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

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ISBN: 9780749437459 | 0749437456
Cover: Nonspecific Binding
Copyright: 3/1/2002

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Modular course structures are now the norm in higher education. This book provides a step-by-step handbook on the processes involved in the design of modules and programs, showing how to successfully develop courses that meet quality, assessment and other key criteria. A comprehensive, concise and refreshingly straightforward guide, this book is a unique practical resource, covering the entire process of developing a module. It gives a clear overview of various elements and enables readers to develop successful structures for their own students. The handbook stresses the importance of designing modules that account for assessment, course outcomes and quality issues. Illustrated throughout with practical examples, case studies and concise summaries, the book will be relevant to everyone involved in designing, developing, administering or assessing courses. It is also available in a fully photocopyable ringbinder edition, with additional exercises and worksheets for use by faculty developers andthose working with groups of academics.

Preface

vii

Introduction: developing an outcomes basis for module development

(14)

Introduction

(1)

The development of the ideas of programme structure

(8)

The situation now

(3)

General introduction to the book

(1)

Some notes on the use of words

(2)

A map of module development

(4)

Introduction

(4)

Levels and level descriptors

(21)

Introduction

(2)

The background to levels in higher education

(3)

Level descriptors

(1)

The relative standard of level descriptors

(1)

The types of level descriptors, and some examples

(7)

Theoretical and practical issues in the use of level descriptors

(8)

Some uses of level descriptors

(10)

Introduction

(2)

Some uses of level descriptors

(7)

Concluding comment

(1)

Writing and using aims and learning outcomes

(29)

Introduction

(1)

The ideas behind learning outcomes

(6)

Definition and examples of learning outcomes

(5)

Learning outcomes, aims and objectives

(3)

Writing learning outcomes

(8)

Learning outcomes and their location at minimum / threshold standard

(3)

Learning outcomes and assessment: some further points

(1)

Learning outcomes in vocational programmes

(1)

Using desirable or aspirational learning outcomes

(2)

Writing and using assessment criteria

(28)

Introduction

(2)

The place of assessment criteria in current higher education

(3)

Definitions of assessment criteria

(2)

Writing assessment criteria

(9)

More generalized forms of assessment criteria

(10)

The vocabulary of assessment criteria and learning outcomes: a tale of dubious interpretation

105

(2)

Assessment methods and teaching strategy

107

(15)

Introduction

107

(2)

The wider role of assessment

109

(2)

Some ideas that underpin the development of assessment methods

111

(4)

Assessment drives learning: the implications for assessment and teaching strategy

115

(7)

Specific techniques and methods in assessment

122

(13)

Introduction

122

(1)

Peer and self assessment

122

(3)

Developing assessment criteria with students for tutor, self or peer assessment

125

(1)

Assessing students in groups

126

(3)

Assessing processes in academic work: oral presentations

129

(1)

Assessing processes in academic work: reflective writing or learning journals

130

(5)

The sum of the parts: some considerations on working at programme level

135

(16)

Introduction

135

(1)

Programme specifications: an overview

136

(2)

Pulling the description of programmes together in programme specifications: writing educational aims, programme outcomes and teaching, learning and assessment sections

138

(8)

Multidisciplinary and modular programmes

146

(4)

Conclusion

150

(1)

A summary of module development for reference and staff development purposes

151

(11)

Introduction to this chapter

151

(1)

Programmes, modules, courses, teaching and learning

151

(1)

A sequence for consideration of module development and for staff development purposes

152

(2)

Levels and level descriptors

154

(2)

Aims and learning outcomes

156

(1)

Assessment criteria

157

(3)

Assessment methods and teaching strategies

160

(2)

Appendix 1 SEEC level descriptors (revised version)

162

(10)

Notes on the use of the descriptors

162

(1)

HE level 1

162

(2)

HE level 2

164

(2)

HE level 3

166

(1)

Master's level

167

(2)

Taught doctorate

169

(3)

Appendix 2 Quality Assurance Agency Qualifications Framework qualification descriptors

172

(5)

General C (Certificate) descriptors

172

(1)

General I (Intermediate) descriptors

172

(1)

General H (Honours) descriptors

173

(2)

General M (Master's) descriptors

175

(1)

General D (Doctoral) descriptors

176

(1)

Appendix 3 Differences in implied level between SEEC credit level descriptors and QAA QF qualification descriptors

177

(4)

SEEC level 1 / QAA Certificate level (C)

177

(1)

SEEC level 2 / QAA Intermediate level (I)

178

(1)

SEEC level 3/QAA Honours level (H)

178

(1)

Postgraduate levels: SEEC / QAA descriptors at SEEC Master's and taught doctorate and QAA M and D

179

(1)

Conclusion

180

(1)

Appendix 4 An exercise to facilitate development of `depth' assessment criteria in reflective writing

181

(7)

Introduction

181

(1)

The presentation

181

(4)

Features of the accounts that are indicative of different levels of reflection

185

(3)

Glossary

188

(1)

References

189

(6)

Index

195

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

Summary

Table of Contents

Supplemental Materials