BIO 4106

Faculty of Science
and Technology

BIO 4106

Housing and Health

Module Leader: Dr Jill Stewart

Term (AY) 2018-19

Duration of the module in weeks (12 weeks)

Document Version 1 (last update 22 April 2021)

Department of Natural Sciences

 BIO 4502

Online location of handbook

This handbook can also be accessed via MyLearning.

Other formats available

This handbook is available in a large print format. If you would like a large print copy
or have other requirements for the handbook, please contact the Disability Support
Service (disability@mdx.ac.uk, +44 (0)20 8411 4945).

Disclaimer

The material in this handbook is as accurate as possible at the date of production. You
will be notified of any minor changes. If there are any major changes to the module
you will be consulted prior to the changes being confirmed. Please check the version
number on the front page of this handbook to ensure that you are using the most
accurate information.

Other documents

Your module handbook should be read and used alongside your programme
handbook and the information available to all students on My Learning, including the
Academic Regulations. Your programme handbook can be found on the My Learning
programme page.

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Table of Contents

1. Module Introduction ......................................................................................................... 5

2. The Module Team ............................................................................................................ 5
3. Staff Student Communication ........................................................................................ 5
4. Module Overview.............................................................................................................. 5
5. Learning Resources ......................................................................................................... 8
6. Making the most of this module ..................................................................................... 8
Participation and engagement ........................................................................................... 8
Lateness policy .................................................................................................................... 9
Mobile phones ...................................................................................................................... 9
7. Module overview and learning schedule ....................... Error! Bookmark not defined.
8. Assessment ..................................................................................................................... 14
Formative assessment......................................................... Error! Bookmark not defined.
Summative assessment ...................................................... Error! Bookmark not defined.
Assessment 1 ........................................................................ Error! Bookmark not defined.
Feedback on your assignments ...................................................................................... 19
Overall module grade........................................................................................................ 19
Assessment process ......................................................................................................... 21

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1. Module Introduction
This module explores the relationship between housing, health and safety and ways
in which housing, health and social care organisations can work more effectively
together to deliver better health outcomes. The housing and health needs of a range
of social and geographical communities will be considered with with a view to
developing effective, integrated, evidence based strategies and interventions with a
specific focus on the role of environmental health practitioners..

Lectures and seminar sessions take place on Thursday mornings in term 2 and there
is a visit during Programme Activity Week, details of which will be provided in the
moodle shell.

2. The Module Team

Jill Stewart
Role Module Leader
Room number: T210
Email: j.stewart@mdx.ac.uk
Telephone 020 8411 5807
number:

3. Staff Student Communication

Students may contact staff via e-mail, phone, by dropping in to staff office hours, and
by making an appointment to see them outside office hours.

Staff will contact students by e-mail, phone, the My Learning module page and via
lectures and seminars.

The team may send urgent group and/or individual messages about the module to
you by email, so it is important that you read your University email regularly.

All staff have office hours, it is not necessary to book an appointment during these
hours, you just need to drop-in.

In the first instance problems should be dealt with by talking to a member of the
module team. You can give feedback on this module to the module leader, your
Student Voice Leader, to your personal tutor, and through the end of module
evaluation survey.

4. Module Overview

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Aims
This module explores the relationship between housing, health and safety and ways
in which housing, health and social care organisations can work more effectively
together to deliver better health outcomes. The housing and health needs of a range
of social and geographical communities will be considered with with a view to
developing effective, integrated, evidence based strategies and interventions with a
specific focus on the role of environmental health practitioners..

Learning outcomes
On completion of the module, the successful student will be able to:

1. Demonstrate a critical awareness of housing standards and an appreciation of

the underpinning research and evidence that contributes to improving the quality
of housing
2. Critically evaluate the relationship between environment, housing, health and
safety
3. Display a systematic understanding of knowledge of housing and inequality
providing evidence based examples
4. Critically evaluate public health partnerships in delivering housing based
strategies or interventions relevant to lifecourse stages
5. Criticallly review the effectiveness of housing and public health intervention,
demonstrating likely impacts on health and safety.

Syllabus
 Relationships between environment, housing, physical and mental health and
safety
 Changing housing needs across the lifecourse (children, working age, older age)
 Use of partnership based public health to address need and impact (HNA, JSNA,
HIA, HWB)
 Sources of research and information in environment, housing, communities and
health
 Research and evidence for effective, integrated strategies and interventions in
housing, health and social care
 Other living environments and health interventions in marginal social and
geographical communities
 Environmental health law and practice in addressing poor housing conditions

Learning and teaching strategy

Lectures will set out the main principles of each subject (or topic) provide context,
identify links, and application to areas of current and future study and practice, as
appropriate. They are intended to provide an introduction to each subject area and
guide students to their independent study Student learning will be supported and
enhanced through use of the online learning platform “Moodle”.

Seminars and case studies will provide an opportunity to undertake research, explore
topic areas, and promote student debate/discussion. Seminars should aid students in
the assessment process and active participation on an individual and class basis will

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assist in enhancing their knowledge base and ability to integrate the learning within
the module.

Directed study will foster autonomy in planning and implementation of individual

learning and development of research and problem solving skills for future study.

Assessment scheme
The assessment scheme comprises formative and summative assessment and full
details are provided in the relevant section below.

Learning hours
 Scheduled teaching: 30%
 Independent study: 70%

The teaching, learning, assessment and research activities undertaken in this

module have been considered and are not likely to require ethical approval.
 However, please seek advice if undertaking the module entails carrying out
any research activities involving human participants, human data,
animals/animal products, precious artefacts, materials or data systems.
If you submit work that includes data gathered from or about people, this may
be treated as academic misconduct and could lead to fail grade being
awarded.
 Research ethics approval seeks to ensure all research is designed and
undertaken according to certain principles of ethical research. These include:
1. Primary concern must be given to the safety, welfare and dignity of
participants, researchers, colleagues, the environment and the wider community
2. Consideration of risks should be undertaken before research commences with
the aim of minimising risks to those involved – i.e. human participants or animal
subjects, colleagues, the environment and the wider community, as well as actual
or potential risks to those directly or indirectly affected by the research.
3. Informed consent should be freely given by participants, and by a trained
person when collecting or analysing human tissue (details on accessing and
completing online training for gaining informed consent for HTA purposes can be
found below in Section 8).
4. Respect for the privacy, confidentiality and anonymity of participants
5. Consideration of the rights of people who may be vulnerable (by virtue of
perceived or actual differences in their social status, ethnic origin, gender, mental
capacities, or other such characteristics) who may be less competent or able to
refuse to give consent to participate
6. Researchers have a responsibility to the general public and to their profession;
as such they should balance the anticipated benefits of their research against
potential harm, misuse or abuse which must be avoided
7. Researchers must demonstrate the highest standards of ethical conduct and
research integrity. They must work within the limits of their skills, training and
experience, and refrain from exploitation, dishonesty, plagiarism, infringement of

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intellectual property rights and the fabrication of research results. They should
declare any actual or potential conflicts of interest, and where necessary take
steps to resolve them.
8. When using human tissues for research, Human Tissue Act and Human Tissue
Authority (HTA) requirements must be met. Please contact the relevant
designated person (DP) in your department or the HTA Designated Individual (DI)
(Dr Lucy Ghali - L.Ghali@mdx.ac.uk). Further information is provided below
in the section: "Human Tissue Authority Information", see 'Governance Structure"
document and SOPs etc. 
9. Research should not involve any illegal activity, and researchers must
comply with all relevant laws.
 For more information about ethics go to the Middlesex Online Research
Ethics (MORE) system which has information and guidance to help you meet
the highest standards of ethical research using this link:
https://MOREform.mdx.ac.uk
 Information and further guidance on how to complete a research ethics
application form (e.g., video guides and templates) can be found on the
MORE MyLearning site*: http://mdx.mrooms.net/enrol/index.php?id=12277
(Log in required)
*Middlesex University Definition of Research document can be located on this
site.

5. Learning Resources
This module has a variety of learning resources available for you to use to support
your learning. These include module notes, worked examples, solutions to exercises,
feedback, podcasts, and key reading materials. These can be accessed online via
the module page. Please visit the module page regularly to make use of these.

6. Making the most of this module

The module team are here to help and support you achieve your goals. One of the
key elements to successfully completing this module is engaging with all of the
learning opportunities we offer as well and working with your peers to support one
another.

Participation and engagement

This module is designed as a combination of contact sessions and independent
study. This means you must attend all the allocated sessions and you must work on
your own outside them. Students are expected to take an active part in all learning
sessions; lectures, lab sessions, practical classes, seminars and workshops.

Student attendance is monitored during lectures and seminars and any unexplained
absences will be followed up via e-mail. If for any reason you are unable to attend a
session you must inform the module leader.

To make the most of this module please complete the following every week

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 Read through the notes making a note of any points you need to discuss with
your tutor.
 Complete the set activities before the next session, making a note of any
points you need to discuss with your tutor.
 Go to the module My Learning page, attempt the quizzes, make use of extra
material, view the podcasts, and access the activity solutions. Make a note of
anything you wish to discuss with your tutor.
 Complete further reading from the core text online.

The module team is committed to support you and your fellow students whilst you
undertake this module. In order for you to get the most out of sessions you need to
come prepared and ready to contribute. Please ensure that any work set by the team
has been completed before workshops. After each class please review what has been
covered and make a note of anything you would like clarification on.

It is important that you are respectful and supportive to your fellow students and tutors.
Adopting this approach will create a positive atmosphere within sessions and is
something you can use in your professional life.

To access some of the rooms and specialist space used for this module you will need
your University ID card. Please remember that your University ID should be carried
with you always.

Lateness policy
Please ensure you are on time to sessions as tutors will start sessions promptly.
Please note that if you are more than 10 minutes late you will not be permitted to join
the session.

You may wish to see the University Late Policy available at:
https://unihub.mdx.ac.uk/study/assessment/attendance

Mobile phones
All mobile phones must be switched to silent during sessions unless directed by your
tutor to do otherwise. Calls and texts cannot be made or received during sessions
unless agreed with the tutor prior to the session starting. If you are observed using
your mobile phone you can be asked to leave the session.

However, during some classes the tutor may ask you to use your mobile phone or
smart device to interact and engage with the session. The tutor will indicate how and
when you should do this. Please have your phones on silent throughout the session
and only use them during the activities.

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Academic misconduct
Academic misconduct is a breach of the values of academic integrity, and can occur
when a student cheats in an assessment, or attempts to deliberately mislead an
examiner that the work presented is their own when it is not. It includes, but is not
limited to, plagiarism, commissioning or buying work from a third party or copying the
work of others, breach of examination room rules.

Students who attempt to gain unfair advantage over others through academic
misconduct will be penalised by sanctions, according to the severity of the offence,
which can include exclusion from the University. Links to the relevant University
regulations and additional support resources can be found here:

Academic Integrity Awareness Course

Access to course. (You will have to log into to MyUniHub and then MyLearning to
access the course)
Section F: Infringement of Assessment Regulations/Academic Misconduct:
https://www.mdx.ac.uk/about-us/policies/university-regulations
Referencing & Plagiarism: Suspected of plagiarism?:
http://libguides.mdx.ac.uk/c.php?g=322119&p=2155601
Referencing and avoiding plagiarism:
http://unihub.mdx.ac.uk/your-study/learning-enhancement-team/online-
resources/referencing-and-avoiding-plagiarism
The MDXSU Advice Service offers free and independent support face-to-face in
making an appeal, complaint or responding to any allegations of academic or non-
academic misconduct.
https://www.mdxsu.com/advice

Extenuating circumstances:
There may be difficult circumstances in your life that affect your ability to meet an
assessment deadline or affect your performance in an assessment. These are
known as extenuating circumstances or ‘ECs’. Extenuating circumstances are
exceptional, seriously adverse and outside of your control. Please see link for further
information and guidelines:

https://unihub.mdx.ac.uk/your-study/assessment-and-regulations/extenuating-circumstances

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7. Module overview and learning schedule

Week Date Session 1 Session 2 Student Activity Assessment and

feedback

1 (week 25) Thursday Introduction housing, Ageing of housing, intro Students to look at Recommended
22nd April health and safety, to deficiencies pictures of houses additional activity:
sources of data, key and start to identify
(13:00- law ‘age’ characteristics Students take photos of
16:00) housing issues they
Housing and PH – and initial
housing and health deficiencies see around them, add
needs across the commentary and post
lifecourse (children) to My Learning shell or
twitter (#MDX4106 -
Introduction to details TBC during
coursework class)

2 Tuesday Carlene Thomas – Seminar on Practical exercises

27th April The Changing Nature construction and using UWE resource
of the PRS and the deficiencies
(14:00-
Setting the Standards
17:00)
(StS) Pan London
Inspection Team

3 Thursday HHSRS Principles How to do house Worked HHSRS

29th April inspections examples using
proformas

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(13:00-
16:00)
4 Thursday HHSRS and MACA FA instructions and Case studies in
6th May group work groups
(13:00-
16:00)
5 Thursday Tenants’ rights Natasha Davies – PRS Case studies in
13th May and Covid in groups
Westminster
(13:00-
16:00)

6 Tuesday HMO definition, MECOF and Students look at film Formative coursework
25th May concepts and overcrowding and make decisions hand in
introduction to law about what they
(13:00-
might do with
16.00)
housing law options

7 Thursday Property licencing Coursework - Writing Use London Property By 1 June:

27th May for publication and Licencing website
coursework overview and review of what’s All to provide online
(13:00- constructive
happening locally
16:00) commentary to
coursework

8 Thursday Where else people Russell Moffatt – Class feedback on Tutor response to
24th June live – caravans, boats, Tackling rogue formative feedback in class
self-build, cars… and landlords assessment
(13:00-
what to do
16:00)

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Start drafting ideas

for coursework

9 Thursday Home adaptations Final coursework Good practice

1st July across the lifecourse; support housing partnership
DFG and ageing in approaches from EH
(13:00-
place and Housing book
16:00)
(Kortext)

Tuesday 6th Coursework hand in via My Learning

July 23:59

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8. Assessment

Formative assessment: Group activity actively seeking or producing images or film

around housing and health and linking to the literature to prepare for summative
assessment.
The formative assessment will encourage students to engage with the subject and each
other and to provide appropriate preparation for their summative assessment. Formative
assessments do not directly contribute to the overall module mark but they do provide an
important opportunity to receive feedback on your learning. They provide an opportunity to
evaluate and reflect on your understanding of what you have learnt. They also help your
tutors identify what further support and guidance can be given to improve your grade.

The following table provides an overview of the formative assessment requirements

Formative Assessment Brief : Group work with images and referenced literature
Submiss Must be posted online Tuesday 25th May by 23:59
ion date,
time
Feedbac All students must contribute to the peer review feedback process by Thursday
k type & 27th May by 23:59.
date The module leader will the overview feedback and provide class based
feedback by Thursday 24th June, a summary of which will be posted online.
Word
Suggested wordcount 1000 words overall (as a group), excluding references.
count
Assignm You will be assigned groups by your tutor and each group member is
ent expected to take part.
structur
e, format This formative assessment is group work taking or selecting copyright free
and photographs, images or short film(s) covering a range of housing conditions
details affecting health and drafting a joint commentary using the following working
headings:

1) Select one or more media you have found as a group

2) Joinltly discuss why the media is a good illustration for an article and
what it would demonstrate, supported by a couple of references (1
paragraph)
3) Write a key ‘message’ to include in a final article – what are you trying
to tell your reader? (1 sentence) – we will look at this again another
time
4) A catchy introduction in development of the final article submission (1
paragraph), including a description of a social/geographical community
likely to be affected.

It must be uploaded using discussion board in My Learning.

The assessment should draw from a range of visual sources

(photographs, films, other images) and help inform your forthcoming
summative coursework subject matter (which should be agreed with your

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tutor). It is fine for you use your own material but any sources must be properly
credited and referenced and bear in mind copyright law.

It starts to assess some of the learning outcomes and the skills and
knowledge you need to successfully undertake environmental health and
housing work.

The font size should be Arial 12.

All students must use Harvard style referencing and should include
around 10 references from different sources to practice different
referencing requirements e.g. for books, journals, online sources etc.

Go to: http://www.citethemrightonline.com.for help with referencing.

Go to:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/a
ttachment_data/file/481194/c-notice-201401.pdf for Copyright Notice: digital
images, photographs and the internet

Assesse 1. Demonstrate a critical awareness of housing standards and an

d appreciation of the underpinning research and evidence that contributes to
learning improving the quality of housing
outcome 2. Critically evaluate the relationship between environment, housing, health
(s) and safety
Assess This assessment is not marked but is peer reviewed and overviewed by the
ment tutor all students must complete this task to proceed to the summative
weightin assessment. We will come back to this in the coursrwork development session
g% later in the module.
Key The following books are suggested for generic reading and you should show
reading that you have used the university’s online library resources to secure peer
and reviewed journal articles in your selected subject:
learning
resource Battersby, S. (2017) Clay’s Handbook of Environmental Health (21st edition),
s Oxon: Routledge

Stewart, J. (ed). (2013) Effective strategies and interventions: environmental

health and the private housing sector, London: Chartered Institute of
Environmental Health (CIEH) and University of Greenwich

Stewart, J. and Lynch, Z. (2018) Environmental Health an Housing: Issues for

Public Health, London: Routledge

The following table details the support you will be receiving for this assessment and the
feedback opportunities you will have.

Support and draft feedback sessions for group work with images and referenced
literature
Coursework briefing
This will take place as indivcated in the schedule above

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.
Draft feedback opportunities
This will take place as indivcated in the schedule above

Additional support
If you need additional learning support following your formative assessment, please make
an appointment direct with the LET and discuss your specific needs.

Summative Assessment : Article suitable for publication

For this assessment you are required to select a social/geographical community with
particular housing needs, with which you are able to show a deep understanding of that
through the requirements below.

You should assume that you are writing to the format of the following publication, which
appears in the NICE Evidence Base. The structure is given below. This coursework is
designed to develop your knowledge of effective interventions in housing, health and safety
and also to develop your skills in writing for publication.

The relevant publication is:

Stewart, J. (ed) (2013) Effective Strategies and Interventions: Environmental Health and the
Private Housing Sector, London: CIEH and University of Greenwich. Available in your My
Learning shell and also online at :
https://gala.gre.ac.uk/id/eprint/9937/1/ITEM_9937_STEWART_-
_CIEH_effective_strategies_2013.pdf

You must also refer to:

Stewart, J. (2014) Writing for Publication: An Introductory Workbook, EHRNet (available in

your My Learning Shell and also available online at: https://ukehrnet.wordpress.com/ehrnet-
resources/occasional-papers/

The following table provides an overview of the assessment requirements.

Assignment brief for summative assessment: Article suitable for publication

Submission date, Tuesday 6th July 2021 by 23:59 via turnitin link in the My Learning.
time
Feedback type & Students will receive online feedback via a marking rubric 15 days
date after submission unless otherwise notified in writing.

You must receive a grade of 40% or more to pass this module.

Word count Approximately 3000 words, excluding references.

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Assignment The assessment should be structured in accordance with the

structure and handbook you will be provided with in class on ‘Writing for
format Publication’ and should cover the following matters:

 Abstract (150 words)

 Introduction including reason for choice the social/geographical
community and inequalities identified
 Identification of health (including social care if applicable) needs
and inequalities facing this community
 Nature of partnership based approach and intervention
 Evidence of effectiveness of intervention in addressing inequality
and protecting and/or improving health and safety
 Summary/conclusion
 References
 Good overall presentation

You can if you choose submit this as a ‘journal ready’ proofs look
(e.g. 2 columns, illustrations etc). Otherwise a basic word article is
fine as this is how you would submit it to an editor.

You should use Arial 12 font.

You must use Harvard referencing – for further information go to

http://www.citethemrightonline.com

Assessed A brief outline of the module learning outcomes that are being
learning outcome assessed:
(s)
1 Demonstrate a critical awareness of housing standards and an
appreciation of the underpinning research and evidence that
contributes to improving the quality of housing
2 Critically evaluate the relationship between environment,
housing, health and safety
3 Display a systematic understanding of knowledge of housing
and inequality providing evidence based examples
4 Critically evaluate public health partnerships in delivering
housing based strategies or interventions relevant to lifecourse
stages
5 Criticallly review the effectiveness of housing and public health
intervention, demonstrating likely impacts on health and safety.

Module This assignment is 100% of the module weighting / grade for

weighting % module.
Key reading and Students should use peer reviewed articles accessed via the
learning university library system that relate specifically to their case study
resources subject.

A PDF reader will be provided in class which MUST be consulted on

Writing for Publication.

In addition students may find these books helpful (as well as those
indicated in the formative assessment guidance above):

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Marmot, M. and Wilkinson, R. (2006) Social Determinants of Health,

2nd Edition, Oxford University Press.

Porter, E. and Coles, L. (2011) Policy and Strategy for Improving

Health and Wellbeing, Learning Matters

Stewart, J., Bushell, F. and Habgood, F. (2003) Environmental

Health as Public Health, CHGL.

Stewart, J. and Cornish, Y. (2007) Professional Practice in Public

Health, Lantern Press.

Battersby, S. (2017) Clay’s Handbook of Environmental Health (21st

edition), Oxon: Routledge

Stewart, J. and Lynch, Z. (2018) Environmental Health an Housing:

Issues for Public Health, London: Routledge

Compulsory reading:

Stewart, J. (ed) (2013) Effective Strategies and Interventions:

Environmental Health and the Private Housing Sector, London:
CIEH and University of Greenwich. Available in your My Learning
shell and also online at :
https://gala.gre.ac.uk/id/eprint/9937/1/ITEM_9937_STEWART_-
_CIEH_effective_strategies_2013.pdf

Stewart, J. (2014) Writing for Publication: An Introductory

Workbook, EHRNet (available in your My Learning Shell and also
available online at: https://ukehrnet.wordpress.com/ehrnet-
resources/occasional-papers/

Marking grid

Section/criteria Mark
Abstract of 150 words 10%
Introduction: 5%
including reason for choice the social/geographical community and
inequalities identified
Identification of health (including social care if applicable) needs and 25%
inequalities facing this community:
Content: relevant and informative, applying depth of knowledge and
understanding
Nature of partnership based approach and intervention: 20%
Content: relevant and informative, applying depth of knowledge and
understanding
Evidence of effectiveness of intervention in addressing inequality 25%
and protecting and/or improving health and safety:

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Content: relevant and informative, applying depth of knowledge and

understanding
Summary/Conclusion: 5%
Clear conclusions from the literature
References: 5%
Reference to sources including directions for further study
Presentation: 5%
Clearly presented with limited spelling and grammatical errors

The following table details the support you will be receiving for this assignment and
the feedback opportunities you will have.

Support and draft feedback sessions

Coursework briefing
The coursework will be initially introduced as indicated in the schedule above and a
fuller briefing will take place as indicated in the dedicated seminar session.

Sample assignments
Please see the publication indicated above as a working model for examples.

Draft feedback opportunities

Students have an opportunity to discuss their coursework further in the seminar
sessions as indicated in the schedule above.

Additional support
Students may also wish to see support from LET general workshops and can
individually arrange LET specific sessions on request.

In order to pass this module, you need to achieve a minimum grade of 40%.
Compensation is not permitted.

Feedback on your assignments

You will be provided with feedback on all assessment that is helpful and informative,
consistent with aiding the learning and development process.

Feedback will normally be provided electronically within 15 working days of the

published assessment component submission date.

Overall module grade

Each component of assessment will be marked directly onto the 20-point scale
based on the assessment criteria. To produce the overall module grade a weighted
average percentage will be calculated using the midpoint percentage in the scale
below and then converted to a 20-point grade.

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In order to pass this module, you need to pass the assessment task with a minimum
grade of 16.

Before you submit your work for final grading, please ensure that you have accurately
referenced the work. It is your responsibility to check the spelling and grammar. If you
have submitted a formative or draft assessment, you will receive feedback but no
grade. The comments should inform you about how well you have done or tell you
about the areas for improvement. All assignments should be submitted online unless
specified in assessment briefs.

Reassessment for this module normally takes place in the following way. You will be
required to resubmit the elements of the coursework that have not received a pass
grade by a date provided to you in your moodle shell and will normally take place
within 2 months of the original submission date, but it is up to you to ensure that you
keep informed of the resubmission date. If you submit for a reassessment
opportunity, your grade will be capped at 16.

Further information is available at

https://unihub.mdx.ac.uk/study/assessment/regulations

Undergraduate Postgraduate Grade Percentages

First Distinction 1 79 100
2 76 78
3 73 75
4 70 72
Upper second Merit 5 67 69
6 65 66
7 62 64
8 60 61
Lower second Pass 9 58 59
10 55 56
11 52 54
12 50 51
Third 13 47 49
14 45 46
15 42 44
16 40 41
Fail * Fail * 17 35 39
18 30 34
Uncompensatable fail Uncompensatable fail 19 0 29
20 Non participation

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Assessment process

The following diagram provides an overview of the marking process for your module
assessment. Details of the programme external examiner can be found in the
programme handbook. Further information on the role of external examiners can be
found at. http://unihub.mdx.ac.uk/your-study/ensuring-quality/external-examiners

• You submit your assignment or participate in the assessment task

1

• The first marker grades the work and provides feedback; this could be completed
2 anonymously depending on the assessment type.

• A moderator or second marker reviews a sample of the work from the module to
3 quality assure the grades and feedback, to ensure they are accurate.

• A sample of work is sent to the External Examiner to check that the grading and
feedback is at the right level and in line with external subject benchmarks (this
4 applies to levels 5, 6, and 7 only)

• Your final grades are submitted to the subject assessment board.

5

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