By Jennifer Moon
This e-book exhibits easy methods to layout and increase academic programmes which are associated, logical and profitable, with clear, step by step information at the procedures concerned. It exhibits tips on how to increase classes that effectively meet caliber and review standards (including these set through the standard coverage Agency), and gives a path map in the course of the a number of parts concerned. The author indicates how one can layout modules with basically outlined degrees for evaluation, results and caliber standards, and which meet typical educating and studying expectancies. constructed to be available, simple, systematic and useful, it truly is illustrated all through with examples and concise summaries. Key beneficial properties include:*clear, basic information on constructing a module*understanding degrees and point descriptors*setting goals and studying outcomes*developing evaluation equipment and criteria*devising instructing strategies*staff improvement activities*guidance on programme specification.
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Extra resources for The Module and Programme Development Handbook: A Practical Guide to Linking Levels, Outcomes and Assessment Criteria
I have suggested that there are conceptual differences between QAA qualification level descriptors and credit level descriptors. Institutions will feel the need to pay some heed to the qualification level descriptors because they represent the ‘language’ of any quality review procedures and they are the descriptors that the reviewers will use. However, such descriptors are not necessarily the best option, in terms of format and detail, to use to underpin programme design or to facilitate the writing of learning outcomes, and there may be a wish to use two systems for their different qualities.
In this case, the qualification descriptors will be of particular use. Level descriptors provide a structure for the design of higher education provision Levels and level descriptors provide a structure to higher education by giving a more practical meaning to the idea of progression in learning. It is most usual for students to complete a batch of modules at one level before proceeding to modules at the next level, but there can be exceptions to this. We have mentioned situations in which modules predominantly at one level are accompanied by a limited number of modules at a lower level.
Where we make reference to levels in the subsequent text, we will adopt the system of the SEEC credit level descriptors: levels 1, 2, 3, Master’s and taught doctorate. Theoretical and practical issues in the use of level descriptors Theoretical issues Dividing the issues in the use of level descriptors into those of a theoretical and those of a practical nature is a matter of convenience and organization. Level descriptors are only of interest for their practical meaning for the functioning of higher education, and hence the theory is only of interest for its practical implications.
The Module and Programme Development Handbook: A Practical Guide to Linking Levels, Outcomes and Assessment Criteria by Jennifer Moon