ࡱ> supqrc Ybjbj ObOb@lllllD0|Ǒ0!0!@!@!@!" .1FHHHHHH$ݓlla3""a3a3lll@!@!i;i;i;a3Tl@!l@!Fi;a3Fi;i;&^@!@mѱ+4,d20Ǒr09la3a3i;a3a3a3a3a3ll:a3a3a3Ǒa3a3a3a3a3a3a3a3a3a3a3a3a3B 2: DESIGNING MODULE SPECIFICATIONS INTRODUCTION: MODULES AND LEARNING OUTCOMES Learning Outcomes are measurable statements of what a learner will know, understand and be able to do at the end of a learning experience (eg a course, a module, a session etc). Grammatically, a learning outcome comprises: An active transitive verb (or verb phrase). An object of the verb. A qualifying clause or phrase which provides a context or condition. For example: Active verb ObjectContext/conditionContribute tothe manufacture of productswhich meet customer needProvidefinancial advisory servicesto individual customers A module consists of a discrete set of learning outcomes along with an assessment strategy and an associated learning strategy. You need to make the link between all three clear: Ensure that the module learning outcomes map onto the outcomes contained in the Programme Specifications for the course/s on which the module is delivered. In the module assessment strategy, indicate how a valid measurement will be made of the extent to which a student has achieved the module outcomes (and thereby contributed to the achievement of the course outcomes). In the module learning strategy, demonstrate how students will acquire the necessary knowledge, understanding, skills and attitudes to demonstrate that they have achieved the learning outcomes. Module Specifications at the have 22 headings which are listed in Appendix D. Many of the headings are routine and predictable and the required information is readily available. This handbook will therefore deal in turn with the following three stages of module design: Stage 1: The writing and categorisation of learning outcomes (see Appendix D, Heading 21: Learning Outcomes). Stage 2: The design of an inclusive learning strategy (see Appendix D, Heading 19: Learning Strategy). Stage 3: The design of an assessment strategy which strives for validity, reliability, economy and inclusiveness (see Appendix D, Heading 22: Assessment Strategy). Stage 1: Write and categorise the learning outcomes Understand how Learning Outcomes are categorised Classification aims to assist you in: writing learning outcomes in a way which will promote appropriate learning strategies and forms of assessment. presenting module and programme specifications in a manner consistent with the QAAs approach to discipline audit. It is recommended that knowledge & understanding and abilities are presented as follows: a. Knowledge & Understanding including: Knowledge of substantive material. Understanding of theoretical perspectives, concepts and issues. Note that expressing knowledge and understanding in terms of learning outcomes is problematic as such outcomes are difficult to measure see section 1.2 Intellectual (cognitive) abilities such as the ability to analyse problems and to propose solutions, the ability to think critically. b. Abilities - including: Subject-based practical/professional skills such as information retrieval, the ability to apply knowledge in different situations, using laboratory and workshop equipment to generate data. Transferable/key skills such as learning to learn, communications, C&IT skills, reflection, teamwork, negotiation. Write Knowledge & Understanding learning outcomes Knowledge and understanding of facts, information, concepts, ideas, issues, trends, themes etc form the curriculum content of most modules and, whilst it is easy to express curriculum content in the form of learning outcomes (eg by using the verbs know and understand), it is not always wise to do so. Verbs related to knowledge outcomes can be confusing eg know, understand, have a knowledge of, be acquainted with, have a grasp of, be aware of etc. Such verbs do not lend themselves to measurement (how does one measure an acquaintance or an awareness?) and you should avoid them when writing learning outcome statements. It is therefore recommended that knowledge and understanding, insofar as they refer to substantive material, concepts, issues etc, should be covered in the module specification under the heading Outline Syllabus and that learning outcomes relating to knowledge and understanding should focus on intellectual abilities: Intellectual (thinking) abilities more easily translate into effective learning outcome statements and, of course, the language of the outcomes should refer to the substantive subject knowledge contained in the outline syllabus. It is important, especially when matching the learning outcome to an appropriate assessment, to select the most suitable verb. Examples of verbs used in outcomes relating to intellectual ability might include: Replicationstate, list, name, record, indicate, recount, define, outlineInterpretationdiscuss, clarify, recognise, describe, restate, explainAnalysiscompare, contrast, distinguish, appraise, debate, analyse, examine, categoriseSynthesisformulate, plan, design, develop, redefine, proposeEvaluationassess, criticise, evaluate, appraise, judge, discriminate, estimateExpositionmake distinctions, achieve coherence, conceptualise, display ideas Write Ability learning outcomes Subject-based practical/professional skills: Examples of appropriate verbs might include: Researchenquire, investigate, research, question, initiate, seekApplicationillustrate, demonstrate, exemplify, apply, employCreativityoriginate, invent, conceptualise, create, solve, produce Transferable/key skills: Examples of appropriate verbs might include: Communicationexpress, precis, articulate, advocate, argue, present, justify, formalise, question, defend, examine, explain, summarise, illustrateCo-operationco-operate, interact, establish rapport, collaborate, listen, respond, participate, Organisationdirect, co-ordinate, arbitrate, guide, initiate, lead, motivate, direct An example Here is an example of how (part of) the Outline Syllabus section of a module in English Language might appear: The basic principles of semiotic analysis with particular reference to the use of symbols and icons in human communication. The basic principles of linguistic analysis with particular reference to sound (phonetics), grammar (syntax) and meaning (semantics). The phonemic transcription of English.  And the following shows how the substantive content contained under the Outline Syllabus heading might be reflected under the Learning Outcomes heading of the module specification: On successful completion of this module, students will be able to: KNOWLEDGE & UNDERSTANDING Analyse visual and written material using the basic principles of semiotic and linguistic analysis. ABILITY Subject-based practical/professional skills Judge the effectiveness of specific examples of human communication through application of basic semiotic and linguistic principles. Encode and decode English words and sentences using simple phonemic transcription. Transferable/key skills Demonstrate competence in group report writing.  Ensure that the Learning Outcomes conform with the following key characteristics Learning outcomes provide the learning goals which a student has to achieve in order to fulfil the requirements of the module and to be awarded credit. They should: a. Be measurable: Dont write any learning outcomes that cant (or wont) be assessed. If the learning goal is important enough to propose as an intended learning outcome, it should be worthy of being measured in some way. Conversely, no assessment task or question should be designed which is not related to a learning outcome. b. Be focal: Outcomes should be sufficient to enable staff, students and employers to share a common perception of the requirements of the module. Each learning outcome statement should describe a learning achievement which is considered fundamental to the purpose of the module. In testing a prospective outcome, you should ask whether you can envisage a situation where it might be recommended that a learner should gain the credit for the module despite not having satisfied the prospective outcome. If the answer is yes, then the learning outcome is clearly not fundamental and should not be included. If the answer is no, then the learning outcome is demonstrably fundamental and you should include it. The number of learning outcomes per module (and remember that these do not include the statements of underpinning knowledge and understanding see section 1.2 above) should as a rule of thumb vary between two and five. Because each learning outcome is fundamental to the purpose of the module, you should not only ensure that it is assessed, you should also ensure that it contributes a significant assessment weighting towards the final assessment mark awarded to the module. An example In the previous example from a module in English Language, learning outcome 4 is: demonstrate competence in group report writing. This transferable/key skill outcome should only be included in the module specification if the assessment strategy allocates a percentage of the marks both to the structure and presentation of the assessed report and to the groupwork component (irrespective, for example, of the accuracy of its content or its interpretation of concepts).  c. Be focussed: Ensure that each learning outcome statement has a single primary purpose rather than a dual or compound purpose because this aids clarity. A dual role learning outcome may be problematic if a student demonstrates achievement in one area but not in the other: An example Analyse the marketing policy of a high street store and evaluate the marketing practices of British manufacturers This is an example of an inappropriate dual learning outcome statement because there are two separate learning activities involved.  d. Strike a balance between the general and the specific: Write outcomes which are neither be so general that they become indistinct and unmeasurable nor so specific that the module risks becoming inflexible: Examples Demonstrate a knowledge of tidal deltas This module learning outcome statement is vague because it does not indicate what kind of knowledge is required. For example, is it knowledge of the morphology, tidal flow dynamics, sedimentary budget, sedimentary bed-forms etc? Conduct a survey of student perception of risk This course learning outcome statement may prove unnecessarily restrictive if other topics for surveys might be preferred in future years.  Note that you should not disaggregate learning outcomes unless such disaggregation leads to discernible and important differences in the assessment criteria to be applied. In other words, avoid stating as separate specific outcomes what are in effect different examples of the same more general outcome: An example Select linguistic data for analysis and evaluation could be disaggregated into the following two outcomes: Select spoken data for analysis and evaluation Select written data for analysis and evaluation However, there is little point in breaking down the concept linguistic data into two outcomes instead of one unless the spoken data is going to be assessed using very different criteria from the written data.  e. Be expressed in simple language: Write outcomes which are easily comprehensible to non-academics (eg employers and students). Avoid academic jargon: An example Use linguistic techniques and methodologies to evaluate the communicative impact of phonetic, syntactic and semantic variation within pragmatic discourse This outcome would be better understood by stakeholders such as students and employers if it were reworded as follows: Judge the effectiveness of examples of spoken and written human communication by applying basic linguistic principles  f. Be expressed in objective language: Outcomes are objective statements and should not contain evaluative words. Therefore avoid using words such as good, adequate, effective, successful etc. Such evaluative language belongs to the assessment or performance criteria which enable examiners to judge whether the outcomes of modules have been achieved at the appropriate level (see section 2.4). g. Avoid reference to process: Traditional course objectives are frequently written in terms of input, process and the student experience (eg Upon completion of this module, students will have undertaken a project). Learning outcomes on the other hand focus on what the student knows and is able to do at the end of the learning experience so the focus is on the outcome and not the activity: An example. Write will be able to reproduce copies of documents and data in preference to is able to operate a photocopier.  Ensure that the learning outcomes are at the appropriate level UK Quality Code for Higher Education Part A, Chapter A6 Assessment of Intended Learning Outcomes Expectations: Higher education providers ensure the assessment of students is robust, valid and reliable and that the award of qualifications and credit are based on the achievement of the intended learning outcomes.  Use the University module descriptors (adapted from the QAA qualification descriptors) as a guide to determine the appropriate level. Within module specifications, the NQF descriptors should be used as follows: All foundation level modules should be tested against HE1 descriptors All intermediate level modules should be tested against HE2 descriptors All advanced level modules should be tested against HE3 descriptors All masters level modules should be tested against HE4 descriptors. As an example, take the four learning outcomes contained in the example from an English Language module (section 1.3 pages 3 and 4) and see how easily they map onto the HE1 descriptors in Appendix A: Module OutcomesHE1 Descriptors1.Analyse visual and written material using the basic principles of semiotic and linguistic analysis.Knowledge of the underlying concepts and principles associated with their area(s) of study.2. Judge the effectiveness of specific examples of human communication through application of basic semiotic and linguistic principles.Interpret the knowledge and understanding within the context of the area(s) of study. Make sound judgements in accordance with basic theories and concepts of their subjects(s) of study.3. Encode and decode English words and sentences using simple phonemic transcription.Interpret the knowledge and understanding within the context of the area(s) of study.4. Demonstrate competence in report writing.Develop lines of argument. Communicate the results of their study/work accurately and reliably, with structured and coherent arguments. Ensure that the learning outcomes align with subject benchmarks Note that many of the benchmark statements appear to differ from each other in many respects. For example, some contain statements of standards both at the threshold (minimum requirement for honours) and at modal (attainment of typical student whose results fall into the main cluster) levels. Others do not. However, most use the same categories of outcome statement as those proposed in this handbook, namely: Knowledge & understanding including Intellectual (cognitive) abilities. Abilities and other attributes: Subject-specific practical/professional skills. Transferable/key skills. Note that benchmark statements provide a template for checking and reviewing pre-designed course and module outcomes you should not transport or copy outcomes from benchmark statements into either programme or module specifications. As an example, take again the four learning outcomes contained in the example from an English Language module (section 1.3 page 5) and see how easily they map onto selected benchmark statements for English: Module OutcomesSubject benchmark statements for English1.Analyse visual and written material using the basic principles of semiotic and linguistic analysis.Knowledge of the structure, levels and discourse functions of the English Language Critical skills in the close reading and analysis of texts The capacity to analyse and critically examine diverse forms of discourse2. Judge the effectiveness of specific examples of human communication through application of basic semiotic and linguistic principles.Rhetorical skills of effective communication and argument, both oral and written Skills in critical reasoning3. Encode and decode English words and sentences using simple phonemic transcription.Knowledge of useful and precise critical terminology and, where appropriate, linguistic and stylistic terminology4. Demonstrate competence in group report writing.Competence in the planning and execution ofproject work The ability to work with and in relation to others through the presentation of ideas and information and the collective negotiation of solutions Ensure that learning outcomes map onto the course outcomes For an examination of course outcomes consult section 2.2 of the sister manual entitled Designing Programme Specifications. Programme specifications show how modules are combined into whole qualifications. However, the programme specification is not an aggregation of module outcomes. It relates to the learning and attributes developed by the course as a whole which should be more than the sum of its parts. In the process of curriculum design, the design of course outcomes therefore precedes that of module outcomes. You might consider adopting the following sequence of actions: Step 1: Write the course outcomes. Step 2: Determine the courses constituent modules. Step 3: Write the module outcomes Step 4: Map the course outcomes against module outcomes to ensure overall completeness and coherence: Module AModule BModule CModule DModule EModule FProg Spec LO 1 ((Prog Spec LO 2((Prog Spec LO 3((Prog Spec LO 4((( This top-down approach will help to avoid the risk of fragmentation of the curriculum and will ensure that the learning outcomes defined within the programme specification will be reflected in the learning outcomes of the core modules that comprise the course, thereby helping to ensure a consistency of structure, ethos, and educational practice. NB: It is important for the purposes of QAA discipline audit trails (DATs) that all course outcomes are transparently delivered via the assessment of the module outcomes. It is therefore essential that course regulations should ensure that all graduates/diplomates will have achieved all the course outcomes and that application of University regulations relating to condonement will not allow students to qualify having been condoned in key modules (ie modules which effectively serve to deliver course outcomes) which they have in fact failed. Stage 2: Design aN INCLUSIVE module learning strategy The aim in selecting an appropriate learning strategy is to empower the learner to produce high quality evidence to demonstrate achievement of learning outcomes. A key distinction is to identify the learning which is best undertaken on an individual basis and that which is best undertaken collaboratively: IndividualCollaborativeLecturesGroup discussionsPersonal tutorialsGroup exercisesPrivate studyWorkshopsIndividual assignmentsGroup projectsIndividual projectsDebatesIndividual presentationsSimulationsPractice-based supervisionGroup presentationsC&IT-based self-study materialsOn-line discussions/ bulletin boards etc As with the design of the module assessment strategy, you should, when planning the module learning strategy, ask whether any category of disabled student might be disadvantaged by the type of learning activities you wish to use (see section 2,4 above). If you intend to use lectures, seminars and tutorials, you may wish to address (some of) the following questions: How do staff become aware of the implications of a particular disability on an individual students teaching and learning needs? What is the overall procedure for ensuring that the delivery of lectures and seminars/tutorials is flexible and versatile to meet the individual needs of students with a range of disabilities? Is module documentation made available well in advance of lectures and seminars and has a systematic approach been taken to make it available in an accessible format for a range of disabilities? What arrangements are to be made where the following apply: Some students may utilise assistive technology or employ medical and non-medical helpers to support them? A wheelchair user does not wish to feel left out or marginalized by a lecture or seminar room layout? A student with a speech impairment may want another student to ask their questions? Students may require additional support to prepare presentations? Having two people talking at once will disadvantage someone with a hearing impairment? A lip reader or a student with a visual impairment may want to be introduced to the student group and have some ground rules set down for communication etc? Students and sign language interpreters may need short rest breaks? Will a variety of teaching and learning methods be used supported by accessible written and visual material? Will the material displayed on electronic presentation packages, OHP transparencies etc including graphs and charts be explained orally? Are they available in written form for transcribing purposes? If you intend to use laboratories, workshops and other practice-based environments, you may wish to address (some of) the following questions: How do staff become aware of the implications of a particular disability on an individual students teaching and learning needs? How do staff become aware of the reasonable adjustments required to make laboratories, workshops and other practice-based environments accessible while remaining in line with health and safety legislation? Are there circumstances where reasonable adjustments are not possible? Can they be substituted by alternative ways of meeting the required outcomes (eg via a virtual environment)? Will the module documentation be made available well ahead of sessions? Will a systematic approach be taken to make module documentation available in an accessible and plain language format for a range of disabilities? Is the learning environment supported with any specialist technology (eg induction loops, screen reading software, CCTV, magnification aids etc)? Will disabled students be provided with an individual orientation to the laboratory, workshop or other practice-based environment? Has an audit of the suitability of all floor and work surfaces, seating arrangements, equipment, handles, display features, lighting etc been conducted to support the making of reasonable adjustments? Where fixed features are fitted (eg heavy equipment, fume cupboards, sinks etc, could a range of safe standing or sitting surfaces be provided? Will it be necessary to relocate door handles and/or shelving for disabled students with restricted reach? Will it be necessary to change the width of benches to allow a disabled person to have a controlled reach of electrical power points, taps and other controls? Are the corridors between benches sufficiently wide to allow someone with a physical disability or a wheelchair user along them? Will it be possible to provide individual adjustable workstations for disabled students to reflect their needs and the tasks being performed? Is there a need to acquire specialist equipment or modify existing equipment? If you intend to use computers, displays and printouts, you may wish to address (some of) the following questions: What arrangements can be made for computer-based assessments? Has an accessibility review been made of computer monitors, measurement markings, LED and other equipment displays? Are the display characters and symbols in a Sans Serif font, point size 12 or above, using adequate line spacing and in an accessible colour contrast between text and background? Is there a clear delineation between potentially confusing characters such as O and 0, S and 5 etc? Stage 3: Design the assessment strategy Module assessment strategies should promote validity, reliability, economy and inclusivity of assessment: Promote validity of assessment by determining type of assessment It is important that you ensure the validity of assessment by deciding which assessment strategy is most appropriate for the particular learning outcome/s in question. For example it would not be appropriate to assess learners ability to give an oral presentation by asking them to write an essay on the subject. You should consider different approaches to assessment when describing and assessing learning outcomes. Broadly, three approaches are used: Norm-referenced (the most common form of assessment in higher education) Ipsative (or personally-referenced) Criterion-referenced a. Norm-referenced: Norm-referenced assessment measures the progress of the learner with reference to a group. A graduate with a first-class Honours degree is amongst the top 5 10% of graduates. Degree courses are principally based on outcomes expected by teachers and measured using norm-referenced systems. What such systems cannot tell you with any precision is what the students know, understand or can do. A graduate from one institution will know very different things from a graduate in the same subject from a different institution, even if they will be of a roughly similar quality in some general sense. b. Ipsative: Ipsative or personnally-referenced assessment uses several indices and measures the progress of the learner with reference to his or her own starting point rather than by comparison with others (norm-referenced) or by reference to a standard (criterion-referenced). Ipsative assessment therefore tends to be used in modules which focus on the personal development of the individual learner and which require students to reflect on and to evaluate their own practice. Students often use learning logs or diaries as learning aids and submit portfolios and/or reflective commentaries for assessment. c. Criterion-referenced: Criterion-referencing may apply to either non-graded or to graded modules. In the case of non-graded modules, students will be judged on a pass-fail basis. Criterion-referenced assessments use a number of indices to produce a profile of the achievement of each individual learner against a set of specified criteria or performance standards. Such assessment is therefore concerned with how an individual has performed quite independently of how others have performed. There are some subject areas in education where criterion-referenced assessment would make more sense than norm-referenced. Instead of being able to say about a course Those who have passed this course are among the best 80% in their class, it would be possible to say Those who have passed this course know, understand and can do the following In the case of graded modules, criterion-referencing may be used to distinguish, say, a first, an upper second, a lower second and a pass. In such cases it is more likely that students will be allocated a grade (A+, B-, C etc) rather than a percentage. (An example of a criterion-referenced grading scheme is given in Appendix B) Note that the module learning outcomes (along with the assessment criteria) provide a form of criterion-referencing in that the learning outcomes provide the basis for making a pass/fail judgement (and thereby the basis for making a decision concerning the award of credit). The outcomes and criteria that appear in a module specification do not provide a mechanism for making grading or percentage marking decisions. You should ensure that all learning outcomes should not only be assessed but also (in the case of graded modules) consider assigning an assessment weighting which indicates the priority assigned to the learning outcome in the overall assessment of the module. The weightings can be particularly important when calculating grades for the module. It is of course possible (and straightforward) to assess a piece of work holistically and to allocate either a mark (using norm-referencing), or a grade (using grade criteria such as the example in Appendix B) An alternative method (and one which more directly reflects the assessment of outcomes) is to award a mark or grade which represents the total of the weighted marks awarded to the achievement of each outcome. In order for this system to work simply and effectively, the following features are essential: The outcomes should be few in number. Each outcome should be focal to the module. Each outcome should contribute a significant weighting towards the final assessment. An example If a module has, say, three learning outcomes: LO1 which relates to interpretation of subject knowledge. LO2 which relates to analysis of subject content. LO3 which relates to groupwork performance.  LO 1 is assessed by a one hour examination, whilst LOs 2 and LO3 are assessed by a group report. The assessments are weighted as follows: The examination (addressing LO1) carries a weighting of 40% The report carries a weighting of 60% of which: 40% is allocated to LO2. 20% is allocated to LO3. If a student is awarded 55% in the exam (LO1), 60% for the analysis of subject content in the group report (LO2), and 45% for contribution to the production of a group report (LO3), then the final mark would be calculated as follows: LO1: 40/100 x 55 = 22. LO2: 40/100 x 60 = 24. LO3: 20/100 x 45 = 9 Final mark = 55% (22 + 24 + 9). NB: University regulations allow for compensation between learning outcomes and do not insist that learners achieve the standard (eg 40%) in every single outcome.  Promote reliability of assessment by writing assessment criteria Assessment criteria provide: clear indications of how achievement of learning outcomes may be demonstrated. a framework for assessing to a standard. a framework for giving feedback to learners. In each module, the learner will have to demonstrate adequate knowledge, understanding and ability before credit is awarded: demonstrate means the production of evidence (generated by the assessment strategy). knowledge, understanding and ability are defined by the learning outcomes. adequate may be defined by criteria. Criteria build into modules the concept of standards. These serve two related purposes: They clarify to learners how their work will be judged (irrespective of which tutor is teaching and/or assessing them) and how feedback may be given. They minimise any disparity in the ways a module will be assessed by different tutors (ie they contribute to the reliability of assessment). Criteria, then, provide a framework for assessing to a standard. However, they should not constitute a straightjacket. It is important to ensure that criteria are not too detailed, prescriptive or narrowly defined. You should ensure that there is sufficient fuzziness around criteria to allow for individual needs, creativity, imagination, negotiation etc. Before writing assessment criteria, the module designer must firstly decide what evidence (eg products, assignments, examination answers etc) is acceptable to demonstrate that the learning outcome(s) has/have been achieved, and secondly ask what are the important/essential features of that evidence which show that the necessary standard has been attained. The four stages in writing assessment criteria are as follows: Stage a: Identify the learning outcome(s) Stage b: Decide on the evidence Stage c: Determine the essential features of the evidence Stage d: Write the criteria An example Stage a: Identify the learning outcome(s): The learner will be able to analyse the rationale for and nature of company objectives. Stage b: Decide on the evidence Learners will produce as evidence a report comparing the rationale for and nature of the company objectives of two contrasting organisations Stage c: Determine the essential features of the evidence There should be evidence of: Choice of contrasting objectives. Clarity of understanding. In-depth analysis. Good report writing skills. Stage d: Write the criteria An in-depth analysis is carried out based on a clear understanding of different categories of objectives. School/Department-wide criteria for good report writing skills are demonstrated.  Note (in the above example) that, unlike learning outcomes which are written using objective, non-evaluative language, criteria incorporate evaluative words such as in-depth, clear and good which give room for examiners to exercise professional judgement. The assessment criteria included in a module specification provide a framework for giving feedback to students on their assessed work, and can be easily translated into assessment feedback forms: For example, consider the following criteria for the assessment of a group report which provides evidence of achievement of the following learning outcome: Judge the effectiveness of specific and contrasting examples of human communication through application of basic semiotic and linguistic principles Assessment Criteria for the written group report: Texts exhibiting suitable contrasting features (both visual and written) are selected for analysis and evaluation. Semiotic and linguistic techniques are used appropriately to describe, analyse and evaluate the communicative and stylistic effectiveness of the selected text. The written report meets departmental criteria for good group report writing (including clarity, coherence, appropriate use of terminology, and accessibility of structure and style). The report meets departmental criteria for effective groupwork.  (For an example of a simple assessment feedback form constructed round the above criteria, see Appendix C) Promote economy of assessment by checking resource implications Not only is it necessary to promote validity of assessment (by designing assessment strategies most appropriate to the demonstration of achievement of outcomes) and reliability of assessment (by using learning outcomes together with assessment criteria), it is also important to strive for economy in assessment. This is achieved by undertaking an analysis of the resource implications (both in terms of staff and student workload) of the assessment strategy to be adopted in determining whether or not module learning outcomes have been achieved. Always bear in mind that the seemingly most valid form of assessment (eg portfolios to assess work-based learning) might turn out to be the most cost-intensive. A Case Consider once more the learning outcomes for the module in English Language described in section 1.3 on pages 2 and 3. It would be possible to assess the learning outcomes using the following assessment strategy: a one-hour examination to test understanding of key concepts a simple practical test in phonemic transcription skills three brief (1,000-word) written reports to test ability to use semiotic and linguistic principles to judge the communicative effectiveness of texts. The staff hours devoted to assessment of 60 students could be calculated as follows: 60 examinations at 30 minutes per script = 60 hours 60 phonemic texts at 10 minutes per test = 10 hours 3 x 60 reports at 20 minutes per report = 60 hours Total hours = 130 hours. An alternative assessment strategy might comprise (a) a one-hour multiple choice examination set using Question Mark to test understanding of key concepts and recognition of phonemic symbols (b) a 3,000-word group report to test ability to use semiotic and linguistic principles to judge the communicative effectiveness of texts. The staff hours devoted to assessment of 60 students could be calculated as follows: 10 group reports at 40 minutes per report = 7 hours Total hours = 7 hours  Promote inclusivity of assessment by making any reasonable adjustments necessary not to disadvantage students with disabilities. The terms of the Special Educational Needs and Disabilities Act 2001 (SENDA) are based on the principle that disabled students should receive full access to education and should have the same opportunities as non-disabled people to benefit from whatever provision is available. The legislation requires that reasonable adjustments should be applied to prevent disabled students being placed at a substantial disadvantage in comparison to students who are not disabled. Additionally section 5.6 of the SENDA Code of Practice the universities should not wait until a disabled person applies to do a course or tries to use a service before thinking about what reasonable adjustments should be made. Instead they should continually be anticipating the requirements of disabled students and the adjustments they could be making for them. This has implications for module assessment strategies. When designing the assessment strategy, you should ask whether any category of disabled student might be disadvantaged by the type of assessment/s you wish to use. UCAS identifies categories of disabled students as follows: specific learning disability such as dyslexia; blindness or partial sightedness; deafness or hardness of hearing; wheelchair use or mobility difficulties; Autistic Spectrum Disorder/Asperger syndrome; mental health difficulties; disabilities that cannot be seen (eg diabetes, epilepsy, AIDS, ME). Questions you might think of asking in order to ensure that your module assessment strategy is as SENDA-compliant as possible include: Is the assessment strategy flexible enough to allow an individual response to the specific individual requirements of a disabled student? Are students given the option to demonstrate achievement of learning outcomes in alternative ways eg through problem-based assessment, signed presentations, viva voce examinations, audio-visual material, performance etc? When self and/or peer assessment is used for formative and summative assessment, what guidance is provided to students to ensure that there is full understanding of the ramifications of a range of disabilities on verbal presentation, language, grammar, posters and performance etc for feedback to peers? What reasonable adjustments can be made to practice-based assessments (eg for fieldwork, placement, laboratories, workshops etc) to ensure parity of assessment opportunities for disabled students? Where a students assessment relies upon on-line discussions (eg through a virtual learning environment), how is parity of opportunity and independence of use assured? Are there ways in which previously untried assessment methods can be utilised and evaluated in a formative way as a precursor to their adoption for summative purposes? Stage 4: Check the module credit rating The standard University module: Contributes one sixth of a full-times learners annual assessment Corresponds to 200 hours of learning experience at undergraduate level and 300 hours at postgraduate level Is worth 20 credit points at undergraduate level and 30 credits at postgraduate level - ie 1/6 of a full years total of 120 credits (undergraduate) or 180 credits (postgraduate). Is normally delivered over one academic year Modules rated at 20, 30 and 40 credits are permissible. However, modules rated at 10 credits are only permitted if approved by University Teaching & Learning Committee (UTLC). evaluatE the module specification Criteria relating to learning outcomes: Are the module outcomes consonant with the outcomes of the relevant QAA subject benchmark statement? Do the outcomes accurately reflect the level of the course or module and are they consonant with the QAA qualification descriptors? Are the module outcomes consonant with the outcomes contained within the Programme Specification? Do the outcomes avoid reverence to process? Are the outcomes specific enough to be meaningful and measurable? Are the outcomes general enough not to be over-prescriptive and mechanistic? Are the outcomes clear and easy (for students and employers) to understand? Are the outcomes expressed using objective (ie non-evaluative) language? Are the outcomes expressed using measurable verbs? Have the outcomes been restricted to those which are central to successful completion of the module Are all the outcomes clearly linked to the module assessment strategy? Does each outcome contribute a weighting to the assessment of the module Criteria relating to assessment criteria: Are assessment criteria used to describe the important features of expected student performance? Does each assessment criterion contain an evaluative word or phrase indicating where the examiner is required to exercise judgement? Do the assessment criteria provide an effective framework for providing student feedback? Do the learning outcomes and assessment criteria combine to provide an effective standard for the module? Criteria relating to assessment strategy: Does the assessment strategy promote validity, reliability, economy and inclusiveness? Criteria relating to learning strategy: Does the learning strategy promote inclusiveness in line with the Special Educational Needs and Disabilities Act (SENDA) 2001? APPENDIX A: NQF LEVEL DESCRIPTORS 1. Foundation level The holder of a Certificate of Higher Education will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems. He or she will be able to communicate accurately, and will have the qualities needed for employment requiring the exercise of some personal responsibility. Knowledge and UnderstandingKnowledge of the underlying concepts and principles associated with their area(s) of studyAbility OutcomesInterpret the knowledge and understanding within the context of the area(s) of studyPresent and interpret qualitative and quantitative dataDevelop lines of argumentMake sound judgements in accordance with basic theories and concepts of their subjects(s) of studyEvaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or workCommunicate the results of their study/work accurately and reliably, with structured and coherent arguments 2. Intermediate level Holders of qualifications at this level will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation enabling them to perform effectively in their chosen field. They will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision making. Knowledge and UnderstandingCritical understanding of the well-established principles of their area(s) of study and of the way in which those principles have developedKnowledge of the main methods of enquiry in their subject(s)An understanding of the limits of their knowledgeAbility OutcomesApply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment contextEvaluate critically the appropriateness of different approaches to solving problems in the field of studyUse a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysisEffectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences; and deploy key techniques of the discipline effectively 3. Honours level An honours graduate will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively. An honours graduate should have the qualities needed for employment in situations requiring the exercise of personal responsibility and decision-making in complex and unpredictable circumstances. Knowledge and UnderstandingA systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a disciplineAppreciation of the uncertainty, ambiguity and limits of knowledgeAbility OutcomesDeploy accurately established techniques of analysis and enquiry within a disciplineDevise and sustain arguments, and/or solve problems, using ideas and techniques, some of which are at the forefront of a disciplineDescribe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the disciplineManage their own learning, and make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline)Apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding; and to initiate and carry out projectsCritically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), formulate judgements, and frame appropriate questions to achieve a solution or identify a range of solutions to a problemCommunicate information, ideas, problems, and solutions to both specialist and non-specialist audiences Masters level A masters graduate will have originality in the application of knowledge and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively and they will show originality in tackling and solving problems. They will have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative in complex and unpredictable professional environments. Knowledge and UnderstandingA systematic understanding of knowledge and a critical awareness of current problems which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice.A comprehensive understanding of techniques applicable to their own research or advanced scholarship.Originality in the application of knowledge together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. Ability OutcomesEvaluate critically current research and advanced scholarship in the discipline.Evaluate methodologies and develop critiques of them and, where appropriate, propose new hypotheses.Deal with complex issues both systematically and creatively, make informed judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-specialist audiences.Demonstrate self-direction and originality in tackling and solving problems and act autonomously in planning and implementing tasks at a professional or equivalent level. APPENDIX B: EXAMPLE OF CRITERION-REFERENCED GRADING SCHEME FOR RESEARCH PROJECT AIMS & OBJECTIVESINFORMATIONANALYSIS & DISCUSSIONCONCLUSIONSPRESENTATIONGRADE A 70% + OutstandingWell developed hypothesis/research report objectives. Subject valid & interesting. Purpose clearly stated. Imaginative but not overambitious. Obvious signs of originalityUse of wide range of appropriate and well-researched contemporary information. Well structured and leads to clear synthesis of materialAll information analysed. Relevant to purpose; well planned with appropriate scale; well communicated. Alternatives carefully considered. Highly appropriate presentation of data. Full statistical analysis if appropriate.Clear, convincing, logical, imaginative. Obvious originality and contribution. Conclusions easily pass the "so what" test. Very clearly related to aims.Fully and appropriately illustrated. High quality writing style and overall layout. All information integrated giving a natural, logical flow to the work. Easy to read.GRADE B 60% - 69% Above averageHypothesis/research report objectives may need marginal adjustment. Subject valid & interesting. Aims stated may be a little overambitious or unfocussed in scope. Some degree of originalityGood coverage of major and most obvious information. Structure less well developed so impact more limited but still has purpose.Relevant and well planned with appropriate methods but may be too large, too small, inconclusive irrelevant. Presentation of findings not always appropriate. Insufficient statistical analysis. Most of information analysed.Good structure and well developed argument. Conclusions presented in a manner indicative of intellectual rigour. Clearly related to aims. Good originality.Good use of illustrations. Writing style and layout good, few grammatical and spelling mistakes. Good attempt at integrating information, but doesn't always flow logically.GRADE C 50% - 59% AverageSubject valid but some shortcomings in awareness of purpose, scope or scale of project. Little originality.Some knowledge of relevant information but not well used and some vital information missed. Sequencing may need attention.Is potentially relevant and reasonably planned and executed. Alternatives rejected without full analysis o their likely contributions. Mainly inappropriate presentation of data. Little statistical analysis. Some of data analysed.Adequate structure and argument. Conclusions presented in a straight-forward manner. Some originality.Some use made of appropriate illustrations. Writing style and layout not always correct: several mistakes in grammar and spelling. Some attempt at integration of material.GRADE D 40% - 49% SatisfactoryConfusion in purpose and aims but project nonetheless has the potential to be meaningfulInsufficient use of relevant information. No factual errors as such but clarity lacking. Provides weak underpinning.Weak choice of method in addition to being poorly planned and executed. Relevance clearly questionable. Presentation weak. No statistical analysis even where appropriate. Most of data not analysed.Some overall structure but argument sometimes irrelevant, illogical or with unsupported assertations. Overall weak/perfunctory; little originality.Minimal use of appropriate illustrations. Writing style and layout only just satisfactory: grammar and spelling weak. Little logical flow throughout.GRADE E 30% - 39% ReferConsiderable confusion in purpose and aim. Project may not be validExcessive use of irrelevant information and/or no use at all of relevant information. May be factual errors. Underpinning non-existent.Inappropriate and/or misapplied.No developed argument and misunderstanding of issues involved. No contribution identified or possible.Illustrations mainly inappropriate or lacking. Excessive numbers of spelling and grammatical errors. Layout poor. Difficult to follow logic through the work.GRADE F Below 30% FailNo validity to projectInsufficient and relevant information.Lack of analysis and discussion.Not evident.Illustrations only used as decoration or none at all when subject demands them. Grammar, spelling and layout unacceptable. No integration of information: virtually impossible to read. APPENDIX C: ASSESSMENT FEEDBACK FORM BASED ON ASSESSMENT CRITERIA LANGUAGE IN USE : ASSESSMENT FEEDBACK FORM Students name: Overall Grade:  Key A Outstanding in all respects B Some very good features C Satisfactory overall D Some serious inadequacies E Inadequate in most respects  Group Report ABCDESuitability of chosen texts for contrast and analysis  Comment Use of semiotic/linguistic techniques to analyse the communicative and stylistic effectiveness Comment Quality of report (clarity, coherence, appropriate use of terminology, accessibility of structure and style)  Comment Evidence of effective groupwork  Comment  General Comments  APPENDIX D: MODULE SPECIFICATION TEMPLATE 1. Module Code 2. MODULE TITLE 3. Schools involved in delivery 4. Name of Course(s) 5. Module Leader 6. Location 7. Module Type 8. Credit Rating 9. Level 10. Learning Methods 11. Pre-requisites 12. Recommended Prior 13. Co-requisites 14. Shared Teaching 15. Professional Body Requirements 16. Graded or Non Graded 17. Barred Combinations 18. Synopsis 19. Learning Strategy 20. Outline Syllabus 21. Learning Outcomes Knowledge and Understanding Outcomes Ability Outcomes 22. 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