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Includes: access to documents; information about assessment procedures; meetings with staff and students; access to examination scripts, coursework and other marked assessments; right to attend meetings; Board decisions and validity implications10. 1 External Examiners must have whatever access they deem necessary to any documents including drafts of examination papers, coursework titles or other forms of assessment with a view to discharging their responsibilities in 9. 1 and where applicable 9. 5 of the previous section. 10. 2 External Examiners must be provided with information about assessment procedures and other procedures sufficient for discharging their responsibilities in 9.


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Its worst excesses were introduced by those who wanted to demonstrate that the study of French or German was no less rigorous than the study of classical languages. This resulted in the type of Grammar Translation courses remembered with distaste by thousands of school learners, for whom foreign language learning meant a tedious experience of memorizing endless lists of unusable grammar rules and vocabulary and attempting to produce perfect translations of stilted or literary prose. Although the Grammar Translation Method often creates frustration for students, it makes few demands on teachers. It is still used in situations where understanding literary texts is the primary focus of foreign language study and there is little need for a speaking knowledge of the language. Contemporary texts for the teaching of foreign languages at college level often reflect Grammar Translation principles. These texts are frequently the products of people trained in literature rather than in language teaching or applied linguistics. Consequently, though it may be true to say that the Grammar Translation Method is still widely practiced, it has no advocates. It is a method for which there is no theory. There is no literature that offers a rationale or justification for it or that attempts to relate it to issues in linguistics, psychology, or educational theory. In the mid and late of 19th century opposition to the Grammar Translation Method gradually developed in several European countries. This reform movement laid the foundations for the development of new ways of teaching languages and raised controversies that have continued to the present day.

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