The Module and Programme Development Handbook: A Practical Guide to Linking Levels, Outcomes and Assessment Criteria

Book Cover......Page 1
Title......Page 2
Copyright......Page 3
Contents......Page 4
Preface......Page 9
The development of the ideas of programme structure......Page 11
The situation now......Page 19
General introduction to the book......Page 22
Some notes on the use of words......Page 23
Introduction......Page 25
Introduction......Page 29
The background to levels in higher education......Page 31
Level descriptors......Page 34
The relative standard of level descriptors......Page 35
Credit level descriptors......Page 36
QAA National Qualifications Framework qualification descriptors......Page 39
The conceptual difference between credit level descriptors and qualification descriptors......Page 40
Theoretical issues......Page 42
Practical issues......Page 47
Introduction......Page 50
Level descriptors provide a structure for the design of higher education provision......Page 52
Level descriptors can act as indicators of standards in multidisciplinary or non-traditional programmes......Page 53
Level descriptors provide a means of communication about higher education......Page 54
Level descriptors are used in curriculum design and development......Page 56
Level descriptors are a tool for staff development......Page 57
Concluding comment......Page 59
Introduction......Page 60
The history of ideas......Page 61
The role of learning outcomes......Page 63
Some related developments: subject benchmarks and programme specifications......Page 64
Definition and examples of learning outcomes......Page 66
The categorization of learning outcomes......Page 70
Learning outcomes, aims and objectives......Page 71
The components and language of learning outcomes......Page 74
Learning outcomes and their location at minimum/threshold standard......Page 81
Learning outcomes and assessment: some further points......Page 85
Using desirable or aspirational learning outcomes......Page 86
Introduction......Page 88
The place of assessment criteria in current higher education......Page 90
The issue of precision......Page 92
Definitions of assessment criteria......Page 93
Writing assessment criteria......Page 94
The relationship between the two types of assessment criteria and learning outcomes......Page 95
Writing threshold assessment criteria......Page 97
Writing grade assessment criteria......Page 99
Using desirable or aspirational statements to guide the writing of grade assessment criteria......Page 100
Weighting assessment criteria......Page 101
More generalized forms of assessment criteria......Page 104
The vocabulary of assessment criteria and learning outcomes: a tale of dubious interpretation......Page 114
Introduction......Page 116
The wider role of assessment......Page 118
Some ideas that underpin the development of assessment methods......Page 120
The role of choice of approach to learning......Page 124
Development of understanding of knowledge......Page 127
Peer and self assessment......Page 130
Developing assessment criteria with students for tutor, self or peer assessment......Page 133
Assessing students in groups......Page 134
Assessing processes in academic work: oral presentations......Page 136
Assessing processes in academic work: reflective writing or learning journals......Page 138
Introduction......Page 143
Programme specifications: an overview......Page 144
, programme outcomes and teaching, learning and assessment sections .........Page 146
Programme specification and the representation of standards......Page 147
Incorporating benchmark information into the programme specification: some general points......Page 148
Writing educational aims of the programme......Page 149
Writing programme outcomes......Page 150
Programme specification, coherence and sums of parts......Page 153
Multidisciplinary and modular programmes......Page 154
Developing coherence in multidisciplinary programmes......Page 155
Some principles for developing coherence......Page 156
Some mechanisms for developing coherence......Page 157
Conclusion......Page 158
Programmes, modules, courses, teaching and learning......Page 159
A sequence for consideration of module development and for staff development purposes (Chapter 2, page 15)......Page 160
Levels and level descriptors (Chapter 3, page 19)......Page 161
Aims and learning outcomes (Chapter 5, page 50)......Page 164
Assessment criteria (Chapter 6, page 79)......Page 166
Assessment methods and teaching strategies (Chapter 7, page 107)......Page 168
Notes on the use of the descriptors......Page 170
Key/transferable skills (generic)......Page 171
Cognitive/intellectual skills (generic)......Page 172
Practical skills (subject specific)......Page 173
Key/transferable skills (generic)......Page 174
Development of knowledge and understanding......Page 175
Key/transferable skills......Page 176
Development of knowledge and understanding......Page 177
Key/transferable skills......Page 178
Practical skills......Page 179
General C (Certificate) descriptors......Page 180
General H (Honours) descriptors......Page 181
General M (Master\'s) descriptors......Page 183
General D (Doctoral) descriptors......Page 184
SEEC level 1/QAA Certificate level (C)......Page 185
SEEC level 3/QAA Honours level (H)......Page 186
Postgraduate levels: SEEC/QAA descriptors at SEEC Master’s and taught doctorate and QAAM and D......Page 187
Conclusion......Page 188
1.00......Page 189
2.00......Page 190
3.00......Page 191
1.00......Page 193
3.00......Page 194
Glossary......Page 196
References......Page 197
Index......Page 201