School Assessment Boards (SAB)
Academic Staff Guidance 2026-27
This document provides guidance for academic staff participating in School Assessment Boards (SABs) for the 2026-27 academic year. This guidance focuses on academic responsibilities. A separate operational guide will be produced for Faculty Administrators covering meeting administration, documentation, record keeping, SITS processing, External Examiner administration and management of results.
1. Introduction
What is a School Assessment Board?
The School Assessment Board (SAB) is the formal academic body responsible for confirming module outcomes and reassessment requirements. The SAB replaces programme-specific examination boards; ideally held on one day, it may be separated into UG and PG and appropriately mapped to the University Progression and Award Board, some Partnerships may remain exceptions.
Membership
Membership will normally include:
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Chair (normally the Head of School or nominated Associate Head of School)
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Course Leads or nominated academic representatives, if unable to attend.
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External Examiner(s).
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Administrative representative.
The Board is quorate when at least 50% of eligible members are present.
Academic Responsibilities
All academic staff involved in assessment are expected to ensure that:
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Marking is completed by the published deadlines.
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Internal moderation requirements have been met.
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Marks entered into University systems are accurate.
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Assessment decisions comply with University regulations and policies.
All marks must be determined in accordance with the Marking and Risk Based Internal Moderation Policy.
2. Preparing for the School Assessment Board
Programme Pre-Board Meetings
Before each School Assessment Board, programmes should hold a pre-board meeting chaired by the Course Lead to ensure that module results have been reviewed and that any outstanding issues are resolved before formal consideration by the SAB.
Areas for consideration should include:
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Missing or incomplete marks.
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Module pass rates – recorded for noting at SAB.
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Module failure rates – recorded for noting at SAB.
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Any other issues requiring escalation to the SAB.
Module Convenors should be prepared to provide a brief overview of module performance and identify any concerns that may require further discussion.
Confidentiality and Data Protection
Board members are responsible for maintaining the confidentiality of assessment data, using approved University systems, complying with GDPR and data protection requirements, and avoiding inappropriate disclosure of student outcomes.
3. Conduct of the School Assessment Board
Consideration of Module Outcomes
The principal academic business of the SAB is the confirmation of module outcomes.
For each module under consideration, the agenda will guide the Course Lead or nominated representative to confirm:
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That marks are complete and accurate.
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That moderation requirements have been met.
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The overall pass rate at 1st attempt.
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The volume of reassessments arising from the module.
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Any significant issues affecting outcomes.
The Board does not review individual student marks in detail. Its role is to confirm that assessment outcomes have been reached appropriately and in accordance with University policies and regulations.
External Examiner Contribution
External Examiners play an important role in assuring academic standards and maintaining confidence in assessment processes.
At the Board, the agenda will guide the External Examiners to:
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Confirm completion of external moderation
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Provide brief feedback on assessment standards and processes
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Identify any immediate actions requiring attention
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Confirm their approval of the conduct and outcomes of the Board.
External Examiners are expected to attend at least one Board per academic year. Where an External Examiner is unable to attend, they must still review the relevant modules and confirm that this has been completed using approval form.
All module marks presented to the Board are considered provisional until approved by the External Examiner. Only once External Examiner approval has been confirmed can marks be regarded as approved and suitable for progression to the next stage of the assessment process.
Academic staff are expected to engage constructively with External Examiner feedback and ensure that any actions arising are addressed appropriately.
Wider Academic Considerations
PowerBI data is expected to support Schools in reviewing broader themes affecting academic standards and student success from 2027/28 onwards, plans are to include:
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Academic misconduct, including inappropriate use of Artificial Intelligence tools
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Trends in Extenuating Circumstances applications
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Student feedback and module evaluation outcomes
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Assessment design and feedback practices
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Learning resources and Virtual Learning Environment (VLE) provision.
Further details will be released in preparation for 27/28.
4. Key Academic Regulations
Assessment Attempts
Undergraduate students normally have a maximum of three attempts to pass a module.
Students will not normally receive a reassessment opportunity until module outcomes have been formally considered by a School Assessment Board.
Postgraduate taught students normally have a maximum of two attempts to pass a module.
Certain programmes are subject to Professional, Statutory and Regulatory Body (PSRB) requirements.
Where PSRB regulations differ from University regulations, the PSRB requirements take precedence.
Academic staff should ensure they are familiar with any programme-specific requirements applicable to their subject area.
Final-Year Undergraduate Students
Special reassessment arrangements may apply to final-year undergraduate students in order to support progression to award and graduation.
For Semester 1 failure students may normally:
For Semester 2 Failures students may normally:
A student may be considered for an exceptional reassessment opportunity where:
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Only one 20-credit Level 6 module has been failed.
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The failed module does not include a university examination.
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All assessment components have been attempted (or approved Extenuating Circumstances apply).
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Reassessment can be completed before the Summer SAB.
Students failing more than 20 credits will normally be required to complete reassessment during the standard summer reassessment period.
Compensation and Progression
The University's regulations permit compensation and progression in specified circumstances.
Depending on the amount of failed credit and eligibility for compensation, students may:
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Progress with compensated credit.
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Progress while trailing failed modules.
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Undertake interrupted study.
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Repeat failed modules with attendance.
Academic staff should ensure that recommendations align with the Academic Regulations and any programme-specific requirements.
5. Chair's Action
Following the Board, the Chair may act outside a formal meeting where necessary to:
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Correct factual or administrative errors.
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Confirm decisions following receipt of additional information.
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Resolve agreed exceptional matters within the scope of University regulations.
Any Chair's Action must be formally recorded and reported through the appropriate processes.
The School Assessment Board is a key mechanism through which the University assures the integrity, consistency and quality of its assessment processes and academic awards.