The External Examiner Clause Samples

The External Examiner clause establishes the appointment and role of an independent individual, typically from outside the organization or institution, to review and assess certain processes, outcomes, or standards. In practice, this clause outlines the qualifications required for the examiner, the scope of their review—such as academic assessments or compliance audits—and the procedures for reporting their findings. Its core function is to ensure impartiality and uphold quality or regulatory standards by providing an objective evaluation from an external perspective.
The External Examiner. All the university's programmes are subject to scrutiny by External Examiners who report on areas such as: • The general standard of the work assessed, assessment against the ITT Core Content Framework/Teachers’ Standards and Initial Teacher Education Inspection Framework and comparability with similar levels of work nationally; • The overall performance of trainees in relation to their peers in other institutions and the Teachers’ Standards; • The overall strengths and areas for development of trainees; • The overall quality of knowledge and skills (both general and subject-specific) demonstrated by trainees; • The structure, organisation, design and marking of all assessments; • The quality of the training programme as indicated by trainee teacher performance; During their period of tenure, External Examiners will: • Look at a sample of trainees’ written work and assessments. Samples include a range of trainee attainments and are dependent on trainee availability and the practicalities of arranging an itinerary; • Review trainee documentation observe trainees teach in school and discuss the lesson with the trainee and ▇▇▇▇▇▇; • Submit an annual report to the Faculty of Education summarising their findings and identifying key strengths and areas for development of the programme they are responsible for.
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The External Examiner. All the university's programmes are subject to scrutiny by External Examiners who report on areas such as: The general standard of the work assessed, assessment against the ITT Core Content Framework/Teachers’ Standards and Initial Teacher Education Inspection Framework and comparability with similar levels of work nationally; The overall performance of trainees in relation to their peers in other institutions and the Teachers’ Standards; The overall strengths and areas for development of trainees; The overall quality of knowledge and skills (both general and subject-specific) demonstrated by trainees; The structure, organisation, design and marking of all assessments; The quality of the training programme as indicated by trainee teacher performance; During their period of tenure, External Examiners will: Look at a sample of trainees’ written work and assessments. Samples include a range of trainee attainments and are dependent on trainee availability and the practicalities of arranging an itinerary; Review trainee documentation observe trainees teach in school and discuss the lesson with the trainee and ▇▇▇▇▇▇; Submit an annual report to the Faculty of Education summarising their findings and identifying key strengths and areas for development of the programme they are responsible for. Working in partnership with Edge Hill University enables our partners to access a wide range of ongoing activity for children and school staff. Children to come to campus for ‘Aspiration Visits’ which include campus tours, taster sessions across a range of subjects and opportunities to engage with academic colleagues and students. We also have a range of CPD opportunities including specialist subjects and engagement with research.
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The External Examiner. All the university's programmes are subject to scrutiny by External Examiners who report on areas such as: The general standard of the work assessed, assessment against Ofsted’s Criteria and comparability with similar levels of work nationally; The overall performance of trainees in relation to their peers in other institutions and the Teachers’ Standards; The overall strengths and areas for development of trainees; The overall quality of knowledge and skills (both general and subject-specific) demonstrated by trainees; The structure, organisation, design and marking of all assessments; The quality of the training programme as indicated by trainee teacher performance; During their period of tenure, External Examiners will: Look at a sample of trainees’ written work and assessments. Samples include a range of trainee attainments and are dependent on trainee availability and the practicalities of arranging an itinerary; Review trainee documentation observe trainees teach in school and discuss the lesson with the trainee and ▇▇▇▇▇▇; Submit an annual report to the Faculty of Education summarising their findings and identifying key strengths and areas for development of the programme they are responsible for. Each school/college/setting has the opportunity to: Participate in mentor training- this can be online, face to face on campus or a bespoke session for your school or cluster of schools Taster days on campus for pupils with a focus on aspiration raising and life at university ▇▇▇▇▇▇▇▇▇ institute activities on campus or at school relating to Chinese culture, such as a ‘China Day’ experience delivered at a school or mandarin language programmes Access to a range of continuing professional development opportunities ranging from short courses through to full academic qualifications Engage in wider partnership collaboration, such as selection of trainees, design and delivery of programmes, representation on executive and deliberative committees leading to the development and enhancement of policy and procedures across the Partnership.
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The External Examiner. All the university's programmes are subject to scrutiny by External Examiners who report on areas such as: • The general standard of the work assessed, assessment against OfSTED’s Criteria and comparability with similar levels of work nationally; • The overall performance of trainees in relation to their peers in other institutions and the Teachers’ Standards; • The overall strengths and areas for development of trainees; • The overall quality of knowledge and skills (both general and subject-specific) demonstrated by trainees; • The structure, organisation, design and marking of all assessments; • The quality of the training programme as indicated by trainee teacher performance; During their period of tenure, External Examiners will: • Look at a sample of trainees’ written work and assessments. Samples include a range of trainee attainments and are dependent on trainee availability and the practicalities of arranging an itinerary; • Review trainee documentation observe trainees teach in school and discuss the lesson with the trainee and ▇▇▇▇▇▇; • Submit an annual report to the Faculty of Education summarising their findings and identifying key strengths and areas for development of the programme they are responsible for.
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The External Examiner. All the university's programmes are subject to scrutiny by External Examiners who report on areas such as: • The general standard of the work assessed, assessment against the ITT Core Content Framework/Teachers’ Standards (FET: ETF Professional Standards (2022)) and Initial Teacher Education Inspection Framework and comparability with similar levels of work nationally; • The overall performance of trainees in relation to their peers in other institutions and the Teachers’ Standards; • The overall strengths and areas for development of trainees; • The overall quality of knowledge and skills (both general and subject-specific) demonstrated by trainees; • The structure, organisation, design and marking of all assessments; • The quality of the training programme as indicated by trainee teacher performance; During their period of tenure, External Examiners will: • Look at a sample of trainees’ written work and assessments. Samples include a range of trainee attainments and are dependent on trainee availability and the practicalities of arranging an itinerary; • Review trainee documentation observe trainees teach in school and discuss the lesson with the trainee and Mentor; • Submit an annual report to the Faculty of Education summarising their findings and identifying key strengths and areas for development of the programme they are responsible for. Working in partnership with Edge Hill University enables our partners to access a wide range of ongoing activity for children and school staff. Children can come to campus for ‘Aspiration Visits’ which include campus tours, taster sessions across a range of subjects and opportunities to engage with academic colleagues and trainees. Post 14 activity predominately is coordinated by the EHU Student Recruitment Outreach Team, however there are bespoke opportunities for colleges and other settings. We also have a range of CPD (both online and in person) opportunities to deliver specialist subjects to trainees and engagement with research. Partners attend a Faculty Strategic Partnership Board and participate in Departmental Partnership Advisory Groups, which provide input into key strategic objectives. Partners are involved in the design and implementation of Recruitment and Selection activity, attending both physical and virtual interviews. Specific focus groups with partners contribute to curriculum development. Partners are welcome to contribute expert knowledge to teaching sessions within a wide range of subject speci...
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Related to The External Examiner

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