The University of York has well-developed processes for ensuring that assessment activities and criteria are in line with national expectations and published sector reference points. The processes for programme approval ensure that Programme Learning Outcomes are aligned with the relevant FHEQ qualification descriptors and that programme design is informed by the relevant Subject Benchmark Statement and any requirements of Professional, Statutory or Regulatory Bodies. The University mandates that new programmes are evaluated by an external assessor.

The principles for standards and marking are articulated in the University Guide to Assessment, Standards Marking and Feedback (the “GTA”). Departments are responsible for the development of assessment and marking criteria that adhere to these principles. Devolution to subject areas ensures that assessment criteria and marking practices are informed by external reference points and reflect discipline-specific expectations. The GTA provides advice on the suitability of different marking procedures for different assessment types (based on risk); within this framework subject areas are responsible for developing and monitoring local policies on marking and moderation. 

All taught provision that leads to the award of credit or a qualification of the University is overseen by External Examiners, who are recruited following a robust process aligned with the principles defined by the UK Quality Code. In the last five years of this review period, all External Examiner reports confirmed, for all undergraduate programmes, that (i) standards set are appropriate for the qualification; (ii) academic standards and the achievements of students are comparable with similar programmes in other UK institutions; (iii) processes for assessment, examination and the determination of awards followed policy and were fairly conducted.  

All Hull York Medical School (HYMS) programmes are awarded jointly by the Universities of Hull and York; a distinct quality and standards framework, overseen by the HYMS Joint Senate Committee, governs HYMS provision. While this framework is distinct, the processes for securing standards and for the assurance and enhancement of quality are comparable to those articulated within the Degree Outcomes Statements of the Universities of Hull and York.

Responsibility for the assurance of standards of taught provision resides with a Senate Committee; University Teaching Committee (UTC) which is chaired by the Pro-Vice-Chancellor for Teaching, Learning and Students and includes Student Representatives. The Standing Committee on Assessment (SCA), a sub-committee of UTC, is responsible for the monitoring and review of policies and procedures relating to assessments, marking, feedback and progression, and for the approval of External Examiners. An External Examiner summary report, which identifies University-wide issues and common themes arising from External Examiners’ annual reports, is considered by SCA and UTC; this ensures robust oversight (and follow-up) of institution-wide and substantive issues relating to assessment, marking and standards.

Reports on degree outcomes are considered by SCA and UTC at different points in the academic year. An analysis of undergraduate degree classification distributions is presented in the Autumn and later in the academic year once sector data is available. In addition, a statistical analysis of the relationship between outcomes and entry profile characteristics and demographics is presented in the Spring. This approach ensures regular high-level monitoring, by senior Committees, of degree outcomes (including trend data) and the effect of student characteristics on degree outcomes. External assistance in assuring this Degree Outcomes Statement was managed through membership of the University’s Degree Outcomes Statement Working Group which included a University undergraduate External Examiner.

The University of York has a single undergraduate modular framework for all undergraduate awards, which provides a single set of progression, award and classification regulations. All Bachelors (Level 6) degrees are classified using the same, single, algorithm which is based on a weighted average of all marks obtained in modules in the final two years of study. Award and classification rules were introduced in 2010, and there has been little change since then. The definitive list of progression, award and classification regulations can be found in the University of York Guide to Assessment, Standards, Marking and Feedback. In addition we publish Student Guides to the same regulations. Apart from the temporary changes introduced in 2020 and 2021 during the Covid-19 pandemic (see above), the only substantive modification made to the award rules since 2010 is a reduction in the minimum module mark required to allow compensation in the final year of study, a change which will have reduced the number of final-year resits (2017 graduates onwards). It should be noted that degree classification is based on first-attempt module marks, not the marks after resit. An analysis of outcomes was undertaken after two years of operation and, of the small number of graduating students affected by the change, the majority did not obtain upper classification awards.

For the purpose of this Statement, we have provided a supplementary document: Summary of University of York award rules to aid with the interpretation of the data we have presented. This document contains a summary of the rules on progression, compensation, reassessment, award and degree classification, including the rules for borderline cases.

The past decade has seen a series of learning and teaching strategic initiatives each designed to secure standards and assurance and enhance the quality of the student experience.  University-led initiatives over the period include the expansion of our skills provision and investment in our physical learning environment, such as the Writing Centre and Maths Skills Centre. We also have a huge suite of academic integrity resources, including a compulsory online module that ensures all students have a baseline knowledge of the standards required. In addition we have developed a series of online Skills Guides to supplement embedded skills training. Our teaching, learning and community spaces are constantly developing and improving, the latest projects can be viewed here. For example, the state of the art Church Lane Building, opened in September 2021, including a lecture theater, multiple classrooms and numerous break out and social spaces. 

It is difficult to determine a causal relationship between our strategic learning and teaching initiatives and our degree outcomes. That said, we believe that these enhancements have positively supported student achievement and, notably, throughout a period of expansion and widening access, ensured that the percentage of students achieving an UC degree has been relatively stable (see section A: analysis of degree outcomes). In 2018, the institution proudly achieved a Gold award in the Teaching Excellence and Student Outcomes Framework (TEF) demonstrating delivery of consistently outstanding teaching, learning and outcomes for our students. Additionally, in 2017/18 the institution introduced the York Strengths Programme to all first year students. The programme supports students in understanding the transferable/core skills graduate employers are looking for, explore these using a strengths based approach to understand what they can do and love to do, and empower them to take action to build relevant skills and experience and the confidence to pursue a career that they’ll enjoy and do well in. Student engagement has increased from 18% in the first year to 41% in 2020/21.

We are confident that, as outlined above, our processes for securing standards, and institutional oversight thereof, are robust. In undertaking the work to develop our Degree Outcomes Statement we have enhanced our degree outcomes data sets. Notably we have expanded our suite of Tableau workbooks to include students’ top three A level results; this enhancement allows analysis of how degree outcomes vary over time and any correlation with A level grades.  The workbooks are disseminated periodically to departments and schools.

The University is currently undertaking a full review of the award and progression rules, with a view to implementation in 2023. The review is partly motivated by a recent revision of the modular scheme framework, which will apply to all programmes from the 2023/24 academic year, along with a shift to a semesterised calendar. No major changes to the classification algorithm are currently planned.