Exceptional Circumstances Procedures for Taught Students

Document Control Grid
Policy/Procedure Title	Exceptional Circumstances Procedures for Taught Students
Date Approved	2 July 2025
Approving Body	Taught Student Education Board
Implementation Date	2 July 2025
Version	Version 1.1
Revisions	Amendments to reflect implementation of the revised academic regulatory framework
Supersedes	Version 1.0
Previous Review Dates	N/A
Next Review Date
Related Statutes, Ordinances, General Regulations
Related Policies	Academic Regulations for Taught Programmes Assessment Policy and Procedures
Related Procedures and Guidance
Policy Owner	Quality Assurance and Enhancement Team
Lead Contact	Head of Quality Assurance and Enhancement

 

 

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 Pro Dean Student Education.
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.

 

 

Annex 1

UNIVERSITY OF LEEDS

Guidance on Assessment Setting and Adjustments

In those circumstances where there have been delays in the delivery of teaching activities, or substituted activities have covered alternative content, consideration must be given to whether the original approved assessment remains appropriate or whether adjustments to the assessment are necessitated. Such consideration will cover:

1. Have the original planned learning activities been delivered on time?

a. Schools will have been undertaking a review of the impact of exceptional circumstances with a view to identifying those modules and assessments potentially affected. Consideration should also be given to the potential impact of exceptional circumstances in co-teaching schools for those joint honours and interdisciplinary programmes parented by the school.

b. In many cases, the original planned learning activities will have been delivered on time and no adjustments will be required. In some circumstances it will be necessary to adjust the planned approach, however, to ensure that students are fairly assessed on the basis of those learning activities that have been provided.

2. If the original learning activities have been delivered late, substituted or not delivered, consideration will have been given to the timing, content, and method of the assessment.

a. If planned learning activities have been delivered late, been delivered by substituted activities or not delivered at all, a review as to whether the original planned assessment remains valid will be undertaken. If, on consideration of the timing, the content and the method of assessment, it is agreed that no adjustments are required then the assessment will go ahead as originally planned.

b. If the planned assessment is no longer valid, then consideration should be given to 3, 4 and 5 below.

3. Consider timing of assessment

a. Consideration will be given to whether the timing of assessments can be altered, to accommodate the scheduling of rearranged or substituted activity.

b. If the timing of the assessment can be changed to offer a fair and reasonable schedule to all students (on consideration of the overall balance of assessment deadlines) then the timing of the assessment will be rearranged. Consultation with co-teaching schools will be required for those modules that contribute to joint honours and interdisciplinary programmes.

c. Adjustments to the timing of assessments need to be undertaken in view of the overall balance of the assessment load, and therefore should be agreed with the Director of Student Education/Academic Assessment Lead for the school, in consultation with the Module Leader. Such changes do not require formal approval but should be recorded as this information will be required later in the assessment process.

4. Consider content of assessment

a. As well as the timing of assessments, consideration will be given to whether assessment questions and activities can be redesigned to accommodate those learning activities that have been undertaken (including the demonstration of achievement in student self-directed learning, where appropriate).For example, if the major assessment is by formal examination, then the school will need to be assured that the examination paper is consistent with the learning opportunities delivered.

b. In making such changes it will be necessary to ensure that the revised assessment still meets the learning outcomes for the module.

c. Such changes to the content of assessment questions/activities are the responsibility of the Module Leader and do not require formal approval. However, they should be agreed in consultation with the Director of Student Education and be recorded, as this information may be required later in the assessment process.

d. If such changes are necessary for an assessment that might have been set earlier in the semester, then the school will inform students that the expectations for assessments set earlier have been changed to align with the learning activities delivered. Assessment criteria will need to be amended accordingly.

5. Redesign the assessment

a. If it is not possible to change the scheduling or content of the assessment to accommodate those learning activities that have been undertaken, then consideration may be given to the redesign of the assessment, for example, in removing particular assessment components and revising the weighting assigned to assessment elements.

b. In redesigning assessments it will be necessary to ensure that the revised assessment still meets the learning outcomes for the module.

c. When there are changes to the assessment so that the assessment method differs to that which has been published to students (i.e., in the module catalogue or in other programme/module information) students should be informed and consulted on the nature of the changes and the reasons.

d. Such changes require the approval of the Director of Student Education, acting on behalf of the School Taught Student Education Committee, and should be reported to the relevant Pro Dean for Student Education via the Quality Assurance and Enhancement Team. Details of the actions taken by the Director of Student Education, on behalf of the School Taught Student Education Committee, may be information required later in the assessment process.

6. Changes to module learning outcomes

a. In rare and exceptional circumstances it may be necessary to amend the learning outcomes of the module to reflect those learning activities that have been provided.

b. Students will need to be informed and consulted on the nature of the changes and the reasons, before any such changes are approved.

c. This course of action will need to ensure the integrity of the learning outcomes at the level of the programme and will necessitate approval of the Pro Dean for Student Education. Advice should be sought from the Quality Assurance and Enhancement Team.

7. Changes to grading modes

.a In exceptional circumstances it may be necessary to change the grading mode for a module from a numeric mark to Pass/Fail. This should be avoided if at all possible, but may be considered in those circumstances where it is no longer appropriate to provide a numeric mark for the module [normally less than 50% of the assessment].

8. Make changes and document decisions

a. The outcome of decisions and any adjustments implemented will need to be documented and retained to support the ratification of student progression and award.

b. If timing allows, it is good practice to seek the views of the external examiner in advance of undertaking any changes to the timing, content and redesign of the assessment, but it is recognised that this will not always be feasible.

9. Notify students

a. When there are changes to the assessment so that the assessment method differs to that which has been published to students (i.e., in the module catalogue or in other programme/module information) students should be informed and consulted on the nature of the changes and the reasons.

b. To ensure assessment is inclusive students will need to be informed of the format of the assessment in advance, including the software platform to be used. Students should also be given the opportunity to test assessment methods ahead of the formal assessment. This will enable students to understand and resolve any access issues relating to a particular form of assessment.

 

Annex 2

UNIVERSITY OF LEEDS

Institutional Assessment Committee

Terms of Reference

Under the delegated authority of the Senate the Institutional Assessment Committee will act in ratifying final outcomes for taught awards and progression submitted by any school in:

1. Considering and ratifying awards and classifications for the programmes submitted via schools in exceptional circumstances.

2. Considering and providing confirmation that results have been made in accordance with the Academic Regulations for Taught Programmes, Assessment Policy and Procedures, and relevant programme specifications, or that any adjustments implemented align to the University’s Exceptional Circumstances Procedures for Taught Students and any associated guidance.

3. Considering the recommendations from the school Progression and Awards Boards alongside any supporting evidence and in providing confirmation that the school has properly discharged its assessment responsibilities.

4. Providing a record of proceedings and all decisions taken.

Operation and Constitution

Decisions within the scope of the Committee’s Terms of Reference will be taken via Chair’s Action, where appropriate. In those circumstances where the scale and scope of recommendations require additional scrutiny a meeting of the Committee will be convened. Membership will comprise the following:

• Pro Vice Chancellor for Student Education and Experience or Nominee (Chair)
• Pro Deans for Student Education or their Nominee
• Head of Programmes and Assessment or Nominee
• Head of Quality Assurance and Enhancement or Nominee

A member of Student Curriculum and Operations will attend to service the meeting and produce formal minutes. Outcomes will be sent to the relevant school to keep with their records and will be recorded by Student Curriculum and Operations.