This chapter brings together the main criteria that govern assessment at the UOC and that ensure the quality and academic rigour of the training programmes. These regulatory criteria may be complemented by means of rulings by the Vice President’s Office with jurisdiction in this area.

Assessment at the UOC is in line with the criteria of flexibility, academic rigour and quality. Flexibility is in response to the desire to adapt to the different study paces of the students and it is, therefore, a defining trait of the UOC’s educational model. This flexibility allows the student to adapt the assessment process to their pace of study, according to their education needs and their previous education and experience.

Assessment is the tool with which the student is provided for them to control their own progress on the course, without compromising quality and demands. The UOC assessment system allows the students to monitor their advance in the learning process constantly and is, at the same time, a two-way relational instrument between the lecturers and temporary teaching staff and the student.

Assessment at the UOC is structured around the continuous assessment and the final assessment. The Continuous Assessment is structured around the Continuous Assessment Tests (PAC), while the Final Assessment is based around the Final Assessment Tests (PAF). There are also specific assessment models for external practicals and the Final Degree, Master’s and Postgraduate Projects in general (TFG, TFM, TFP).

The specific assessment model of each subject is set out in the relevant teaching plan/learning plan.

The teaching plan/learning plan of a subject is the document that organises the contents and that sets out the work methodology, the timescale and the assessment models and marking criteria envisaged for the subject.

Its aim is to guide the student’s learning work during the semester and to act as an instrument for facilitating learning.

As regards the assessment model, the teaching plan of every subject should define:

• The general assessment criteria of the subject related to the aims and skills to be attained.
• If appropriate, the specific type of final assessment test (PAF), the criteria and formulae of assessment, correction and marking, and the applicable crossover tables.
• The type of activities (PACs and/or practicals) into which the monitoring of the Continuous Assessment is structured. These activities are related to the contents, aims and skills of each subject and to their teaching load. The following will be indicated for each PAC:
  • the aims that are pursued,
  • the specification of the contents and resources with which it is related,
  • the approximate time scheduled to do them (it should be remembered that the real time spent may vary according to each student’s experience and previous education),
  • the assessment and correction criteria,
  • the global weighting of the activity in the final Continuous Assessment mark,
  • the deadline for submitting the activity; all activities must be submitted by the student within the established deadlines and as set out to this effect (as indicated in the teaching plan/learning plan).

The assessment criteria must be set out in general terms in the teaching plan and in specific terms in each PAC and PAF. These criteria are structured around the following axes, depending on which ones apply:

• The achievement of the aims and skills set out. The specific activities and aims must be related to the general aims of the subject or of the module or unit to which they refer.
• The relationship of the activities with the professional dynamic of the discipline.
• The ability to question and research. It is important to assess the research work and the ability to look in greater depth in the debate dynamics or in the approach to the activities.
• Academic rigour, the clear approach to the conceptual contents of the subject without errors in the overall understanding.

Continuous Assessment (AC) is conducted continuously throughout the semester and is different from what is done in a single final assessment test (PAF) at the end of the semester.

Continuous assessment is the cornerstone of the UOC’s educational model and applies to all subjects on the training programmes offered by the UOC. Following AC is the assessment model recommended by the UOC and the one that best meets its educational model.

The aim of Continuous Assessment is to help with the study and progression of the learning process through a specific work pace suited to the aims, skills and contents of the subject, while at the same time monitoring progress and ensuring achievement.

AC consists of taking and passing a series of Continuous Assessment Tests (PACs) set out in the teaching plan/learning plan in line with the number and calendar specified there. Each subject’s AC will match the aims, skills, contents and teaching load of the subject. The Continuous Assessment Tests (PACs) may be:

• basic – the ones proposed as minimums for the correct monitoring of continuous assessment,
• extension or in-depth – the ones proposed as voluntary or recommended especially for some students and that allow a more in-depth look at certain specific topics or areas of the subject.

The teaching plan/learning plan will establish the minimum criteria and the submission calendar in order to follow and pass AC. In any event, for AC to be considered to have been followed, at least 50% of the PACs must have been completed and submitted. Not following AC will be marked with an N (equivalent to Did Not Sit). The final AC mark is qualitative and is expressed with one of the following marks:

A	Very high mark
B	High mark
C+	Pass mark
C-	Low mark
D	Very low mark
N	No mark given

This mark is known by the student before the final assessment test and, in many cases, determines the type of PAF that student could or should get.

AC may be established as the only assessment model to pass the subject (without the need or possibility of taking a PAF) or as a constituent part of the assessment model that is completed with a PAF. In the first case (AC), the AC mark will be the final mark for the subject.

In the second case (AC + PAF), when the assessment model of the subject includes a PAF as well as the AC, the AC will not harm or serve to reduce the mark obtained in the PAF.

The UOC offers different final assessment formats for the subject that meet the needs, approaches and methodology of the various subjects.

The Final Assessment Test (PAF) model applicable to each subject will be the model that has been set out in the teaching plan/learning plan for that semester. The assessment model of a subject may vary from one semester to another.

The following are the types of final assessment tests:

Validation Test (PV)

The PV is a classroom final assessment test with the aim of validating or not validating the mark awarded to the student in the AC.

The PV is applicable both to programmes under the previous university system (the now defunct LRU) and to EHEA programmes.

To take the PV, students should have passed AC in line with the criteria set out in the teaching plan/learning plan.

With this assessment model, students who have passed the Continuous Assessment (A, B, C+) can choose between two final assessment tests:

• the PV, with which they can validate (or not validate) the final AC mark awarded;
• the EX, with which they will be able to get a different mark from the final AC mark awarded. In this case, the crossover table with the final AC mark envisaged for the PAF exam models will apply.

The time scheduled for the PV is 30 minutes, although the student has 45 minutes in which to do it.

The assessment model that incorporates the PV is: AC + PV or EX, AC + PV.

The final mark in the PV is: VALIDATION (V) // NON-VALIDATION (NV) of the AC mark. In the case of validation, the final mark of the subject will be the mark awarded in the AC (the final AC mark is validated). In the case of non-validation (NV), the final mark for the subject will be a Fail.

In both models (AC + PV or ES, AC + PV), not taking the PV (when the student has a right to this) implies the tacit waiver of the validation of the AC mark as a final mark for the subject. Similarly, the student’s taking the EX (when there is one) when they have the right to take the PV implies the tacit waiver of validating the AC mark – even in the event that (due to error or any other reason) the student takes both PAFs (PV and EX), the EX mark awarded will prevail.

Students who have not passed the AC (C-, D or N) may not take the PV and will necessarily have to take the EX (when there is one) to be able to pass the subject.

Any student who did not take the corresponding PAF will be awarded the final mark of Did Not Sit (NP) – except in the case of the AC + PV model: any student who has failed the AC (and therefore has no right to take the PV) will be awarded a Fail as final mark for the subject; if they have not followed AC, the final mark will be Did Not Sit.

Synthesis Test (PS)

The aim of the PS is to assess the achievement of the skills, aims and contents of the subject and to complete the assessment process.

To take the PS, students should have passed the CA in line with the criteria set out in the teaching plan/learning plan.

The PS applies only to EHEA programmes.

The PS may be classroom or virtual mode. The virtual or classroom design of the PS will be determined in the teaching plan/learning plan and will apply to all the students who have passed the AC.

The time scheduled to take the classroom PS is 60 minutes (1 hour). The virtual PS consists of a last activity or synthesis work that the student takes in a specific time, not necessarily coinciding with the sittings and timetables of the PAFs (always, however, in line with the marks calendar set out for each academic year).

The correcting of the PS leads to a mark. The PS are corrected by the respective tutors according to the following marks:

A	Very high mark
B	High mark
C+	Low mark
C-	Quite low mark
D	Very low mark
N	Did not sit

The PS mark will be crossed over with the AC mark to give the final mark for the subject, in line with the following table:

	PS Mark
Continous Assessment Mark		A	B	C+	C-	D	N
	A	MH/EX	EX/NO	NO	AP	SU	NP
	B	EX	NO	NO/AP	AP/SU	SU	NP
	C+	EX	NO	AP	AP/SU	SU	NP

The assessment model that incorporates the PS is: AC + PS/EX.

With these assessment models, students who have passed the AC (A, B, C+) can choose between two final assessment tests:

• the PS or the EX, with the application of the crossover table with the relevant final AC mark.

Students who have not passed the AC (C-, D o N) may not take the PS and will necessarily have to take the EX to be able to pass the subject.

Any student who did not take the corresponding PAF will be awarded the final mark of Did Not Sit (NP).

Final Test (PF)

The aim of the PF is to assess the achievement of the aims and contents of the subject and to complete the assessment process. The PF only applies to programmes under the previous university system (the now defunct LRU).

To take the PF, students should have passed the CA in line with the criteria set out in the teaching plan/learning plan.

The PF can be designed in classroom or virtual mode. The time scheduled to take the classroom PF is 120 minutes (2 hours). The virtual PF consists of a last activity or final assessment work that the student takes in a specific time, not necessarily coinciding with the sittings and timetables of the PAFs (always, however, in line with the marks calendar set out for each academic year). The virtual or classroom design of the PF will be determined in the teaching plan/learning plan and will apply to all the students who have passed the AC.

The correcting of the PF leads to a mark. The PF are corrected by the respective tutors according to the following marks:

A	Very high mark
B	High mark
C+	Low mark
C-	Quite low mark
D	Very low mark
N	Did not sit

The PF mark will be crossed over with the AC mark to give the final mark for the subject, in line with the following table:

	PF Mark
Continuous Assessment mark		A	B	C+	C-	D	N
	A	Excelent / Distinction	Excelent	Good	Pass	Fail	Did not sit
	B	Excelent	Good	Good / Pass	Pass	Fail	Did not sit
	C+	Excelent	Good	Pass	Pass	Fail	Did not sit

The assessment model that incorporates the PF is: AC + PF/EX.

With these assessment models, students who have passed the AC (A, B, C+) must take the PF, and those who have not passed the AC (C-, D o N) must take the EX to be able to pass the subject. In both cases, the crossover table of the PAF mark with the AC mark will apply.

Any student who did not take the corresponding PAF will be awarded the final mark of Did Not Sit (NP).

Exam (EX)

The exam is a final assessment test aimed at assessing the achievement of the aims, skills and contents of the subject, globally and completely, irrespective of whether the student has passed the AC or not.

The EX is applicable both to the programmes under the previous university system (now defunct) and EHEA programmes.

The time scheduled to take the EX is 120 minutes (2 hours).

The EX can be designed in classroom or virtual mode. The time scheduled to take the classroom EX is 120 minutes (2 hours). The virtual EX consists of a final assessment test that the student takes in a specific time, not necessarily coinciding with the sittings and timetables of the PAFs (always, however, in line with the marks calendar set out for each academic year). The virtual or classroom design of the EX will be determined in the teaching plan/learning plan. The virtual mode of the EX can be established for all students or only for those who have followed or passed the AC.

The correcting of the EX will lead to the following marks:

A	Very high mark
B	High mark
C+	Low mark
C-	Quite low mark
D	Very low mark
N	Did not sit

Unless stated otherwise in the teaching plan/learning plan, the exams will be taken and will be corrected and marked anonymously by one or more tutors.

The EX mark will be crossed over with the AC mark awarded to give the final mark for the subject, in line with the following table:

	EX Mark
Continuous Assessment Mark		A	B	C+	C-	D	N
	A	Distinction / Excelent	Excelent	Good	Pass	Fail	Did not Sit
	B	Excelent	Good	Good / Pass	Pass	Fail	Did not Sit
	C+	Excelent	Good	Pass	Pass	Fail	Did not Sit
	C-	Excelent	Good	Pass	Fail	Fail	Did not Sit
	D	Excelent	Good	Aprovat	Fail	Fail	Did not Sit
	N	Excelent	Good	Pass	Fail	Fail	Did not Sit

The assessment models that incorporate the EX are: AC + EX/EX, AC/EX.

The AC + EX / EX model in the classroom mode applies when the subject requires a classroom demonstration of the acquisition of certain skills and/or aims or when a minimum level of attendance by the student throughout their curriculum needs to be assured. In the AC + EX / EX model, all students (both if they have passed the AC or not) must as mandatory take the EX to be able to pass the subject. Any student who does not take the EX will be awarded the final mark of Did Not Sit (NP) – irrespective of the AC mark awarded.

In the AC / EX model, the EX is only compulsory for students who have not passed the AC (C-, D or N). Students who have passed the AC will be directly awarded the AC mark as a final mark for the subject, although they will also have the right to take the EX – in this case, the crossover table of the EX mark with the AC mark will apply.

In addition, as stated earlier, the Exam may be established as an alternative model to following and/or passing the AC plus the corresponding PAF, leading to the models: AC+PV / EX, AC+PS / EX, AC+PF / EX.

Any student who fails the AC and does not take the EX will be awarded the Did Not Sit mark.

The practical is a non-classroom assessment activity envisaged in the assessment system of the subject. They may be compulsory or not, as set out in the relevant teaching plan/learning plan.

They are used in subjects with a strongly practical element that means that the final assessment has to include practicals. These practicals, however, cannot be done at the time of the PAF as they have requirements in terms of tools or time or they have a complexity that makes it impossible to do them in the PAF classroom.

Practicals can be combined with all the AC and PAF models. The practicals mark, the AC mark and – if there is one – the PAF mark are combined to give the final mark for the subject, according to the crossover table set out in the teaching plan.

Practicals may be designed as part of the Continuous Assessment (AC) or the final assessment (PAF) of the subject.

The final degree and final Master’s or postgraduate projects will undergo a viva voce in front of an assessment committee.

The final mark for the subject is the result of the marks awarded according to the assessment model established for each subject (in the teaching plan/learning plan) and according to the applicable crossover table.

Once the AC and PAF marks have been entered, the final mark for the subject is determined at the Assessment Panel. The Assessment Panel is made up of the tutors and the lecturer in charge of the subject (PRA) and the Director of the corresponding programme. The programme counsellors may also take part, providing all the information that they deem to be relevant in marking the student.

The Assessment Panel is structured in three phase

• In cases where the application of the crossover tables do not give an automatic mark but a dual option, the tutor will propose the final mark to the lecturer in charge of the subject (PRA).
• The Panel will propose the final mark in light of all the elements and information provided by its members, as well as the awarding of the distinction in the relevant cases. The final distinction (MH) mark will not apply to non-official postgraduate programmes or as the final mark of the programme or subject.
• The programme management validates all the final marks proposed by the Assessment Panel.

The marks from the PAFs and the final marks are made public within the dates set out in the academic calendar and are added to the student’s transcript.

The responsibility for the assessment and marking process lies with the tutor, the PRA and the programme director. The counsellor, as the lecturer who follows the general work pace of the student and advises and guides them in their work, may provide relevant information for the assessment process. For this reason, throughout the semester, the counsellor is informed of the work dynamic of the students, follows their assessment process and apprises the tutor, PRA or programme director of all the elements that they deem to be relevant for the assessment of the student.

1. Students have the right to request a review of the PAF (PV, PS, PF, EX) if they disagree with the mark awarded; this request must be made within the time set out in the academic calendar and using the tools established to this effect. Insofar as is possible, general criteria or indications of answers to the PAFs will be given so that students can compare their answers and assess whether any error has occurred with the mark awarded. The Non-Validation of the PV will be accompanied by the corresponding justification.

   In accordance with the procedure and timescale set out in the academic calendar, students may submit pleadings against the ruling of the review carried out by the tutor/corrector to the lecturer in charge of the subject, who will give a ruling on it in the timescale set out in the academic calendar. This ruling will bring an end to the student assessment process.

2. When AC is established as the sole assessment model for the subject, any student who disagrees with the AC mark awarded may also ask for it to be reviewed according to the established tools and timescales. Except for this case, PAC marks and the final AC mark cannot be reviewed. This notwithstanding, in exceptional cases where there has been an error in the PAC or the AC mark, it should be corrected (directly by the tutor or the PRA). It is up to the student, as part of their learning process, to compare their exercise with the solutions and corrections made by the tutor.
3. The final marks that are awarded on the postgraduate programmes may also come under review. The request for this review should be made to the programme director (or to the PRA responsible for this) in accordance with the tools and timescales established to this effect. This ruling will bring an end to the student marking process for that programme.

Students can choose the day, time and centre when they take the final classroom tests in the subjects on which they are enrolled from among the different possibilities that the UOC offers them and in the timescales established to this effect.

PAFs will be conducted at the end of every semester over a period of at least 8 days. All the subjects will have a minimum of two PAF sittings per semester. PVs and PSs will be distributed over 8 time slots in each sitting; PFs and EXs will be distributed over 4 time slots in each sitting.

PVs, PSs and PFs may exceptionally be taken not in the classroom in the following cases:

(1) Students resident abroad

Students with their stable residence abroad will make the application and send the documentation once only in order to obtain this right for all the semesters that they study at the UOC.

(2) Students temporarily abroad for work reasons, due to international adoption or on a study grant during the final assessment test sittings.

Students who have travelled abroad must provide proof of this situation every semester that this occurs. These students may not apply to take the PAFs virtually during more than two consecutive semesters.

(3) Students with a disability or with special needs that prevent them from going to the examination centre and who provide documentary accreditation of this. .

The non-classroom final test will be authorised according to the criteria established by the UOC Accessibility Committee.

The lack of truthfulness regarding the residence or travel abroad, the disability or special need declared by the student, and the lack of authenticity of the documentation accrediting these facts, constitutes a very serious misdemeanour, which will be penalised by the disciplinary system set out in the UOC Charter of Rights and Duties.

The UOC may require these students to take a minimum of a final classroom, or at least synchronous, assessment during their university course. This requirement may be met, for example, through the synchronous viva voce of the university final Master’s project (TFM) or with the establishment in the training programme of subjects that require a classroom exam to be taken as compulsory.

In exceptional circumstances, students who are unable to take their PAFs at the last sitting, due to hospitalisation (of themselves, their spouse or partner, or an immediate family member) or death of a family member (spouse or partner, or an extended family member) may take the exam (EX) in the semester immediately afterwards without having to complete enrolment in these subjects. In these cases, the final AC mark awarded (if there is one) will be kept in order to do the crossover with the mark that is awarded in the Final Exam.

In duly justified cases, and at the proposal of the relevant programme management, the VROAP may decide to offer the student the chance of getting their final mark in the subject by another means.

1. Information. All the information relating to the assessment models of the subjects/programmes, the final tests calendar, the election of the examination centres and the periods required for the publication of the final marks and for reviews will be accessible at the Secretary’s Office.

2. Right to be assessed and sittings. Every UOC student has the right to be assessed in the subjects for which they have enrolled, providing it is not a subject that has been validated, recognised or adapted, or to which the student has waived taking the scheduled assessment tests.

   Students must be up to date with their financial duties towards the University to have the right to be assessed. Enrolment on a subject gives the right to a single assessment sitting per semester.

   Students have four sittings in which to pass each subject. Sittings are used up every time the student sits a PAF or follows the AC (when this is established as the sole assessment model) and does not pass them. The fact of not sitting the PAF or not following the AC (when this is established as the sole assessment model and in accordance with what is set out in the corresponding teaching plan) will be recorded in the transcript as “Did Not Sit” but a sitting will not be used up. Students who sit the PAF but leave in the first 30 minutes of the test will be recorded as “Did Not Sit”.

   Besides this, in the case of subjects with “compulsory practicals” or of AC as the only model for passing the subject, the provisions of the teaching/learning plan of the subject will prevail and they will, therefore, only be considered as Did Not Sit (and no sitting will be used up) if they do not submit the compulsory number of PACs or practicals that are specified in the teaching/learning plan.

   Having used up the four ordinary sittings to be able to pass a subject, the student may request a continuance authorisation within the time established in the UOC academic calendar. Once the continuance authorisation has been accepted, the student will have a single extraordinary sitting in which to be able to pass the subject.

3. Safekeeping of transcripts. The UOC keeps the PAFs for an academic year.

4. PAF certificate. On finishing the classroom PAFs, students may request documentary proof that they have attended it. The request must be made to the classroom examiner.

5. When a student fails to respect the instructions given or their behaviour does not meet the basic standards of social behaviour, they may be warned and, if they do not rectify their conduct, the examiner may expel them from the test (recording the incident in the records and on the PAF). The examiner will record on the student’s PAF all the elements and information relating to this process that are relevant with a view to its being corrected.

   Following and taking assessment at the UOC is subject to the disciplinary and penalty criteria set out in these regulations and in the UOC Charter of Rights and Duties.

The University will establish the appropriate mechanisms to guarantee the identity of the students taking the AC and the PAFs and to ensure the authorship and originality of the PACs, practicals, PAFs and TFM or TFG completed.

The UOC may ask the students to identify themselves by showing their National Identity Document or passport or by carrying out the preliminary or subsequent checks and audits that are considered appropriate.

Any breaches will be subject to the disciplinary and penalty criteria set out in these regulations and in the UOC Charter of Rights and Duties.

1. Any breaches of the criteria set out in these academic regulations and/or teaching/learning plan will be assessed and resolved – according to their consideration – by the Programme Director and the Director of Studies.

2. The Lecturer In Charge of the Subject (when they occur in the strict scope of a subject) or the Management of the corresponding Programme (when they occur in the scope of a number of subjects) is authorised to assess and, in light of all the information gathered, decide the academic mark corresponding to the following conducts:
   • The literal use of information sources without any type of citation.
   • False identity in taking a PAC.
   • Copying or fraudulent intent to obtain a better academic result when taking PACs and PAFs.
   • Collaborating with, aiding or abetting copying in PACs and PAFs.
   • The use of unauthorised material or devices when taking the PAFs

   Besides the corresponding verbal or written reprimand, these conducts may give rise to the following academic penalties:

   • Fail mark (D) in the PAC or the AC
   • Impossibility of passing the subject by PF, PS or PV – having to take the Exam (if there is one) to pass the subject.
   • Fail mark (D) in the PAF – when the conduct has taken place during this.

   When deciding on applications for exceptional enrolment or other academic requests by the student, the programme management may take into account the information relating to these types of conduct.

3. Cases of repeated or serious breaches of the academic regulations may give rise to the opening of disciplinary proceedings in accordance with the UOC Charter of Rights and Duties, which will be penalised – as the case may be – by the corresponding Vice President or the President. The following conducts may constitute a breach and will be subject to the disciplinary proceedings set out therein:
• Recurrence (on more than 3 occasions) of the conducts previously recorded
• False identity in taking the PAF
• The falsification, theft or destruction of final assessment tests
• The use of false identity documents to the University (including in taking the PAF).
• The lack of truthfulness or authenticity (including documentary or any other type of fraud) regarding the residence, travel abroad or special needs declared by the student in order to opt for an exceptional final assessment

In accordance with the Charter of Rights and Duties, the Programme Management will have the authority to initiate and instruct the proceedings, and the Vice President’s Office, Faculty and Academic Organisation will have the authority to decide in the case of minor and serious breaches, while the President’s Office will have this authority in the case of very serious breaches.

Unless otherwise stated or other specific regulations apply, as of their approval, the criteria contained in these assessment regulations apply to all UOC training programmes, official or non-official, of the previous academic system (LRU) or the EHEA, irrespective of their duration or the resulting qualification.

The Vice President’s Office, Faculty and Academic Organisation may adopt the measures that are necessary for the correct implementation of these Assessment Regulations.

Approved by the Governing Council of the UOC on 3 March 2010