recent short-term physical illness or injury;

• Recent short-term mental ill-health;
• A long-term or chronic physical health condition, which has recently
worsened temporarily or permanently;
• A long-term or chronic mental health condition, which has recently worsened
temporarily or permanently;
• The recent bereavement or serious illness of a person with whom the student
has a close relationship;
• The recent breakdown in a long-term relationship, such as a marriage;
• Emergencies involving dependents;
• Job or internship interview at short notice that requires significant time, e.g.
due to travel;
• Victim of a crime which is likely to have significant emotional impact;
• Military conflict, natural disaster, or extreme weather conditions;
• Experience of sexual harassment or assault;
• Experience of other forms of harassment;

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• Exceptional and significant change in employment commitments, where this

is beyond the student’s control;
• Exceptional (i.e. non-routine) caring responsibilities;
• Severe financial difficulties;
• Exposure to a difficult/challenging home environment;
• Significant problems with access to teaching and learning materials, e.g. due
to connectivity, power, or equipment issues;
• Catastrophic technical failure preventing submission of an online
assessment by the relevant deadline;
• Lack of access to library resources, where there are no viable alternatives.

28.7 In addition to these unexpected circumstances, the Extensions and Special

Circumstances Team will also consider requests for coursework extensions in
relation to:

• A student’s disability where the student’s Schedule of Adjustments includes

relevant provisions;
• Representation in performance sport at an international or national
championship level, in line with the University’s Performance Sport Policy:
www.ed.ac.uk/files/atoms/files/performance_sport_policy.pdf

28.8 The following are examples of circumstances which are unlikely to be accepted
reasons for coursework extensions:

• A long-term or chronic health condition (including mental ill-health or similar

ill-health) which has not worsened recently or for which the University has
already made a reasonable adjustment;
• A minor short-term illness or injury (e.g. a common cold), which would not
reasonably have had a significant adverse impact on the student’s ability to
complete the assessment on time;
• Occasional low mood, stress or anxiety;
• Circumstances which were foreseeable or preventable;
• Holidays;
• Pressure of academic work (unless this contributes to ill-health);
• Poor time-management;
• Proximity to other assessments;
• Lack of awareness of dates or times of assessment submission.

28.9 Where a student has a good reason for requiring a coursework extension of more
than seven calendar days, the student should apply via the Special Circumstances
process to request an alternate deadline. Accepted applications relating solely to
extensions of more than seven days can be handled under the “expedited decisions”
function of the Special Circumstances Policy (7.6).

Regulation 29 Academic best practice

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All work submitted for assessment by students is accepted on the understanding that it is
the student’s own effort without falsification of any kind.

Application of the regulation

29.1 Students are expected to offer their own analysis and presentation of information
gleaned from research, even when group exercises are carried out.

29.2 Where students rely on reference sources, they should indicate what these are
according to the appropriate convention in their discipline. Students are given
advice on appropriate referencing in their course.

29.3 Students may be asked to sign a declaration that the work submitted is their own
work.

29.4 Students can get advice on studying effectively from the Institute for Academic
Development: www.ed.ac.uk/schools-departments/institute-academic-
development/undergraduate/good-practice

Regulation 30 Academic misconduct

It is an offence for any student to make use of unfair means in any University assessment,
to assist a student to make use of such unfair means, to do anything prejudicial to the
good conduct of the assessment, or to impersonate another student or allow another
person to impersonate them in an assessment. Any student found to have cheated or
attempted to cheat in an assessment may be deemed to have failed that assessment and
disciplinary action may be taken.

Application of the regulation

30.1 Marks or grades can only be given for original work by students at the University.
Plagiarism is the act of copying or including in one’s own work, without adequate
acknowledgement, intentionally or unintentionally, the work of another or one’s own
previously assessed original work. It is academically fraudulent and an offence
against University discipline. Plagiarism, at whatever stage of a student’s course,
whether discovered before or after graduation, may be investigated and dealt with
appropriately by the University. The innocent misuse or quotation of material
without formal and proper acknowledgement can constitute plagiarism, even when
there is no deliberate intent to deceive. Work may be deemed to be plagiarised if it
consists of close paraphrasing or unacknowledged summary of a source, as well as
word-for-word transcription, or if it involves the use of essays or answers produced
by another individual or service. Any failure adequately to acknowledge or properly
reference other sources in submitted work could lead to lower marks and to
disciplinary action being taken.

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30.2 It is academically fraudulent and an offence against the University’s Code of

Student Conduct for a student to invent or falsify data, evidence, references,
experimental results or other material contributing to any student’s assessed work
or for a student knowingly to make use of such material. It is also an offence
against University’s Code of Student Conduct for students to collude in the
submission of work that is intended for the assessment of individual academic
performance or for a student to allow their work to be used by another student for
fraudulent purposes.

30.3 Students need to be careful when asking peers to proof-read their work. Proof-
readers should only comment on the vocabulary, grammar and general clarity of
written English. They should not advise on subject matter or argumentation. Proof-
reading and use of translation services may constitute academic misconduct where
it includes rewriting or rewording of the student’s original work.

30.4 Students need to be careful when using Generative AI tools. The use of Generative
AI tools (such as ChatGPT or others) to generate an assignment (or part of an
assignment) and submit this as if were one’s own work will be regarded as
academic misconduct and treated as such. Programme and/or course handbooks
will provide additional guidance in cases where AI tools might form part of an
assessment task. Further guidance on the use of Generative AI tools can be found
at:
https://www.ed.ac.uk/sites/default/files/atoms/files/universityguidanceforstudentson
workingwithgenerativeai.pdf

30.5 Students need to be careful to avoid academic misconduct when submitting group
projects and to be clear about their individual contribution to the submission.

30.6 Information on academic misconduct and plagiarism, and how such cases will be
handled, is given on the Academic Services website.
www.ed.ac.uk/academic-services/staff/discipline/academic-misconduct

30.7 Exam hall regulations can be found at:

www.docs.sasg.ed.ac.uk/registry/exams/ExamHallRegs.pdf

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Section C. Marking of Assessment

Regulation 31 Moderation and standard-setting

The marking of all components of assessment must be subject to moderation in a way that
is appropriate to the discipline, the nature of the assessment, and the credit weighting of
the component of assessment. Boards of Examiners can apply standard-setting processes
to the marks of assessments, provided that the choice of standard-setting methodology is
defensible.

Application of the regulation

31.1 Moderation occurs before External Examiners review the operation of the marking
and internal moderation process. Forms of moderation include sampled second
marking, double-marking, and checking the operation of computer-based
assessment. Any single item of assessment which is equivalent to 40 credits or
more must be double marked.

31.2 Moderation may result in recommended mark or grade adjustments (including

scaling of marks) and associated changes to feedback for a specific component of
assessment. The purpose of any mark or grade adjustments is to ensure final
marks for all students more accurately reflect performance against the learning
outcomes on the relevant Common Marking Scheme. No changes can be made to
marking without the original marker’s knowledge. Where possible, any changes
should take place in discussion with the original marker. Mark or grade adjustments
may be made before or after the release of provisional marks to students. Where
there are concerns about the appropriateness of marks for a whole cohort, any
method of adjusting or scaling marks should be applied fairly to all students in the
cohort. It is unlikely to be appropriate to adjust the mark for an individual student in
isolation. Marks or grades may be adjusted by simple addition or subtraction,
multiplication by a factor, or the use of another method of scaling deemed
appropriate by the Board of Examiners. Boards of Examiners must keep clear
records and publish explanatory information to students about any scaling that has
been applied on a cohort basis.

31.3 Records of the operation of the occurrence and the outcome of the moderation
processes must be kept. Records must show the rationale for decisions taken,
including any decision that marks or grades should not be altered.

31.4 Boards of Examiners are responsible for determining the form of moderation for
each component of assessment, and for ensuring the appropriate operation of
moderation processes. Course Organisers are responsible for the organisation and
supervising of the marking and moderation processes for their courses’
assessments.

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31.5 Boards of Examiners are responsible for reviewing marking and moderation
arrangements, and the outcomes of students’ assessments, across related courses
(for example, Honours level courses in a subject area) in order to ensure that
assessment criteria have been applied consistently.

31.6 Standard-setting is the process whereby decisions are made about boundaries or
‘cut-points’ between the marks or grades of candidates. It is separate from any
process of retrospectively scaling or adjusting marks, following moderation. Any
standard-setting process must aim to ensure that students’ results reflect the
learning outcomes they have achieved and that the assessment is fair. Standards
can be relative or norm-referenced (taking account the performance of candidates),
absolute (defining minimum levels of competence) or a compromise between these
two approaches.

31.7 Schools need to state what practice each course uses for internal moderation, and
(where relevant) the methods of standard-setting, in the Statement of Assessment
(see Regulation 14).

31.8 Resources and publications are available from the Institute for Academic
Development: www.ed.ac.uk/iad

Regulation 32 Anonymous marking

Assessed work must be marked anonymously when possible. Marks and grades must
also be anonymised during processing.

Application of the regulation

32.1 Marking work anonymously is an important aspect of fair marking.

32.2 There will be occasions when it is not possible to mark a piece of work
anonymously, e.g. a performed piece, an oral presentation, a dissertation or other
piece of work where the specialised nature of the topic identifies the student.
However, students’ identities should be concealed when marks are presented at the
Board of Examiners’ meeting.

32.3 Use of examination numbers in assessment can help maintain anonymity.

Regulation 33 Security of marks

Assessed work, marks and grades must be handled, transported, recorded and stored
securely.

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Application of the regulation

33.1 The Convener of the Board of Examiners has responsibility for the security of
arrangements. In practice, the operation of this may be delegated to the Teaching
Organisation or equivalent.

33.2 Security arrangements must also include sending assessed work and marks and
grades to examiners, including External Examiners; marking arrangements for
online assessment; and correspondence about marks, which may be by email.

33.3 Marks or grade information about more than 50 individuals is classified as medium
risk information under the University’s policy on taking sensitive information and
personal data outside the secure computing environment. Under this policy, if exam
scripts, marks or grade information leave University premises or University
computing systems then additional security measures, such as encryption or locked
cabinets, must be used.

Regulation 34 Legibility and accessibility of assessed work

It is a student’s responsibility to ensure that their submitted assessed work is legible and
accessible.

Application of the regulation

34.1 If markers consider a significant proportion of a student’s assessed work to be so

illegible that they cannot reach a robust mark they must consult the Convener of the
Board of Examiners.
(a) Where the Convener suspects that disability has impaired the student’s
ability to write legibly, the Convener, in consultation with the Disability and
Learning Support Service (DLSS), can decide whether the work should be
marked normally or whether the disability justifies transcription. If
transcription is not justified and the work is completely illegible, a zero will be
awarded. If it is partially legible then the legible part will be marked.
(b) Where there are no issues of disability, the Convener should ensure that the
legible part of the work is marked normally. If the work is completely illegible,
a zero will be awarded.
All such cases need to be drawn to the attention of the relevant Dean and the
External Examiner and feedback needs to be given to the student.

34.2 Schools are responsible for informing students of the format in which assessed
work must be submitted, e.g. they may require work to be submitted electronically.

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Regulation 35 Common Marking Schemes

The final mark, grade, result and award and classification decision must be expressed
using the relevant Common Marking Scheme:
www.ed.ac.uk/timetabling-examinations/exams/regulations/common-marking-scheme

Application of the regulation

35.1 The University operates the following Common Marking Schemes:

CMS1 Undergraduate degree assessment (except BVM&S and MBChB)
CMS2 Bachelor of Veterinary Medicine and Surgery (BVM&S)
CMS3 Bachelor of Medicine and Bachelor of Surgery (MBChB)
CMS4 Postgraduate Assessment

35.2 In each Common Marking Scheme, Colleges and Schools may amplify, but not
alter, the overall description of grades.

35.3 Where the relevant Board of Studies has approved the operation of assessment for
a course on a Pass/Fail basis, Boards of Examiners may award credit for the
course without awarding a mark or grade under the Common Marking Scheme.
Courses whose assessment operates on a Pass/Fail basis are permitted during the
pre-Honours stage of undergraduate Honours programmes, or on non-Honours
undergraduate programmes and postgraduate taught programmes. Courses with
Pass/Fail assessment may not be offered during the Honours years of a
programme unless Academic Policy and Regulations Committee has approved an
exemption.

35.4 Boards of Examiners make a statement on how marks are held, and to how many
decimal places, during the internal processing of the component marks for a course.
Practice within a Board of Examiners needs to be consistent.

Regulation 36 Provisional marks

Students need to be made aware that marks for assessed coursework are provisional and
may be modified when considered at the Board of Examiners meeting.

Application of the regulation

36.1 Course handbooks and other sources of advice for students are used to inform
students that marks are provisional until agreed by a Board of Examiners.

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Regulation 37 Final marks

Boards of Examiners confirm marks as final in the minutes of the Board of Examiners
meeting. A Board of Examiners must not revise marks agreed as final by a previous Board
of Examiners (except in line with Taught Assessment Regulation 64).

Application of the regulation

37.1 For undergraduates and postgraduate students, the Board of Examiners agrees
marks as final in the year in which they are obtained.

37.2 The Board of Examiners is required to apply any penalty determined by the College
Academic Misconduct Officer (CAMO). The Board cannot adjust the penalty or
apply any additional penalty for the offence. Following the application of the penalty,
if the student has valid Special Circumstances relating to the affected assessment
the Board will follow Regulation 43 of the Taught Assessment Regulations.
Further information can be found in the Academic Misconduct Procedure:
https://www.ed.ac.uk/sites/default/files/atoms/files/academicmisconductprocedures.
pdf

37.3 The Board of Examiners for final year students is responsible for determining the
award of degree. The Board of Examiners, in determining final classifications and
awards, may exercise discretion by taking into account special circumstances. See
taught assessment regulation 43.

37.4 The Board of Examiners approves a single mark for each component of
assessment for which final marks are to be released; marks for components of
assessment are not rounded. The final component marks are used by the Board of
Examiners when determining the overall result for the course. Rounding is only
applied to final course marks (see regulation 63).

37.5 Students are informed of the status of the marks released and are reminded that
the Board of Examiners, in determining the final marks or award, may have
exercised discretion by taking into account additional relevant information.

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Section D. Operation of Boards of Examiners

Regulation 38 Board of Examiners meetings

Meetings of Boards of Examiners are held to reach assessment, progression and award
decisions.

Application of the regulation

38.1 See taught assessment regulation 8.1 for additional information on responsibilities
of the Convener of the Board of Examiners. Further information can also be found
in the Handbook for Boards of Examiners for Taught Courses and Programmes
www.ed.ac.uk/files/atoms/files/boe_handbook.pdf

38.2 The minutes of the Board of Examiners meeting needs to be an accurate record of
the meeting and the approved results and decisions. Guidance on minuting Board
of Examiners meetings is available:
www.ed.ac.uk/files/atoms/files/boe_handbook.pdf

38.3 Students are informed in advance about progression and award criteria.

Regulation 39 Board of Examiners: quorum

A Board of Examiners meeting is quorate if at least half the internal examiners participate
and at least one External Examiner participates in and approves the decisions of the
Board. No Board may have fewer than two internal examiners participating. See taught
assessment regulation 2.4 for the definition of an internal examiner.

Application of the regulation

39.1 Meetings of Boards of Examiners may be held in-person or virtually, at the

discretion of the relevant Convener. Where meetings are held virtually, these should
operate synchronously wherever possible, with all present members participating in
real-time. However, virtual meetings may operate asynchronously where necessary,
provided that a quorum of members take part. Any External Examiner must have
sufficient information and access to the Board’s deliberations to allow them to
approve the decisions taken by the Board. The minute needs to reflect the nature of
their participation.

39.2 In exceptional circumstances and by prior written agreement with the Head of the
College and the Convener of the Board, representatives nominated and authorised
by them may substitute for internal examiners.

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39.3 Each subject discipline must be represented and, whenever practicable, an External
Examiner from each subject should participate. Where more than one School is
involved, the composition of the Board reflects the contribution of the Schools to the
assessment of the courses or programmes.

39.4 The University’s External Examiners for Taught Programmes Policy outlines
External Examiners’ participation in Boards of Examiners meetings.
www.ed.ac.uk/files/atoms/files/externalexaminerstaught.pdf

39.5 It is not necessary for the same members of a Board of Examiners to attend all
meetings of the Board in an academic year, provided each Board is quorate.

Regulation 40 Undergraduate Progression Board meetings

Meetings of Undergraduate Progression Boards are held to reach progression decisions.

Each undergraduate student’s progression status needs to be decided and recorded at
least once each year by a Progression Board which is the responsibility of the School that
has responsibility for the student’s degree programme.
www.ed.ac.uk/files/atoms/files/ug_progression_boards.pdf

Application of the regulation

40.1 The status, governance, and decision making and reporting responsibilities, of
Undergraduate Progression Boards are provided in the Policy on Undergraduate
Progression Boards.

40.2 The Policy on Undergraduate Progression Boards sets out the role of the External
Examiner; the quorum; the role of the Special Circumstances Committee; student
anonymity in discussions and the role of the Convener of the Board, for example for
ensuring the accurate recording, minuting and reporting of decisions of the Board.

40.3 College Progression Boards make decisions on the credit obtained by students who
have optional periods of study abroad.

Regulation 41 Attendance by non-members at a Board of Examiners meeting

The Convener of the Board may invite any person who is not an internal or external
examiner but has been involved in the teaching or assessment of the work under
consideration by the Board to be present “in attendance”. People “in attendance” at the
meeting of the Board are not involved in the decision making process.

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Regulation 42 Board of Examiners: anonymity

Anonymity should be retained until, in the opinion of the Convener of the Board of
Examiners, the best interests of the students are no longer being served.

Application of the regulation

42.1 When students’ marks and grades are presented, considered and agreed by the
Board, the Board should not be informed of the identity of the students.

42.2 Where students have to attend oral examinations, perform or otherwise present
some of their work, or are on courses or programmes taken by small numbers of
students, anonymity may be unachievable during the assessment process.
Anonymity should be breached only for those examiners directly involved in the
relevant assessment, and students’ identities should be concealed when marks are
presented at the Board of Examiners’ meeting.

42.3 Once decisions have been agreed by the Board of Examiners there should be a
final check of the marks and decisions by the Convener of the Board, based on the
knowledge of the students’ identities.

42.4 The nature of some assessment means that the Board of Examiners establishes
that the interests of the students are served best by ceasing anonymity at the start
of the assessment process. This requires the prior approval of the Academic Policy
and Regulations Committee (APRC) on the basis of a case presented by College.

Regulation 43 Special circumstances

Where a student’s performance in assessment has been affected by illness, accident or

circumstances beyond their control, it is the student’s responsibility to submit an
application containing an account of these special circumstances, along with supporting
evidence, for consideration by the Extensions and Special Circumstances (ESC) service.
Where the ESC service accepts an application, it is referred to the relevant Board of
Examiners, who decide what action to take.

Application of the regulation

43.1 The Special Circumstances Policy sets out the arrangements for students to
request consideration of special circumstances, types of circumstances which are
and are not likely to be accepted by ESC, requirements for evidence to support
special circumstances, the composition and operation of Special Circumstances
Committees, and the actions available to Boards of Examiners (including
Progression Boards) in relation to an accepted Special Circumstances application.
The policy is available at:
www.ed.ac.uk/files/atoms/files/special_circumstances.pdf

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Regulation 44 Borderlines

Boards of Examiners must consider students whose marks are borderline for progression,
award or classification purposes. Boards of Examiners can also consider students whose
marks are borderline for passing a course, where special circumstances apply. Borderline
marks are defined as marks from two percentage points below the class or grade
boundary up to the boundary itself, e.g. 58.00% to 59.99% for an undergraduate 2.1
classification or 38% to 39% for a pass in a course. Boards of Examiners and Progression
Boards must use the University borderline definition and must not set and use a different
definition.

Application of the regulation

44.1 Boards of Examiners must publish in advance the factors that will be taken into
account for borderline progression, award, or classification decisions, which can
include:
(a) cases in which a student has performed better in courses at a higher level;
(b) cases where the amount of credited assessed work to be used for classification
or award decisions is less than the norm (e.g., where credits have been
awarded for progression purposes only in recognition of special circumstances);
and
(c) individual student profiles of performance.

44.2 Boards of Examiners cannot selectively use any additional assessment to reach
assessment decisions for specific students. See taught assessment regulation 19.

44.3 Examples of borderlines for progression decisions include:

(a) where a student has a final mark of 38% or 39% for a course in first year that
they need to pass to progress to second year;
(b) where a student is within two percentage points of a requirement for
progression into honours or postgraduate dissertation, for example where the
Degree Programme Table specifies the attainment of 50% as an average
across a number of courses, the progression borderline is 48.00% to 49.99%;
(c) where a student being considered for progression on a postgraduate taught
programme has achieved an average of 50% or more across 120 credits of
taught courses, and a mark of 50% or more in 60 or 70 credits, with a further
course or courses carrying a mark of 48 or 49%; and
(d) for the award of credit on aggregate, where a student has an average of
38.00% to 39.99% over their 120 credits.

44.4 Boards of Examiners may award a pass for a course where a student has a
borderline fail mark (i.e.38% to 39%) and has had a request for consideration of
special circumstances approved (see the Special Circumstances Policy:
www.ed.ac.uk/files/atoms/files/special_circumstances.pdf).

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Regulation 45 Confidentiality

All discussion at a Board of Examiners’ meeting is confidential.

Application of the regulation

45.1 Boards of Examiners reach a collective decision. The decision does not need to be
unanimous.

45.2 No comments or remarks should be reported to any students, whether or not they
are unattributed.

45.3 The views of a particular examiner should not be made known to a student. If a
student makes a request to see the minutes of a Board of Examiners meeting, the
information recorded in the minutes on that particular student will need to be
disclosed. In doing so examiners’ comments should be anonymised, e.g. assigned
to “Examiner1, Examiner2”. Further information is available at:
http://www.ed.ac.uk/files/atoms/files/boe_handbook.pdf

45.4 Students have a right to see information about themselves recorded in minutes of
Board of Examiner meetings.

45.5 Other than with the written permission of the student concerned, members of staff
should not make available information about marks to persons or bodies outside the
University except when necessary in the context of a reference.

45.6 Guidance on disclosing information on students can be found at:

www.ed.ac.uk/data-protection/data-protection-guidance/sharing-personal-data

Regulation 46 Release of marks

Students are informed of marks or grades for each discretely identified unit of assessment
used by the Board in reaching its final mark for the course or its progression or award
decision.

Application of the regulation

46.1 Marks and grades are made available to the student, together with guidance on
their meaning.

46.2 Boards of Examiners are not obliged to provide this information if the request is
made more than one year after the date of the assessment.

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46.3 Assessed coursework marks which contribute to the overall result for a course are
provided to students at the time that the assessment is marked, as a guide to each
student's performance, together with guidance on the meaning of the marks.

46.4 Throughout the year, before consideration by a Board of Examiners, marks for
examinations and assessed coursework are provisional and have no status until
they are approved or modified by the Board. If such marks are released before
confirmation by the Board of Examiners, students must be advised that the marks
are provisional and may be modified when considered at the Board of Examiners
meeting.

46.5 Undergraduate non-honours degree examination marks; and professional

degree examination marks or grades in Medicine and Veterinary Medicine
(other than final professional degree examination marks): Overall marks:
The final overall mark agreed by Boards of Examiners for diets of examinations for
graduating courses of study will be made available to the student via EUCLID
Student View.

46.6 Undergraduate Honours degree examination marks; and final professional

degree examination marks in Medicine and Veterinary Medicine: Overall
classification: The final overall classification of honours degrees will be
communicated to students via EUCLID Student View. The professional degrees
may be awarded with honours in Medicine, or with distinction in Veterinary
Medicine, for students who matriculated in or prior to the 2022/23 academic year,
but are not otherwise classified.

Regulation 47 Publication of results

Students will be notified of their assessment results and their progression status. Students
have the right to exclude their name and/or final award results from being publicly announced.

Application of the regulation

47.1 Concessions from the following application of the regulation on Publication of

results require the approval of the Academic Policy and Regulations Committee
(APRC) based on a case presented by the relevant College.

47.2 Students are officially notified of their results (including course marks, progression
and programme outcomes or awards) via EUCLID Student View. This may be
supplemented by the communication of assessment component results via virtual
learning environments. Results are entered on to students’ records by the relevant
School.

47.3 The host School of the degree programme is responsible for overseeing the
communication of all undergraduate award and final programme results and all

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taught progression decisions. The host School of the course is responsible for
overseeing the communication of all final course results to the students on the
course. Students will be notified in advance of the date on which they can expect to
hear their results.

47.4 Notification of final postgraduate results and the award of qualification to students,
following the final meeting of the Board, is the responsibility of the College
Postgraduate Office, except where this has been devolved to the School.

47.5 Students’ results (including assessment component and course marks, programme
and progression outcomes) may not be released over the telephone or informally
via email. Students only receive their results via formal communication channels.

47.6 There should be no public display in any media of any formative or summative
assessment results from any course or programme.

47.7 The host School will communicate a clear plan of action to each student when the
student has failed an assessment that is required. This applies to final course
results and some “in course” assessments where a pass is required. The
communication is to take account of the student’s progression and/or award status.

47.8 Each School will provide a general statement on their website describing their local
process, indicating to their students how they should proceed in the event of failure.

47.9 Where a student has failed a summative assessment (either “in course” or “final”)
and a resubmission or retake is required and permitted, the host School ensures
that the student is provided with timely academic feedback, guidance and support
prior to their re-assessment.

47.10 The Head of the host School, or their designated representative, has responsibility
for ensuring that, where a student has failed their programme of study at the final
stage, the student is supported in a timely and personal manner. If appropriate, an
offer of a private consultation may be made.

47.11 Once a final award, final degree programme or final course result and progression
decision has been agreed by the Board of Examiners and other relevant bodies,
then Schools may contact students who have failed before the decision is published
in EUCLID Student View. Schools should not give informal indications about the
final award, final degree programme or final course result or progression decision in
advance of the decision of the Board of Examiners and/or other relevant bodies.
See regulation 46.4 for the release of provisional marks.

47.12 Where there is a requirement to confirm pass lists to a Professional, Statutory

and/or Regulatory Body (PSRB), the assessment results should not be collated and
sent until the results of individual assessments have been made available to the
student.

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47.13 If students attend the graduation ceremony their names and degrees are included in
the graduation programme. The Student Administration team is responsible for the
final award listing in the graduation ceremony programme (if the student registers
their intention to graduate in person) and the listing in the press (students may opt
out of this listing).

Regulation 48 Degree examination scripts

Degree examination scripts are received by the University in confidence. Physical degree
examination scripts, or copies of such scripts, may be returned to students on SCQF Level
7 and 8 (usually Year 1 and 2 pre-honours) courses after the Board of Examiners has
published ratified course results. Physical scripts will not be returned to students on
courses at SCQF levels 9-12 (usually Honours and postgraduate taught level). However,
students may be provided with copies of examination scripts for examinations completed
electronically at all levels.

Application of the regulation

48.1 Students are entitled to see their examination scripts to assist with the provision of
feedback and their self-reflective learning.

48.2 Course organisers, or their delegates, may show and discuss students’ examination
scripts with them for feedback purposes. Local arrangements are made for ways to
implement the opportunity for students to see their exam scripts.

48.3 Other forms of assessed summative work may be returned to students after the
Board of Examiners has published ratified course results.

48.4 The potential return of scripts to students on Year 1 and 2 pre-Honours courses
does not apply to multiple choice questions which are not defined as degree
examination scripts.

48.5 Schools will need to make arrangements to make exam scripts available to students
taking Year 1 and 2 pre-Honours courses to take away (on individual request) after
the retention period is over. Schools may wish to decide to keep the scripts for
longer than the minimum required retention period, for example in order to make
them available for release to the relevant students returning in the following
semester (this is at the discretion of individual Schools).

Regulation 49 Retention and destruction of material

Assessed material must be retained and destroyed in accordance with the University’s
student records retention guidance.

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Application of the regulation

49.1 Information about the student records retention schedule is online:

www.ed.ac.uk/records-management/guidance/records/retention/student-records

49.2 Schools need to maintain an adequate documentary record of assessed work,

which is necessary to inform decisions of original, resit and reconvened Boards of
Examiners.

49.3 Material which contributes to the assessment of the degree, including any written
examinations, dissertations, essays, laboratory or studio work and projects, should
be retained in the School for a suitable period after the Board of Examiners meeting
which decides the overall classification or award of the degree, diploma or
certificate. This enables the Board to respond to any student appeal.

49.4 Assessment material should be destroyed at the end of the retention period, or at
the end of the period in which the School has agreed it will retain the information for
(see regulation 48.5). For students who submit appeals, the retention period will
need to be extended until the end of the appeal process. Other material which
contributes to the final assessment of the degree or overall assessment of the
course may be returned to the student after the expiry of the retention period. The
Freedom of Information (Scotland) Act 2002 requires the University to make
available to any enquirer any information held by the University, including copies of
assessments, unless one of the legislation’s narrowly defined exemptions applies.
While there is an exemption for personal data, it must be considered on a case-by-
case basis. Assessment samples may be retained for specified periods as
supporting documentation for accreditation and quality assurance purposes, e.g.
Internal Periodic Reviews.

49.5 Where students have consented, assessment material can be retained for longer
and be used as exemplars for future students. The material can be kept for as long
as the course exists or until the student withdraws consent, whichever happens
earlier. All student names must be removed before use.

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Section E. Assessment decisions

Regulation 50 Award of degrees, diplomas and certificates

Degrees, diplomas and certificates are awarded by the Senatus on the basis of Board of
Examiners’ recommendations. Each honours programme of study, the MBChB and the
BVM&S, has a Board of Examiners responsible for recommending the award of the
degree and determining the classification of the degree. Each postgraduate degree,
diploma or certificate examination has a Board of Examiners responsible both for
determining progression to diploma/masters dissertation (on programmes where there is
an identifiable taught component followed by a dissertation/research project) and for
determining the final award of the qualification.

Application of the regulation

50.1 Information on the criteria for award of degrees, diplomas and certificates is
published in advance.

Regulation 51 Undergraduate progression: pre-honours and into honours

To progress to the next year of study and into honours, students must meet the
requirements for progression which are specified in the Degree Regulations and
Programmes of Study and degree programme tables. www.drps.ed.ac.uk/

Application of the regulation

51.1 The Undergraduate Progression Board has responsibility for ensuring that students
have met the requirements for progression, on the basis of information provided by
Boards of Examiners.
www.ed.ac.uk/files/atoms/files/ug_progression_boards.pdf

51.2 The requirements for degrees are set out in the University’s Curriculum Framework:
www.ed.ac.uk/files/atoms/files/models_for_curricula.pdf

Regulation 52 Undergraduate honours assessment progression

The Undergraduate Progression Board has the responsibility to decide which students can
progress to the next year of honours study. Progressing students must:
(a) pass at least 80 credits at SCQF level 9 or above in junior honours and level 10 or
above in senior honours for undergraduate Masters degrees; and
(b) have an overall average of 40% or more for the 120 credits of study taken in the
relevant honours year; and

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(c) must satisfy any other specific requirements for the degree programme, as
published in the programme handbook.
When all the marks for the taught components of the relevant year of the programme (120
credits) are available, if the student has achieved PASS marks in at least 80 credits and
has an overall average of 40% or more over the full 120 credits, then they will be awarded
credits on aggregate for the failed courses.

Application of the regulation

52.1 The Undergraduate Progression Board has responsibility for ensuring that students
have met the requirements for progression, on the basis of information provided by
Boards of Examiners.
www.ed.ac.uk/files/atoms/files/ug_progression_boards.pdf

52.2 The requirements for degrees are set out in the University’s Curriculum Framework:
www.ed.ac.uk/files/atoms/files/models_for_curricula.pdf

52.3 In general failed courses are not included in the student’s transcript, but any failed
course for which the student has been awarded credits on aggregate must be
shown in the transcript as a fail but with credit on aggregate. In reporting course
marks, Schools are required to upload a fail but with credit on aggregate outcome
on to the student record system, in addition to other final course marks.

52.4 PASS marks are defined in the “PASS” section (A1 to PS) of “Recording of Course
Assessment Results within EUCLID”, as are EUCLID grades for Credit on
aggregate (AA, CA and UA).
www.studentsystems.ed.ac.uk/Staff/FAQ/Assessment_Results.html

52.5 Where a student studies abroad for a single semester in the junior Honours year,
decisions regarding eligibility for credit on aggregate are made separately for the
semester spent studying abroad and the semester spent in Edinburgh. Students are
eligible for up to 20 credits to be awarded on aggregate in each semester, in line
with the criteria above.

Regulation 53 Award of undergraduate Ordinary and General degrees

Students registered for an Ordinary or General (non-Honours) degree may be awarded the
degree if they satisfy the requirements in the Degree Regulations and Programmes of
Study.

Application of the regulation

53.1 The Board of Examiners or Undergraduate Progression Board may propose the
award of an Ordinary or General degree to those students who have met the

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requirements of one of these degrees but who do not satisfy the honours degree
requirements.

53.2 The Board of Examiners or Undergraduate Progression Board should take account
of the recommendations of the Special Circumstances Committee and the student’s
general academic record when determining the award of a degree. However, it is
not within the power of a Board of Examiners or Undergraduate Progression Board
to recommend the award of a degree without substantial evidence of attainment to
at least the lowest level required for the award of that qualification. Boards of
Examiners or Undergraduate Progression Board may not be generous in cases of
failure other than within the limits already set out in these regulations.

Regulation 54 Undergraduate honours degree award

The Board of Examiners has the responsibility to decide which students can be awarded a
classified honours degree. To graduate students must:
(a) pass at least 80 credits at SCQF level 10 or above in their final honours year; and
(b) have an overall average of 40% or more for the 120 credits of final honours; and
(c) must satisfy any other specific requirements for the degree programme.

When all the marks for the taught components of the final year of the programme (120
credits) are available, if the student has achieved PASS marks in at least 80 credits and
has an overall average of 40% or more over the full 120 credits, then they will be awarded
credits on aggregate for the failed courses.

Application of the regulation

54.1 The requirements for degrees are set out in the University’s Curriculum Framework:
www.ed.ac.uk/files/atoms/files/models_for_curricula.pdf

54.2 In general failed courses are not included in the student’s transcript, but any failed
course for which the student has been awarded credits on aggregate must be
shown in the transcript as a fail but with credit on aggregate. In reporting course
marks, Schools are required to upload a fail but with credit on aggregate outcome
on to the student record system, along with other final course marks.

54.3 The Board of Examiners may propose the award of an Ordinary or General degree
be made to students who do not achieve the honours classification requirements,
on the basis of their honours achievements.

54.4 The Board of Examiners may propose the award of an honours degree to students
who do not achieve the requirements for an undergraduate masters, on the basis of
their senior honours achievements.

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54.5 The Board of Examiners should take account of the recommendations of the
Special Circumstances Committee and of the student’s general academic record,
when determining the classification and award of a degree. However, it is not within
the power of a Board of Examiners to recommend the award of a degree without
substantial evidence of attainment to at least the lowest level required for the award
of that qualification or classification. Boards of Examiners may not be generous in
cases of failure other than within the limits already set out in these regulations.

54.6 PASS marks are defined in the “PASS” section (A1 to PS) of “Recording of Course
Assessment Results within EUCLID”.

Regulation 55 Undergraduate degree classification

The Board of Examiners for assessment of students in their final year is responsible for
deriving the classification for award of an honours degree. Degree classification is derived
by calculating the mean of marks of the individual courses, weighted by the number of
credit points of each course. Exceptions are outlined in the guidance on the regulation.

Application of the regulation

55.1 The assessment weighting of a course within the classification calculation is

proportional to its credit value.

55.2 For degrees with two honours years, including degree programmes with an
obligatory period of residence/study abroad, the classification is based on a credit-
weighted average of performance across both honours years, except for:

(a) modern language degree programmes with a prescribed period of residence

abroad where credit points for language acquisition through residence are
aggregated with those associated with the language learning in the final year
and where the classification is based on two honours years in line with this
aggregation;

(b) degree programmes where students can opt to spend a period of

residence/study abroad, where credits will be allocated for the study abroad but
these are weighted zero in the final classification;

(c) the MA in International Business and the LLB in Global Law where the
classification for these students is based solely on the final honours year; and

(d) the BSc Honours degrees in the School of Biological Sciences and Deanery of
Biomedical Sciences which are weighted 2:1 Senior: Junior Honours; and the
BSc degrees in Chemistry which are weighted 2:1 Senior: Junior Honours.

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55.3 Integrated Masters degrees have three honours years and their classification is
based on all these years, in which the three honours years are weighted
respectively 20, 40, 40 (in percentage terms), with the exception of:
the MPhys degrees “with a Year Abroad” which are weighted 20, 20, 60; and the
Geophysics degrees (with a placement year) which are weighted 30,30,40.

55.4 The relevant Board of Examiners will specify which courses will be used for
classification purposes for students who exit with a BSc who were previously on an
Integrated Masters degree.

55.5 Intercalated honours degrees have a one-year honours component and their
classification is based solely on the honours year. Degree classification is derived

by calculating the mean of marks of the individual courses, weighted by the number
of credit points of each course.

55.6 Honours degree programmes in the Art and Design subject areas (except the MA
Fine Art) within Edinburgh College of Art calculate classification based solely on
performance the final honours year.

55.7 Classification models for credit for study abroad are contained in the College
Progression Boards for Optional Study Abroad: Terms of Reference.
www.ed.ac.uk/files/atoms/files/studyabroadcollegeboards-termsofreference.pdf

Regulation 56 Postgraduate assessment progression

For programmes where there is an identifiable taught component followed by a project or

dissertation component, students must pass the assessment requirements of the taught
stage at an appropriate level at the first attempt before progression to the dissertation. In
order to progress to the masters dissertation students must:
(a) pass at least 80 credits with a mark of at least 50% in each of the courses which
make up these credits; and
(b) attain an average of at least 50% for the 120 credits of study examined at the point
of decision for progression; and
(c) satisfy any other specific requirements for the masters degree programme, that are
clearly stated in respective programme handbooks.

When all the marks for the taught components of the programme (120 credits) are
available, if the student has achieved PASS marks in at least 80 credits and has an overall
average of 40% or more over the full 120 credits, then they will be awarded credits on
aggregate for the failed courses.

For programmes where the taught and project or dissertation components are taken in
parallel, or where there are not identifiable taught and research project or dissertation

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components, the requirements for progression are determined at programme level, stated
in the Programme Handbook.

Application of the regulation

56.1 For programmes where there is an identifiable taught component followed by a

project / dissertation component (e.g. 120 credits of taught courses in semesters 1
and 2, followed by a 60 credit project / dissertation component):

(a) Postgraduate Boards of Examiners are normally convened at least twice

during the year for full-time students. The initial meeting to decide matters
relating to progression (to masters), or failure, is held at the end of the
coursework component. A second meeting to consider the dissertation
results and the final award of degrees (or diplomas) is held soon after
completion of the programme. Both meetings are equally important.

(b) The Postgraduate Board of Examiners has the responsibility to decide which
students can progress to the dissertation required for candidature for the
award of a masters degree; or, in the case of other awards, exit either
directly or following satisfaction of any outstanding requirement.

(c) Exceptionally, with the permission of the relevant College Committee, a

student who has been unable to sit an assessment because of illness or
other extenuating circumstance may, if that circumstance is certified, be
allowed to progress to the dissertation stage prior to completion of the
coursework assessment on condition that the dissertation will subsequently
be set aside if the student is eventually unsuccessful in the coursework
element of the programme.

56.2 For MFA programmes (240 credits) where there is an identifiable taught
component, in order to progress to masters dissertation/project the student must
pass at least 120 credits with a mark of at least 50% in each of the courses which
make up these credits, and attain an average of at least 50% for the 180 credits of
study examined at the point of decision for progression to dissertation/project, and
satisfy any other requirements as outlined in 56 (c) above.

56.3 For postgraduate taught programmes involving 360 credits, information regarding
progression requirements is included in the relevant programme handbook.

56.4 The average for the courses is derived by calculating the mean of marks of the
individual courses, weighted by the number of credit points of each course.
Courses where credit has been obtained by recognition of prior learning are
excluded from the average, except where the credit was awarded for the certificate
or diploma associated with the masters degree.

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56.5 In general failed courses are not included in the student’s transcript, but any failed
course for which the student has been awarded credits on aggregate must be
shown in the transcript as a fail but with credit on aggregate. In reporting course
marks, Schools are required to upload a fail but with credit on aggregate outcome
on to the student record system, along with other final course marks.

56.6 In Regulation 56(a) above, where some of the 80 credits are pass/fail courses, then
where these courses are passed, they can be included in the 80 credit total.
However, pass/fail courses are excluded from the calculation under Regulation
56(b).
www.ed.ac.uk/timetabling-examinations/exams/regulations/common-marking-
scheme

56.7 PASS marks are defined in the “PASS” section (A1 to PS) of “Recording of Course
Assessment Results within EUCLID”
www.studentsystems.ed.ac.uk/Staff/FAQ/Assessment_Results.html

56.8 For MBA programmes (180 credits) where there is an identifiable taught
component, in order to progress to the Capstone Project the student must pass at
least 110 credits with a mark of at least 50% in each of the courses which make up
these credits, and attain an average of at least 50% for the credits of study
examined at the point of decision for progression, and satisfy any other
requirements as outlined in 56 (c) above. If the student does not meet the
progression criteria above, but is in a position to be able to meet the criteria based
on the outcome of the outstanding credits, the progression decision will be deferred
until the result of the outstanding credits are known.

56.9 For the EMBA programme and Online MBA programmes (180 credits) where there
is an identifiable taught component, in order to progress to the 40 credit Capstone
project the student must pass at least 100 credits with a mark of at least 50% in
each of the courses which make up these credits, and attain an average of at least
50% for the credits of study examined at the point of decision for progression, and
satisfy any other requirements as outlined in 56 (c) above. In order to progress to
the 30 credit Capstone project, the student must pass at least 110 credits with a
mark of at least 50% in each of the courses which make up these credits, and attain
an average of at least 50% for the credits of study examined at the point of decision
for progression, and satisfy any other requirements as outlined in 56 (c) above. If
the student does not meet the progression criteria above, but is in a position to be
able to meet the criteria based on the outcome of outstanding credits, the
progression decision will be deferred until the result of the outstanding credits are
known.

Regulation 57 Postgraduate degree, diploma and certificate award

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In order to be awarded the certificate students must:

(a) pass at least 40 credits with a mark of at least 40%; and
(b) attain an average of at least 40% for the 60 credits of study examined for the
certificate; and
(c) satisfy any other specific requirements for the named certificate that are clearly
stated in respective programme handbooks.

In order to be awarded the diploma students must:

(a) pass at least 80 credits with a mark of at least 40%; and
(b) attain an average of at least 40% for the 120 credits of study examined for the
diploma; and
(c) satisfy any other specific requirements for the named diploma that are clearly stated
in respective programme handbooks.

In order to be awarded a masters degree students must:

(a) have satisfied any requirements for progression, as laid out in taught assessment
regulation 56 above, and
(b) attain an additional 60 credits, by achieving a mark of at least 50% for the
dissertation or project component (if the programme has a dissertation or project
element) and
(c) satisfy any other specific requirements for the masters degree programme, that are
clearly stated in respective Programme Handbooks.

When all the marks for the taught components of the programme or diploma are available,
if the student has achieved a mark of at least 40% in at least 80 credits and has an overall
average of 40% or more over the full 120 credits, then they will be awarded credits on
aggregate for the failed courses, up to a maximum of 40 credits. For a certificate, a
maximum of 20 credits may be awarded on aggregate.

Application of the regulation

57.1 Boards of Examiners, including those involving subjects from two or more of the
Schools, are required to establish guidelines in advance on how the results of
individual papers or units of assessment are to be aggregated, averaged or profiled
to produce the overall final result. These guidelines are an integral part of the
disclosure process and must be published to students within one month of the start
of the programme.

57.2 In line with the Postgraduate Degree Regulations, postgraduate taught programmes
may include some courses at SCQF levels below 11. Where courses at SCQF level
9 or below are included in a programme, marks for these courses are disregarded
for the purposes of calculating averages for the award of credit on aggregate,
progression, award, and the award of Merit and Distinction.

57.3 The average for the courses is derived by calculating the mean of marks of the
individual courses, weighted by the number of credit points of each course.

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Courses where credit has been obtained by recognition of prior learning are
excluded from the average, except where the credit was awarded for the certificate
or diploma associated with the masters degree.

57.4 In general failed courses are not included in the student’s transcript, but any failed
course for which the student has been awarded credits on aggregate must be
shown in the transcript as a fail but with credit on aggregate. Exam Boards must
make this distinction clear when reporting course marks.

57.5 The Board of Examiners should take account of any relevant special circumstances
and of the student’s general academic record, when determining the award of a
degree. However, it is not within the power of a Board of Examiners to recommend
the award of a degree without substantial evidence of attainment to at least the
lowest level required for the award of that qualification. Boards of Examiners may
not be generous in cases of failure other than within the limits already set out in
these regulations.

57.6 The Postgraduate Degree Regulations permit a General Postgraduate Certificate or

General Postgraduate Diploma to be attained by students who do not fulfil the
requirements for a specific Certificate or Diploma award but who have attained the
required volume and level of credits.

57.7 PASS marks are defined in the “PASS” section (A1 to PS) of “Recording of Course
Assessment Results within EUCLID”
www.studentsystems.ed.ac.uk/Staff/FAQ/Assessment_Results.html

Regulation 58 Resubmission of postgraduate dissertations or research projects

Students may be permitted to resubmit the dissertation or research project in line with the
provisions of the Special Circumstances Policy where a student’s performance in
assessment has been affected by illness, accident or circumstances beyond their control
(58.1-58.2).

Students are also entitled to one resubmission of the dissertation or research project for
postgraduate Masters programmes where the student has achieved a mark of 45 to 49%
at the first attempt (58.3-58.9).

Application of the regulation

58.1 Where a student is granted the opportunity to resubmit the dissertation or research
project due to special circumstances, the Board of Examiners will be responsible for
providing the student with a statement which outlines the deficiencies in their
original submission, and agreeing an appropriate deadline and appropriate
supervision. The student will be granted a null sit for their first attempt, and the
recorded mark for their revised dissertation or project will not be capped.

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Paragraphs 58.3 to 58.8 do not apply to students granted the opportunity to

resubmit their dissertation or research project due to special circumstances.

58.2 Students who have been granted an opportunity to resubmit the dissertation or
research project due to special circumstances may be permitted one further
resubmission under this regulation (with reference to paragraphs 58.3 to 58.9),
provided they meet the eligibility requirements.

58.3 Where a student receives 48 or 49% for the dissertation or research project at the
first attempt, they may be considered as a borderline candidate for the award of the
Master’s degree, in line with published information regarding consideration of
borderline cases (see Regulation 44).

58.4 Since the concept of borderlines (see Regulation 44) does not apply to the
threshold for entitlement to resubmit a dissertation or research project, Boards of
Examiners are not able to permit students with marks of 43 or 44% at the first
attempt to resubmit their dissertation or project unless special circumstances apply.

58.5 Students who achieve a mark of 45 to 49% for the dissertation or research project
at the first attempt as a result of a marking penalty, either for late submission or for
academic misconduct, are entitled to one resubmission, in line with this regulation.

58.6 The relevant Board of Examiners will provide a student permitted to submit a
revised dissertation or research project with a statement which outlines the
deficiencies in their original submission. The student is also entitled to receive
further written advice from their dissertation or research project supervisor on one
occasion before resubmission. The student must include with their revised
dissertation a statement outlining the changes made to the previous submission.
This statement will not be marked.

58.7 The Board of Examiners will advise the student of the deadline for submission of
their revised dissertation or research project, which will be three months from the
date of the student receiving notification of their original result. Extension requests
and special circumstances submissions in relation to this deadline will be handled in
line with provisions outlined within the Taught Assessment Regulations and the
Special Circumstances Policy. Where special circumstances affect the
resubmission, Boards of Examiners are permitted to offer a further resubmission
under the Special Circumstances Policy, if they consider this appropriate. The mark
for a dissertation resubmitted under these circumstances will be capped at 50%, in
line with Regulation 58.9.

58.8 Where a student declines the opportunity to resubmit the dissertation or research
project, or fails to submit by the stated deadline, the mark they had received for
their first attempt will be treated as final and they will be considered for a relevant
exit award.

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58.9 If the Board of Examiners agrees that the revised dissertation or research project
meets the requirements for a pass at Masters level, the student will be awarded the
Masters degree. The recorded mark for the revised dissertation or research project
will be capped at 50%.

58.10 For MBA programmes students are entitled to one resubmission of the Capstone
Project where the student has achieved a mark of 40 to 49% at the first attempt.
The Board of Examiners will advise the student of the deadline for submission of
their revised Capstone Project, which will be two months from the first meeting
meeting/communication with the supervisor to complete the work. Since the
concept of borderlines (see Regulation 44) does not apply to the threshold for
entitlement to resubmit a Capstone Project, Boards of Examiners are not able to
permit students with marks of 38 or 39% at the first attempt to resubmit their
Capstone Project unless special circumstances apply. Regulations 58.1-3 and 58.5-
9 also apply.

Regulation 59 Award of postgraduate merit

Taught postgraduate degrees may be awarded with merit. To achieve a merit, a student
must be awarded at least 60% on the University’s Postgraduate Common Marking
Scheme for the dissertation, if the programme has a dissertation element, and must
achieve an average of at least 60% in the remaining elements. Borderlines, for both the
dissertation and course average elements, are considered for merits.

Application of the regulation

59.1 Merit may be awarded for postgraduate taught masters, diplomas and
certificates.

59.2 Where a student has been permitted to resubmit their dissertation or research
project in line with Regulation 58 (except where Special Circumstances apply),
they are not eligible for the award of the degree with merit.

59.3 For degrees which use letter grades in addition to numerical marks, the award of
merit will be made where the student meets the above criteria using the
numerical mark.

59.4 For MFA, the award of merit relates only to grades obtained at stages 3 and 4
(Year 2).

59.5 Borderline marks are defined as marks from two percentage points below the
boundary up to the boundary itself, e.g. 58.00% to 59.99% for the dissertation
and for the average of other courses. See also taught assessment regulation 44
above.

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59.6 The average for the courses is derived by calculating the mean of marks of the
individual courses, weighted by the number of credit points of each course.
Courses where credit has been obtained by recognition of prior learning are
excluded from the average, except where the credit was awarded for the
certificate or diploma associated with the masters degree.

59.7 The Postgraduate Common Marking Scheme can be found at:

www.ed.ac.uk/timetabling-examinations/exams/regulations/common-marking-
scheme

Regulation 60 Award of postgraduate distinction

Taught postgraduate degrees may be awarded with distinction. To achieve a distinction, a

student must be awarded at least 70% on the University’s Postgraduate Common Marking
Scheme for the dissertation, if the programme has a dissertation element, and must
achieve an average of at least 70% in the remaining elements. Borderlines, for both the
dissertation and course average elements, are considered for distinctions.

Application of the regulation

60.1 Distinctions may be awarded for postgraduate taught masters, diplomas and
certificates.

60.2 Where a student has been permitted to resubmit their dissertation or research
project in line with Regulation 58 (except where Special Circumstances apply), they
are not eligible for the award of the degree with distinction.

60.3 For degree programmes which use letter grades in addition to numerical marks, the
award of distinction will be made where the student meets the above criteria using
the numerical mark.

60.4 For MFA, the award of distinction relates only to grades obtained at stages 3 and 4
(Year 2).

60.5 Borderline marks are defined as marks from two percentage points below boundary
up to the boundary itself, e.g. 68.00% to 69.99% for the dissertation and for the
average of other courses. See also taught assessment regulation 44 above.

60.6 The average for the courses is derived by calculating the mean of marks of the
individual courses, weighted by the number of credit points of each course.
Courses where credit has been obtained by recognition of prior learning are
excluded from the average, except where the credit was awarded for the certificate
or diploma associated with the masters degree.

60.7 The Postgraduate Common Marking Scheme can be found at:

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www.ed.ac.uk/timetabling-examinations/exams/regulations/common-marking-
scheme

Regulation 61 Award of credit from other universities

Boards of Examiners confirm the award of credit from other universities which is used in
the award of a University of Edinburgh degree.

Application of the regulation

61.1 There are two types of credit from external bodies: recognition of prior credit at
admission, determined by Colleges against published criteria; and recognition of
external learning whilst on programme. In both cases recognition of prior learning is
recorded on admission.
www.drps.ed.ac.uk/

Regulation 62 Minuting of decisions of Boards of Examiners

The internal and External Examiners must concur in the mark and grade to be awarded to
each student and in the classification and award of degree to be made. Boards of
Examiners must record all decisions in the minutes of the meeting.

Application of the regulation

62.1 Once the Board of Examiners has decided on the final marks, grades and if
appropriate, class of degree and award for each student, the students’ names must
then made visible to the Board of Examiners. There must then be a final check of
the results before the list is agreed and recorded in the minutes. Only in the event
of detection of an error, which was not detectable when examination numbers were
used, can changes be made to the marks, grades or class of degree at this stage.
Any such change should be recorded in the minutes.
www.ed.ac.uk/schools-departments/academic-services/staff/assessment/boards-
examiners

62.2 The Convener receives and is responsible for ensuring that the minutes of the
Board of Examiners’ meetings are an accurate record of the meeting and of the
approved results.

62.3 Minutes should include:

(a) a record of the names of the examiners and those in attendance at the
meeting;
(b) relevant information considered at the meeting or by the Special
Circumstances Committee, and outcomes from this;
(c) discussion and outcomes of borderline cases;

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(d) details of any modification of marks, grades or classification, and the

reasons for these; and
(e) comments by the External Examiner(s) about the examination of the
course, the performance of the students in general, and their approval of
results agreed by the Board of Examiners.

62.4 The minute is a confidential document, although information on a particular student

may need to be disclosed to that student under the Data Protection Act and generic
information may need to be disclosed under Freedom of Information. Further
information is available at:
www.ed.ac.uk/files/atoms/files/boe_handbook.pdf

62.5 If agreement cannot be reached on concurrence of decisions then the issue is

referred to the Head of College.

Regulation 63 Board of Examiners: return of marks

Assessment and course results, degree classification and awards agreed by the Board of
Examiners and confirmed by the External Examiner(s) must be recorded on the student
record system as the final official results of the University.

Application of the regulation

63.1 Schools have responsibility for ensuring that final results are displayed accurately in
the student record system. More than one person should be involved in checking
their accuracy.

63.2 When marks for courses are finalised (and not before then), they must be rounded
to an integer, i.e. with no decimal places. Any mark which is xx.50 or above is
rounded up and any mark which is xx.49 or below is rounded down, e.g. 59.50% is
rounded to 60%, 59.49% is rounded to 59%. Individual course marks must be
rounded before they are released to students and the rounded marks must be used
in calculating the overall mean mark. The overall mean mark is to be used in
Honours classification, progression, and award decisions. The overall mean mark
is not rounded.

63.3 Schools have responsibility for uploading course results and final award outcomes
in line with the deadlines published each year by Student Systems.
www.studentsystems.ed.ac.uk/staff/Support/awards.htm

63.4 In the case of autumn (August) undergraduate examinations, results should be

submitted as soon as possible and not later than 10 days before the start of the
next semester.

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63.5 Provisional marks for components of assessment may also be released to students
via the student record system (see regulation 36)

Regulation 64 Status of decisions

Decisions by a Board of Examiners, once certified in writing, are final. In exceptional

circumstances a Convener of the Board of Examiners can reconvene the Board to review
a decision.

Application of the regulation

64.1 A Board of Examiners may, at the request of any of its members or member of the
Special Circumstances Committee, review a decision if significant information
relevant to that decision, which was unavailable at the time the decision was made,
comes to light, or if any error having a material bearing on that decision, or an error
in the written certification of that decision, has been made. A member of the Board
may request a review but it is the Convener who must review the decision in the
light of any new significant information or error. Therefore it is the Convener, and
not a member of the Board, who decides whether to reconvene the Board. Where
the significant information presented would constitute special circumstances under
the Special Circumstances Policy, the Board of Examiners should only consider this
information where it believes that there is a good reason why the student did not
make the information available in advance of the Board’s original decision.

64.2 If the Board is satisfied that there are grounds for varying the decision, the Board
shall report its decision to Student Systems

64.3 Where an error is discovered in the assessment or marking of any examination or

any component of an examination or in the calculation, recording or notification of
the result of any examination or any component thereof or in the classification or
result of any degree or in any process connected with any of these matters, the
University shall correct that error and amend its records to show the correct result
or classification and that whether or not the result or classification has been
published or otherwise notified to the student. The University shall notify the student
of the corrected result or classification as soon as practicable and shall also correct
any reference or statement which may have been provided by the University
whether to the student or to a third party. Where such an error affects degree award
or classification, the School should contact the relevant College and Academic
Services for approval before notifying the student of any change. Having been
notified of the corrected result or classification the student shall return to the
University any documentation which may have been issued to the student notifying
the original result or classification which has been corrected. The student shall
have no claim against the University for any loss or damage which may have been
incurred by the student as a result of any error which may have been made.

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64.4 In proved cases of substantial and significant copying, plagiarism or other fraud, the
Senatus has the power to reduce the classification of, or to revoke, any degree it
has already awarded, and to require the degree, diploma or certificate scroll to be
returned.

64.5 Any member of Senatus may request Senatus to refer for investigation any matter
concerning examinations.

Regulation 65 Convener’s Action

The Convener of the Board of Examiners, Progression Board, or Special Circumstances

Committee may take decisions by Convener’s Action.

Application of the regulation

65.1 This may occur when the Board of Examiners takes a decision in principle but
needs confirmation or further information, or when the Board, or Special
Circumstances Committee considers the possible outcomes and authorises the
Convener, once relevant information is known, to apply the appropriate option.
Convener’s Action may also be appropriate when the decision to be made follows
an existing precedent.

65.2 Decisions made by Convener’s Action should be recorded and reported to the
relevant Board or Committee.

Regulation 66 Failure to complete all the assessment requirements of a degree

programme

When a student fails to complete all the assessment requirements of a degree programme
the Board of Examiners or Undergraduate Progression Board will investigate the case. If
there is no satisfactory reason then taught assessment regulation 67 on unsatisfactory
progress applies. If the Special Circumstances Committee for the relevant Board of
Examiners (including Progression Boards) is given sufficient evidence that the
performance of a student has been affected for reasons of illness, accident or other
circumstances beyond the student’s control, the University’s Special Circumstances Policy
applies.

66.1 The University’s Special Circumstances Policy is available at:

www.ed.ac.uk/files/atoms/files/special_circumstances.pdf

Regulation 67 Unsatisfactory academic progress

The University may exclude students who do not meet the criteria for progression and
award on their programme.

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Application of the regulation

67.1 Degree regulations, Degree Programme Tables, programme handbooks and/or

course handbooks must contain details of the progress which students are
expected to achieve within given periods. They must also include warnings that
students are liable to be considered for exclusion if these expectations are not met.

67.2 Where a student fails to meet the published progression criteria, the Procedure for
Withdrawal and Exclusion from Studies will be used.
www.ed.ac.uk/files/atoms/files/withdrawal_exclusion_from_study.pdf

67.3 Some degree programmes leading to a professional qualification include Fitness to

Practise considerations. Any issues of unsatisfactory progress in relation to fitness
to practise are dealt with according to the relevant College’s published Fitness to
Practise procedures.

67.4 A student declared to have made unsatisfactory progress under professional

Fitness to Practise requirements is normally excluded from all further attendance at
classes and examinations leading to the professional qualification, but is entitled to
apply to the College for permission to re-enter for assessment in a suitable
alternative programme which does not lead to a professional qualification.

Regulation 68 Academic Appeal

Students have the right of academic appeal against the decisions of Boards of Examiners
or Progression Boards on specific grounds, which are set out in the University’s Student
Appeal Regulations
www.ed.ac.uk/schools-departments/academic-services/staff/appeals

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Section F. Interpretation and Significant Disruption

Regulation 69 Interpretation of regulations

The Academic Policy and Regulations Committee has authority to resolve any dispute
arising from these regulations. The University Secretary and their nominees have
authority to make urgent decisions relating to assessment issues.

Application of the regulation

69.1 Staff who need guidance on the taught assessment regulations, beyond that
provided in the regulations and associated guidance, should contact the relevant
College Office, Dean and/or the Academic Policy Officer with responsibility for the
Academic Policy and Regulations Committee: www.ed.ac.uk/academic-
services/committees/academic-policy-regulations

Regulation 70 Significant disruption: concessions and standards

When the University’s assessment practices are subject to significant disruption then the
Academic Policy and Regulations Committee may approve temporary concessions to
mitigate the impact of assessment disruption on students, without compromising academic
standards. Board of Examiners take decisions that ensure the consistency of treatment of
students and the maintenance of academic standards. The overriding principles are that:

(a) the academic judgement of the Board of Examiners remains paramount;

(b) the University’s academic standards will be maintained; and
(c) the provisions of the University’s Taught Assessment Regulations remain in
force except where a concession has been approved by the Academic Policy
and Regulations Committee.

These concessions will only be used where necessary: if a Board of Examiners is able to
operate without a concession then the Board will do so.

Application of the regulation

70.1 Significant disruption can be extremes of weather, loss of facilities, and factors
beyond the University’s control which have an impact on the assessment of
students. This may result in Boards of Examiners only having partial results
available.

70.2 In response to individual significant disruptions that may have a widespread impact
on assessment, the University will adopt a communication strategy for students,
staff and key external stakeholders, e.g. External Examiners, to ensure that they
are aware of the measures that are adopted.

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70.3 All forms of assessment, such as examination scripts and course assignments, are
the property and responsibility of the University, not of individual examiners or
markers. They therefore must be accessible to the University when required.

70.4 Drawing on previous experience [APRC 14/15 2 C], the issues and regulations
where APRC may consider concessions include, but are not limited to:
(a) External Examiners: number appointed; commenting on examination papers;
participation in Boards: confirmation of results [Taught Assessment
Regulations 5, 8.1(a), 38, 39.1, 39.2, 39.6, 62.3(e), 63]
(b) Ensuring that there is appropriate external input for relevant decisions, for
example, External Examiners provide an important quality assurance
function in the assessment process. If an External Examiner is unable to act
then that quality assurance function still needs to be carried out;
(c) Board of Examiners’ quorum [TAR 39, 39.1];
(d) Progression requirements and timing of progression decisions [TAR 51, 52,
56, 56.1(a) and Degree regulations on Progression and Permissible Load];
(e) Feedback schedules [TAR 16].

Regulation 71 Significant disruption: where only partial results are available to

Boards

The Academic Policy and Regulations Committee must confirm that significant disruption
has occurred before the provisions of the significant disruption regulations come into
effect. In periods of significant disruption, Boards may need to take decisions on the basis
of partial or unreliable information. Boards must maintain the principle that students may
only be awarded a pass and a mark / grade for a course, or a progression or award
decision, where there is sufficient evidence of performance against relevant learning
outcomes. Boards in possession of all information necessary to proceed with the
assessment of a student should proceed to determine marks and grades for courses, and
progression and award decisions, as usual. Boards in possession of all information
necessary to proceed with the assessment of only some students should proceed to
determine marks and grades, and progression and award decisions, for those students.

The below Application to the regulation provides information about the principles which
Boards will apply when dealing with missing or unreliable results, and some of the actions
they may take to address this. In line with TAR 70, Academic Policy and Regulations
Committee may approve additional concessions to the regulations to enable Boards to
take decisions regarding students with incomplete or unreliable profiles of assessment
marks or course results due to disruption.

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Application of the regulation

71.1 Where Boards have sufficient evidence to make decisions then the decision will be
made and will stand, unless subsequent information becomes available which it
would be in the student’s academic interest for the Board to consider.

71.2 Situations may arise in which assessment results are unavailable for particular
elements of assessment for all students or for only some students. Such elements
of assessment may become available after the disruption is over.

71.3 Within the limits described below, Boards are empowered to make decisions in the
absence of assessment results which are expected to become available at a later
date.

71.4 At the start of the meeting to determine course outcomes, the Board of Examiners
must agree on any specific elements of assessment without whose marks they
cannot proceed to determine a student’s result for the course. Before making such
a decision, the Board should consider carefully whether there is sufficient other
information already available to allow it to take a view on such elements of
assessment. If it is not possible to determine a result or decision then the Board will
reconvene when information is available.

71.5 Where a very high proportion of the assessment results are available for a course
for an individual student, it is possible that the Board may decide it is able to
determine a student’s marks and grades for the course. The Board must be
satisfied that, in its academic judgement, the mark and grade assigned is correct,
and that the outcome will not need to be changed when further assessment results
become available.

71.6 As a guide, where results for less than four-fifths (by weighting) of the assessment
for a course are available for an individual student, it is unlikely that the Board will
be able to determine a mark or grade for the course for that individual. However, if
at least half of the assessment results are available, then the Board may decide it is
able to confirm a pass for the student. If unable to reach a decision, even on a
pass, the Board should record that insufficient information on which to make a
decision was available at that time. When further results become available the
Board will need to reconvene to determine the appropriate mark and grade.

71.7 Where less than half of the assessment results are available for a course for an
individual student, it is unlikely that the Board will have sufficient information to
reach any decision, even on a pass, and the Board may need to record that
insufficient information on which to make a decision was available at that time.
When further results become available the Board will need to reconvene to
determine the appropriate mark and grade.

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71.8 No Board should return a fail decision in a situation where any unavailable
assessment results will become available at a later date, unless it is absolutely clear
that even passes at 100% in the unavailable assessments would not be sufficient to
turn a fail into a pass.

71.9 Boards of Examiners responsible for progression and award decisions may be
required to make decisions on these matters where students have incomplete or
unreliable profiles of course results. This may occur where students have yet to
receive final results for some courses; or where students have been awarded a
pass but not a mark or grade for some courses; or where marks for some courses
are not regarded as a reliable indicator of students’ ability due to disruption. In some
circumstances, Boards may be in a position to address this using existing
provisions of these regulations, such as the award of credit on aggregate for
Honours and postgraduate taught students. Boards may also consider excluding
missing or adversely affected course results when making calculations regarding
credit on aggregate, progression, award, Honours degree classification, and the
award of Merit and Distinction on postgraduate taught degrees. Boards may also
wish to take account of the impact of disruption for students who are in the
borderline for progression or award purposes.

71.10 Once all assessment results are available, Boards should reconvene at the earliest
possible opportunity to determine outstanding marks, grades, and progression and
award decisions and to review the status of any decisions where significant
information is now available.

25 May 2023

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