Learning and Teaching Committee

Assessment Flexibility Policy for Religious Observance

Extract from the unconfimed Minutes of Senate 4 March 2009

On the recommendation of Learning and Teaching Committee, Senate RECEIVED a proposed assessment flexibility policy for religious observance. The policy was very similar to that for elite athletes. In particular, the onus would be on the student seeking assessment flexibility to make their case, and provide supporting evidence; each case would be treated on its own merits; and there would be an opportunity for discussion between the department and the Academic Registrar about the type of flexibility that might be offered.

Senate RESOLVED to approve the policy on the understanding that it would be reviewed after 12 months of operation. One abstention to this resolution was recorded (Dr Gerry Swallowe).

Senate also requested that consideration be given to the feasibility of a single amalgamated assessment flexibility policy, containing a more general application of the principles on which the policies for elite athletes and for religious observance were based. This more general policy should retain as a central maxim, the notion that assessment flexibility should only be permitted in exceptional circumstances.

It was noted that careful consideration would need to be given to the promotion of the policy. Senate wished to emphasise that the University was supportive of all students in pursuing their religious beliefs, but would not wish to encourage assessment flexibility other than in exceptional circumstances.

During its discussion of assessment flexibility, Senate also RESOLVED to approve an amendment to the Assessment Flexibility Policy for Elite Athletes so that it mirrored the Assessment Flexibility Policy for Religious Observance in containing the following statement in section 3: “Students should be aware that the decision to seek Assessment Flexibility may result in them having to take assessment at a deferred time and that, consequently, any reassessment, progression or graduation may take place later than for the majority of their cohort. Students are expected to realise the implications of seeking Assessment Flexibility and should accept that such flexibility could impact the timescale of their studies."

Date – May 2009