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. Our programme approval processes (including those for partner provision that the University validates) ensure that Programme Learning Outcomes are aligned with the Sector Recognised Standards for qualification descriptors, and programme design is informed by the relevant QAA Subject Benchmark Statement and Professional, Statutory or Regulatory Bodies. All new programme proposals are evaluated by an external assessor.

University Assessment Policies and Procedures articulate the principles and policies for assessment, standards, marking and feedback. Schools/departments and validated partners are responsible for the development of assessment and marking criteria that adhere to these principles. Devolution to subject areas ensures that choice of assessment formats, assessment criteria and marking practices are informed by external reference points and reflect discipline-specific expectations.

External Examiners oversee all taught provision that leads to the award of credit or a qualification of the University (including validated provision). They are recruited following a robust process aligned with the principles defined by the UK Quality Code, with appointments approved by the Standing Committee on Assessment. An Institutional External Examiner also provides additional, high-level insight and oversight to ensure management of standards is comparable in the sector. In the last five years of this review period, the vast majority of 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. Where examiners raised concerns, these issues were reviewed and appropriate actions taken to secure standards. 

Responsibility for the assurance of standards of taught provision resides with a Senate Committee, University Education Committee (UEC) which is chaired by the Pro-Vice-Chancellor for Education and Students and includes Student Representatives. The Standing Committee on Assessment (SCA), a sub-committee of UEC, 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 UEC; this ensures robust oversight of institution-wide and substantive issues relating to assessment, marking and standards. The Institutional External Examiner also provides a high-level overview, including review of this statement, to inform UEC. Analyses of undergraduate and taught postgraduate degree classification distributions are considered by UEC and SCA annually; degree outcomes data is also considered annually by schools/ departments as part of our annual monitoring and review processes.  

All Hull York Medical School (HYMS) programmes are awarded jointly by the Universities of Hull and York; a distinct quality and standards framework is overseen by the HYMS Joint Senate Committee. 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.

The University validates the Bachelors degrees designed and delivered by The University of York Europe Campus, CITY U.L.E., and CITY College, University of York Europe Campus. Leaders of these entities are members of Senate, UEC and SCA and joint learning and teaching committees. Subject contacts from University cognate departments and regular monitoring and evaluation exercises ensure the comparability of quality and standards of programmes delivered at CITY U.L.E and CITY College. With the first Bachelors graduates in 2024 (130 students) at CITY College, University of York Europe Campus, the following data has been provided (in alignment with UKSCQA guidance, see the Overall degree outcomes section of this statement). 62% of students graduated with either a First Class (27%) or Upper-Second-Class Honours degree (34%). 

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. Regarding borderline rules, we have a borderline region of 2 marks below each border, and for marks in this region, we consider alternate stage weightings. The definitive list of progression, award and classification regulations can be found in the University Assessment Policies and Procedures. In addition we publish student guides to the same regulations. These documents summarise the rules on progression, compensation, reassessment, award and degree classification, including the rules for borderline cases, and give examples of award calculations.

For the period covered by this statement, other than the temporary changes introduced in 2020, 2021 and 2022 during the Covid-19 pandemic (see above), the only substantive modification made to the award rules since 2010 was a temporary reduction in the minimum module mark required to allow compensation in the final year of study, a change which reduced the number of final-year resits (2017-2023 graduates).

The University’s previous work conducting a full review of the award and progression rules, implemented from 2023/24 has impacted degree outcomes data for 23/24. In addition to this, for 2023/24, the treatment of marks after resits was changed after a review of the progression and award rules. Instead of using first-attempt marks, the calculation of any awards involving modules that were re-sat during 2023/24 used the best-attempt mark, capped at the pass mark appropriate for the module level. Thus for degrees awarded during 2023/24, only the final stage mark was affected. In future years, this will affect earlier stages also. This change ensures that the award calculation used a mark which accurately reflected student performance at the resit, but did not allow students to leap-frog those who did not have the benefit of a resit. It is also aligned with practice in the sector.

In 2023, the institution  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. 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. In recent years, inclusive learning projects have been prioritised to support all students, such as student-led learning communities projects, Peer Assisted Learning and the Decolonising and diversifying the curriculum project. Other university provision to support student success includes the Writing Centre, Maths Skills Centre, academic integrity resources and series of online Skills Guides to supplement embedded skills training. All first year students can take part in our York Strengths Programme that supports students in understanding the transferable/core skills graduate employers are looking for, and enables them to explore these using a strengths based approach to understand what they can do and love to do. Our teaching, learning and community spaces are constantly developing and improving. Examples include our Law Clinic, Sustainability Clinic, and in the Library our creativity spaces, family room and range of study spaces.

Most recently, the University has undertaken a review of its Assessment and Feedback policies, separating policy and procedure to clarify rules for staff and students.

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, over the last few years 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.

A paper has been recently published by the OfS on Bachelors’ degree classification algorithms, reporting that the number of 2:1s and firsts are increasing across the sector and suggests that degree algorithms are playing a role in this. The OfS claims that two specific practices are inflationary within this context - the use of multiple degree algorithms in calculating UG degree classification and the discounting of a student’s lowest mark in calculations. Any institutions still using multiple algorithms or discounting after September 2026 will need to report this to the OfS by July 2026. The University will ensure compliance with the OfS’ requirements or report any non-compliant areas as required. 

A further area for review is the module and semesterisation changes that have been introduced into policy. 2024 graduates had one year of their studies affected by the changes and therefore a review is planned of how this impacted on their degree outcomes.