Exceptional Circumstances Procedures for Taught Students

Principles

The procedures set out within this document specify the approach to be followed in the event of exceptional circumstances that may have consequences for the normal operation of processes relating to the assessment, progression, classification and award of taught students. Whilst there is no definitive list of exceptional circumstances, examples include natural or unforeseen disasters, epidemics of infectious diseases and the impact of industrial action.

These procedures are designed to:

1. protect the interests of students in meeting the University’s commitment to progress and graduate students;
2. ensure the standard and integrity of the Leeds award.

In drawing up these procedures consideration has been given to the Office for Students regulatory framework for higher education in England and associate guidance. The procedures reference key elements of the University’s procedural framework for the progression and award of taught students, namely:

• Academic Regulations for Taught Programmes
• Assessment Policy and Procedures
• External Examiner Handbook
• The responsibilities, under the delegated authority of the Senate, of the University’s Assessment Committees, and the University’s Special Cases Committee.

Every effort should be made ensure that the provisions specified within this framework are upheld, however, in the event of exceptional circumstances where this is not possible these procedures will be invoked by the Vice Chancellor.

Assessment Setting

1. In those instances where it is necessary to undertake adjustments to the approved assessments published to students, the rationale of the adjustment proposed will be provided. The rationale will provide confirmation that the adjustments allow for the demonstration of all associated learning outcomes and, where relevant, meets the requirements of any accreditation or Professional and Statutory Bodies (PSRBs).
2. The approval mechanisms for assessment adjustments, alongside guidance relating to the types of adjustment to be considered, are presented in Annex 1.
3. The details of all approved assessment adjustments will be stored within the repository of the parenting School Taught Student Education Committee and will be clearly communicated to students affected within a reasonable timeframe.

Marking

4. Where schools need to consider adjustments to the minimum marking practices specified within the Assessment Policy and Procedures or the agreed school marking practices proposed revisions must be agreed in consultation with the relevant Associate Pro Vice Chancellor (Student Education and Experience).
5. Where required, all revisions will comply with accreditation and PSRB requirements.
6. The revisions will be submitted for the consideration and approval of the Faculty Executive Group, or equivalent, and recorded by the Quality Assurance and Enhancement Team.
7. Revisions will also be published and made available for students.

External Examiners

8. In those instances where an external examiner is not available to review student work in advance of Assessment Committees, other evidence may be offered to confirm equivalency of standards and presented to the Assessment Committee. The details of the evidence provided will be recorded in the minutes of the meetings.

Assessment Committees (Assessment Boards and Progression and Awards Boards)

9. In those instances where Progression and Awards Boards are not able to function as normal (e.g., non-quorate, non-attendance of an external examiner), the Board will forward recommendations for ratification by the University’s Institutional Assessment Committee, which will function under the delegated authority of the Senate as set out in the terms of reference provided in Annex 2.

Progression, Award and Classification of Taught Degrees

10. In those instances where there are missing components impacting on decisions relating to the progression of students to the next level of study, a candidate’s overall profile will be considered and a recommendation made as to whether it is within the student’s best interest to progress.
11. Where there are missing components, decisions as to whether it is possible to propose a recommendation for the classification of a candidate on the basis of the overall profile will be considered, if there is evidence that the candidate has met the learning outcomes for the programme.
12. When the Progression and Award Board has made recommendations to progress or to classify and award students in those circumstances where there are missing components, the Board will forward those recommendations for consideration by the University’s Institutional Assessment Committee. All such recommendations should be based on the assurance that the credit requirements for the award as specified in the University’s Academic Regulations for Taught Programmes are upheld.
13. In those instances where a candidate does not meet the requirements for the award as specified in the University’s Academic Regulations for Taught Programmes, then an individual recommendation will be forwarded by the Institutional Assessment Committee to the University’s Special Cases Committee using the process provided by the University’s Special Cases Team.
14. Detailed guidance is available for Assessment Committees on matters relating to the progression, classification and award of students to meet the needs of the specific ‘exceptional circumstances’.

Conferment

15. In those cases where the recommendation for award and classification is based on an incomplete return of marks, students will be advised accordingly.
16. Where, after the consideration of affected students under these exceptional circumstances procedures, missing component marks become available, then the approved decision shall stand, unless the newly available marks render the affected student eligible for a higher classification than that awarded. Under these circumstances, the Institutional Assessment Committee would consider the circumstances and, if appropriate, the candidate would be awarded the higher classification and issued with a new transcript and certificate.

Academic Appeals

17. There will be no reduction to a student’s right of appeal under the University’s Academic Appeals Procedure for a review of the decision made by an Assessment Committee in applying these Procedures for Exceptional Circumstances.

Version 1.1 of these procedures was approved by Taught Student Education Board on 2 July 2025. These procedures are owned by the Quality Assurance and Enhancement Team. Please contact [email protected] for any matters related to these procedures. Guidance for staff about assessment setting and adjustments in relation to these procedures (Annex 1) and the terms of reference for the Institutional Assessment Committee (Annex 2) are available on the staff intranet within the Taught Student Policy and Procedure document library.