SDPP – 140508 SDPPCC08/03/03b

RAVENSBOURNE COLLEGE OF DESIGN AND COMMUNICATION

UNDERGRADUATE EXTERNAL EXAMINER ACTION PLAN 2006-2007

Name of Course: FdA Broadcast Post Production

Name of Examiner: Andrew Ireland

Areas of Concern

Comment requiring Proposed actions and Timescale Responsibility Evaluation Course Committee update
action/identified need delivery method method 2007-2008
1. (Q3) (although marking using A, The College will continue December Quality Team Examination Ongoing monitoring in line
B, C instead of percentage to monitor the utility of 2007 Board with College processes.
system is still a little the categorical Report
'uncomfortable' in my opinion). percentage marking Close Item, nothing can be
scheme within its done at course level to
courses. address this issue.

2. (Q6) Yes, work is marked and
double-marked, and feedback
awarded, although the quality of
feedback varies unit to unit.
Server Based Systems, as a
module, consisted of very brief
feedback of only one or two
lines. Needs evidence of
second marking, more than just
a signature on the marks cover
sheet if possible. Feedback
could refer to Harvard
referencing sources for help.
Feedback for The Broadcasting
Ensure consistency of Autumn Subject Leader Student Ongoing
approach to student 2007 Surveys
feedback across units of
the course. External
Examiner
Adopt the use of the Report Always a challenge due to
College Assessment number of students taking
Feedback Form once the unit. It’s a sessional staff
launched. management issue requiring
constant monitoring.
Close Item, monitoring
continues as a regular part
of duties.

Quality Team Updated May 2008

SDPP – 140508 SDPPCC08/03/03b

Business was handwritten and

difficult to make out. In my
opinion, should be typed.

and

(Q12) Ensure parity of feedback

across modules and a sharing
of good practice in this area. Similar management issues
Either move to fully typed as above. Unit delivered by
feedback or markers to ensure BPP and non-BPP staff.
their handwriting is readable,
otherwise it is pointless.
3. (Q6) Personal Development Consider how a more Spring Head of Student Development and feedback
Unit - interesting idea, getting streamlined version of 2008 Learning feedback is the priority. Electronic
students to submit once, feedback can be Enhancement system is as streamlined as
feedback / mark, then submit developed without losing and PPD and External possible. More streamlining
again with amendments. This the advantages of this Subject Leader Examiner would compromise the
must create a lot of time approach. Report feedback.
consuming assessment though.
Honourable, but is there a Close Item, nothing further
slightly different approach that to add.
keeps the benefit of that
marking strategy without the
disadvantage?
4. (Q8) The Personal Reflective The Personal Reflective Autumn Subject Leader Student Completed. Item transferred
Log - good evidence of second Log is a project within the 2007 Surveys to BA (Hons) Broadcasting
marking, although comments Level 3 top up pathway. action plan.
made perhaps could be a little External
more detailed. Agree with the Ensure consistency of Examiner Close Item, not relevant to
standards of the marks awarded approach to student Report this course
but not really sure if the feedback across units of
assignment adds any real value the course.
- perhaps the criteria and
purpose of the assignment Adopt the use of the

Quality Team Updated May 2008

SDPP – 140508 SDPPCC08/03/03b

could be clarified and College Assessment

reconsidered? Feedback Form once
launched.
and

(Q12) Consider the logbook

aspect of the course in terms of
its rigour and the time it involves
staff in producing two lots of
feedback
5. (Q12) Continue developing the Reinforce with students Autumn Subject Leader External Lectures on ‘how to
level of theoretical referencing the importance of using 2007 and Course Examiner reference your work’
to bolster the academic Harvard style referencing Team Report (Harvard System) have been
components of the year. in their work. scheduled in the timetables
for both Level 1 and 2.

Close item, we will

continue to brief
students at the
beginning of each
term.

6. (Q12) Suggest the course team
considers arranging a trip to a
Post Production Company
(perhaps one that includes
'grading') as part of the course?
Locality to London, and
relationship with industry, would
seem to indicate this shouldn't
be too difficult to organise.
Students have a number
of opportunities to work
in industry. Due to the
nature of the industry it is
difficult to take a large
group to a small post
house.
Continue to invite
industry professionals to
talk about the work and
companies in master
classes.
Autumn Subject Leader External Ongoing
2007 Examiner
Report We have added additional
master classes and
workshops over the last two
terms. Student attendance at
these “uncredited” but
valuable industry insights
has been disappointing to
the realms of embarrassing.

Quality Team Updated May 2008

SDPP – 140508 SDPPCC08/03/03b

Good Practice (Quality Team comment: are any actions needed to maintain and embed this?)

1. (Q1) The diet of assessment types, learning and teaching scenarios and staff commitment to delivering a strong course with a key
industry focus is exemplary.
2. (Q7) Physical resources at Ravensbourne are very enviable and place the course in an excellent position and advantage. The key
teaching team is strong and employ a range of 'sessionals' to cover additional teaching. This seems to be working well.
3. (Q8) The general aim, and content / development of the curriculum is very good, in my opinion. It is good to see a new assignment,
Preditor, as it demonstrates how the course is keeping up with changes in industry; Preditor is an example of following the BBC's lead.
The Design Principles assignment is also worthy of note, asking students to produce a graphics package for a television programme.
The "Board" show was particularly well produced and worthy of note.
4. (Q12)
• Strong programme team who put a lot of time, effort and 'care' into their students
• Excellent resources - of course!
• Excellent industry links
• Good diet of assessment types
• Appropriate depth and breadth to the curriculum ensures graduates are ready to not just enter the industry but prosper

Quality Team Updated May 2008