The eVision module specification
form is to be used for the development and approval of new and revised
undergraduate and postgraduate modules, whether stand-alone modules, or part of an
existing, new or revised programme of study.
The latest version (released in May 2010) of the eVision Module Specification Form provides for
- the development and approval of
a new module ab initio
- the development and approval of
a new module using an existing approved module as a
"shell"
- the revision and
approval of an existing approved module
The latest version also allows Quality Assurance team
administrators and the Schools' Directors of Learning and Teaching to use the amend
button on their screen to make minor amendments (e.g. correction of
typographical errors) to module proposals that have been submitted, without
returning the proposal to the originator/owner.
The old
"paper" Module
Specification Form has been withdrawn.
There is a separate
Process Guidance Note summarising the process by which a module is created, submitted and then approved
at School, Faculty and University levels, using eVision.
These Notes
- give guidance on how to complete
the various sections of the eVision Module
Specification Form. They take into account developments in the Codes
of Practice and the information required by the Faculty Learning and
Teaching Committees and required for entry to the Student and Course
Information System (SCIMS);
- supplement the The Academic Quality and Standards
Manual (AQSM), which remains the definitive statement of policy and
practice concerning the approval of new programmes,
courses and modules. Further advice may be obtained from the Quality
Assurance.
In order for a
Faculty Learning and Teaching Committee to give thorough consideration to a
module proposal, the linkage to the Intended Learning Outcomes defined in the Programme Specification, to the applicable level
descriptors (FHEQ2008), to the relevant subject benchmark (if any), and to the
Faculty Learning and Teaching strategy should be clear. In the case of a single
module or small cluster of modules, a School should supply separately
additional concise information to give this context, for example a table or
diagram summarising key features and showing the
place of the module in the course(s) or programme(s).
Guidance concerning individual sections of the Module
Specification Form
The Section
designations and the headings used in this Guidance Note correspond to those in
the eVision Module Specification Form. However, the
numbering (A1, etc.) does not appear on the eVision
Form.
The lists which
appear in the drop down menus are from the SCIMS database and include all
currently available options.
Section A: Module
Details Part 1
A1.
Is this for a New Programme?
Select Yes or No
from the dialogue box. Consequences: If Yes, then the module and the programme of which it is part will go through the Programme Approval Process – consideration by FLTC,
Approval Panel, & ULTC; if No, then the FLTC has delegated authority to
approve the new module as a minor change to a programme.
A2. Name of New Programme (where applicable):
If the answer to A1
was Yes, type in the name of the new programme. The name should be concise, but informative and
unique (within Keele).
A3. School Administering the Module / Domain:
Select the School
from the drop-down list. In the case of a module to be delivered by staff from
two or more Schools, select the School with management responsibility for the
module, usually the School providing the Module Leader (See A6).
Select the domain
(i.e. subject within the School) from the drop-down list.
Select the prefix
from the drop-down list.
Type in the module title, maximum 120 characters. The title should
be as concise as possible, but informative and unique (within Keele).
A6. Staff Member Responsible For Module:
Select the Module
Leader or member of academic staff responsible from the list in the drop-down
menu. This list is determined by the School selected previously (A3): the names
of all the School’s teaching staff should appear; should any not appear,
contact MIS.
A single, permanent
member of Keele staff must be nominated as tutor
responsible at the proposal stage, even if much of the teaching and assessment
will be carried out by a team, by sessional staff or by staff not yet in post.
Select the level
from the drop-down list.
The aims and
intended learning outcomes of a module must have a single specified level. Keele’s local designation of levels differs from the latest
version of the FHEQ (August 2008). The SCIMS options, with FHEQ-equivalents,
are:
- Pre-undergraduate
(also at Keele called Foundation Year or ‘level
zero’)
- Level 1
undergraduate (level 4 in the FHEQ2008)
- Level 2
undergraduate (level 5 in the FHEQ2008)
- Level 3
undergraduate (level 6 in the FHEQ2008)
- Level 4
Masters (also called ‘level M’) (level 7 in the FHEQ2008), including the
final year of extended (i.e. 4-year) Masters degrees
such as MPharm.
- Level 5
PG Doctoral (level 8 in the FHEQ2008)
Keele’s Foundation level (level 0) descriptor (2004) is given in Annex B. The descriptors
for the other levels are those defined in the Framework
for Higher Education Qualifications in England, Wales and Northern Ireland,
August 2008 (FHEQ2008). A précis of these descriptors is in Annex A to these Guidance
Notes.
Strictly speaking,
the FHEQ and Level 0 descriptors apply to qualifications, and by extension, to
whole years of full-time study. The Credit Level Descriptors developed by the
Southern England Consortium for Credit Accumulation and Transfer (SEEC) may be
found more helpful in applying the concept of academic level to individual
modules, and in programme development more
generally.
Type the number of
credits. One credit is the outcome of 10 hours of typical student effort. The
credit volume entered should conform to university regulations and to Faculty
and University strategy for module size, and must be consistent with the total
hours of student effort. But see A11 and A12.
Select the
appropriate type from the drop-down list.
Most undergraduate
and postgraduate modules will be type Standard, including bachelors
degree dissertations. The 60-credit postgraduate Masters
degree dissertation has its own type: Dissertation for
Masters. Final-year modules in an extended (‘undergraduate’) Masters degree are all of type ‘Undergraduate Masters Level
4’. Other module types provide programme-specific
assessment arrangements.
Select the marking
scheme from the list in the drop-down menu. This specifies the overall module
mark required for a pass and the award of credits. Most modules at levels 0-3
will have an overall pass mark of 40%: select ‘Module pass 40%’. Most modules
at level 4 Masters will have a pass mark of 50%: select ‘Module pass 50%’. The
other marking schemes are specific assessment schemes required in certain
Course Regulations.
Type the number of
hours of student effort allocated. In most cases this will be ten times the
credit volume (See A8). In some cases,
for example where the module involves significant amount of time for practice
learning, the total hours allocated may be larger. The actual total should be
given.
A11.a Scheduled
Learning and Teaching Activity Hours:
Type the total number of hours allocated to
Scheduled Learning and Teaching Activity.
A11.b Guided
Independent Study Hours:
Type the total number of hours allocated to
Guided Independent Study.
A11.c.
Placement/Study Abroad Hours:
Type the total number of hours allocated to
Placement/Study Abroad.
A12. Breakdown of Study Hours:
Free text. Provide a breakdown of the total study hours given in A11 between the
various modes of learning activity and assessment used in the module. Include
lectures, seminars, tutorials and other types of taught session; discussions
and supervision sessions; preparation periods for essays and presentations;
placement periods; assessments; and directed and private study. The level of
detail given should reflect the detail given in Section C (assessments), D
(learning outcomes and indicative content). For example, a 15-credit module
might have 150 study hours allocated, made up of 10 1-hour lectures, 4 1-hour
tutorials, 2 2-hour seminars, 30 hours tutorial and seminar preparation, 60
hours essay preparation, and 40 hours private study, and a 2-hour unseen
examination.
A13. This Module is to be approved for use with the following courses or
programmes as a Compulsory Core module:
Free text. Do not leave the field empty as this is a mandatory field.
Undergraduate and
postgraduate programmes: If the module is to be a
compulsory core module in any programme(s), type in
the name of the programme(s). Otherwise type
'none'.
A14. This Module is to be approved for use with the following courses or
programmes as an Optional Core module:
Free text. Do not leave the field empty as this is a mandatory field.
Undergraduate programmes: If the module is to be an optional core module
in any programme(s), type in the name of the programme(s). Otherwise type 'none'.
Postgraduate programmes: This category is not relevant. Type 'none'.
A15. This Module is to be approved for use with the following courses
or programmes as a Programme
Elective module:
Free text. Do not leave the field empty as this is a mandatory field.
Undergraduate programmes: If the module is to be a programme
elective module in any programme(s), type in the name
of the programme(s). Otherwise type 'none'.
Postgraduate programmes: This category is not relevant. Type 'none'.
A16. This Module is to be approved for use with the following courses or
programmes as an Approved Elective module:
Free text. Do not leave the field empty as this is a mandatory field.
Undergraduate programmes:
(i) If the module is to be an approved elective module in
any programme(s), type in the name of the programme(s). Otherwise type 'none'.
(ii) If the module
is to be approved as a Free Standing Elective, select Yes
from the drop-down list. Otherwise select No.
Postgraduate programmes:
(iii) If the module
is to be approved as an elective module in any programme(s),
type in the name of the programme(s). Otherwise type
'none'.
(iv) If the module is to be approved as a Free Standing module (e.g. for CPD or
as a 'taster'), select Yes from the drop-down list. Otherwise select No.
Section B: Module
Details Part 2
B1. Is this module suitable
for use as a Research Training module at Postgraduate level?
Select Yes or No.
B2. Barred combinations of modules, courses or programmes:
Free text. If the module is an Optional Core Module or an elective module, and if
there are modules which may not be taken with this module, for example because
of significant overlap in content or
inappropriate content or level, type in the Module Code and full Module
Title of any such modules. Otherwise leave the field empty.
Free text. Type in a brief statement of the Entry Requirements
for the module, for example any prerequisite modules or linked modules,
required subject background, or professional qualifications or experience. The
requirements should be consistent with the aims and level of the module.
For core modules in undergraduate programmes taken in the
first semester, entry requirements are assumed to be those for entry to the
course and need not be given here. For other modules any requirements additional
to entry or normal progression should be stated.
For elective modules, the Entry Requirements should be given
in full.
For postgraduate modules, the Entry Requirements should be
given in full.
B4. Normal duration of module:
Select from the drop-down menu. Normal
duration from first contact to last assessment.
B5. Intended first operation of module - Academic Year / Period:
Select from the
drop-down menus the semester(s)/trimester(s) and academic
year in which the new will be delivered for the first time.
Free text. Type a brief statement of the reasons why the module is
needed and of the impact of the module on the programmes that will use it.
Where the rationale for the new module is
part of the overall rationale for the structure and content of a new programme,
give a reference to the proposal documentation where the information can be
found.
If the new module is for one or more existing programmes,
explain briefly the impact on the balance of content and assessment, of choice
available to students, and of students’ attainment of the programme-level
learning outcomes.
Free text. Type in a succinct statement of the Aims
of the module.
The aims should indicate the purpose of the module and its
place in the programme(s). The stated aims must be consistent with, and
contribute to, the aims of the programme(s) of which the module is a part.
Typically the statement of Aims will be to achieve something,
for example: “The module aims to enhance the
students’ evidence based knowledge and analytical skills in assessing,
planning, implementing and evaluating the care that patients in critical care
and their families receive, taking into consideration both acute and chronic
conditions, and the context of contemporary healthcare policy.”
The aims must also be consistent, in both content and
wording, with the descriptors for the level of the module (see A7), and, where
appropriate, with the relevant subject benchmark statement.
If the aims relate explicitly to skills development, there should be clear
linkage to the employability skills identified as a module outcome (see E1) and to Keele’s guidelines on employability skills.
A worked example is
given below.
Order of entry
Unless there is a very good reason to do otherwise, enter the
assessments in chronological order because the order in which assessments appear on
the SCIMS Student Assessments (SAS) screen for the entry of marks will be the
same as the order in which they are listed in the module specification form
here.
C0. Number of assessments required
Enter the number of assessments in this module. Each of these
will correspond to a mark to be entered into SCIMS when students complete the
module. The system will then automatically create the empty assessment fields
for you to complete.
The number of assessment fields appearing on the screen will
be a multiple of 3. Note, however, that unless the number of assessments
specified matches exactly the number of assessments for which the details are
entered, there will be errors on the SCIMS Student Assessment Screen (SAS) and
it will not be possible to enter student marks correctly. If you change the number of assessments, when editing or
revising a module specification, check that the number of assessments is given
correctly.
The number and type of assessments should be sufficient to
demonstrate attainment of the learning outcomes. In section D1, each learning
outcome will be identified with the assessments that demonstrate attainment.
Warning: Do NOT
include formative assessments as distinct assessments unless (1) they are
integral to the assessment of an intended learning outcome (see Section D) and (2) it
is certain that the School will enter a mark for this assessment every time the
module is run. Explanation: Formative assessments included here will
appear on the SCIMS Student Assessments Screen (SAS) for the entry of marks,
and a mark will be required even though it does not contribute to the overall
module mark: if no mark is entered, SCIMS will not calculate the module
mark.
For each of the
assessments the six mandatory fields must be completed, see C2 to C7; the seventh field
provides for a more detailed description of the assessment.
If an assessment is
to be preceded by one or more formative assessments intended, for example, to
give students an opportunity to practice or to obtain feedback on their
progress but it is intended that no mark will be recorded formally, this should
be mentioned in the detailed description.
C1. Does this
proposal add to the diversity in assessment of the course or programme for which it is a core module?
Free text. Indicate briefly the impact of the new module on the balance and
variety of methods of assessment across the programme
as a whole, for example by introducing another type of assessment or by
reducing the dependence on a single type of assessment such as essays or unseen
examinations. If there is no significant change, state ‘no significant change’.
For each assessment, select the appropriate SCIMS assessment
type from the drop-down menu. If none of the types listed is an exact match to
the proposed mode of assessment, the closest match should be used. This
information does not affect the calculation of the module mark or the
pass/fail outcome.
Note that for the assessment type Competence,
only two possible marks will be allowable: 1 or 0. The mark for a Competence
assessment does affect whether the module is passed and credits are awarded but
it does not contribute to the percentage overall module mark.
C3. Assessment Marking Scheme:
For each assessment, select the appropriate Marking Scheme
from the drop-down menu. The appropriate scheme for assessments in most
undergraduate modules will be ‘assessment rule 40%’. The appropriate scheme for
assessments in most postgraduate modules will be ‘assessment rule 50%’. For a
competency type assessment for which the mark is either a Pass (1) or Fail (0),
select ‘Assessment rule Pass/Fail’.
Warning: Do NOT use ‘Assessment rule Pass/Fail’ where there is a
percentage contribution to the module mark.
If this assessment rule is selected, the mark entered on the Student Assessment
Screen will not contribute to the module mark irrespective of what
percentage contribution is entered (see C5). If this
assessment must be passed, select the appropriate assessment rule and set a
qualifying mark (see C6).
The other Marking Schemes are specific assessment schemes
required in certain Course Regulations.
Free text. For each
assessment, type a brief description of the assessment, for example: ‘3000 word
essay’, or ‘2-hour unseen examination’, or ‘20-minute oral presentation with
questions’, or ‘4000-5000 word reflective portfolio’. This field allows only a limited number of characters, so more detail may be
given in the optional field Detailed Description of Assessment, for
example: for an oral presentation the audience and expected use of technology
might be given; for a reflective portfolio the structure, coverage and any
template might be described briefly; any preparatory formative assessments
should be mentioned briefly.
C5. Contribution to the module mark (%):
For each assessment, type in a number, maximum 100. Do NOT enter the ‘%’ symbol – it will prevent you from
completing the page.
This is the percentage weight of the
assessment used to calculate the overall mark for the module. If the assessment
is formative only, or if the assessment type is Competency specify a
contribution of 0%. The phrase
“contribution to module mark” is used in place of “weighting” to avoid
confusion with proportions of student effort.
For each assessment which students are required to pass as a
condition for passing the module in addition to achieving the overall module
mark specified in the Assessment Marking Scheme (see C3), type in a number, maximum 100. Do NOT enter the ‘%’ symbol – it will
prevent you from completing the page.
This is the minimum acceptable “threshold”
mark for the individual assessment, which if not achieved causes the module to
be failed overall even if the overall module mark exceeds the pass mark. If
there is no qualifying mark for this assessment, leave the field blank. If a
competency assessment must be passed, the qualifying mark should be ‘1’.
Note that the structure of the assessments and the use (if any) of
qualifying marks must be consistent with the provisions contained in the
relevant University and Course Regulations.
The SCIMS mark sheet will show whether
module failure is the result of a failed qualifying mark and/or failed overall
module mark.
C7. Apply For Exemption from Anonymous Marking:
For each assessment, if it falls within the scope of the
requirement for anonymous marking in University Regulation 8 (i.e. it is
an examination, or it is an in-course assessment contributing 25% or more to
the module assessment, or it is a Pass/Fail competence assessment) and
permission is required for the identity of the student to be known to the marker,
then select Yes from the drop down menu. The case for exemption is to be given
in section F1 below.
Example: The assessment package for an undergraduate module is: two 1500-word
practical laboratory reports (20% each), one 2-hour unseen examination (60%), a
presentation (formative) and a competency assessment of laboratory skills, with
a minimum acceptable mark for a report of 35% and for the exam 40%, with the
requirement that the competency assessment be passed. Section C of the eVision Module Specification Form would be completed thus:
|
Number
of assessments required: 5 |
||||
|
No. 01 |
Assessment type |
Laboratory report |
||
|
Assessment marking Scheme |
Assessment rule 40% |
|||
|
Brief description of assessment |
1500 word laboratory report |
|||
|
Contribution to module mark % |
20 |
Qualifying mark % |
35 |
|
|
Apply for exemption from anonymous marking No |
||||
|
Optional detailed description of assessment |
The laboratory report is based on a practical assignment carried out.
Choice two from five. |
|||
|
No. 02 |
Assessment type |
Laboratory report |
||
|
Assessment marking Scheme |
Assessment rule 40% |
|||
|
Brief description of assessment |
1500 word laboratory report |
|||
|
Contribution to module mark % |
20 |
Qualifying mark % |
35 |
|
|
Apply for exemption from anonymous marking No |
||||
|
Optional detailed description of assessment |
The laboratory report is based on a practical assignment carried out.
Choice two from five. |
|||
|
No. 03 |
Assessment type |
Unseen Exam |
||
|
Assessment marking Scheme |
Assessment rule 40% |
|||
|
Brief description of assessment |
2-hour unseen examination |
|||
|
Contribution to module mark % |
60 |
Qualifying mark % |
30 |
|
|
Apply for exemption from anonymous marking No |
||||
|
Optional detailed description of assessment |
Mix of compulsory short questions and choice of longer questions. |
|||
|
No. 04 |
Assessment type |
Presentation |
||
|
Assessment marking Scheme |
Assessment rule 40% |
|||
|
Brief description of assessment |
Informal Poster and Q&A session |
|||
|
Contribution to module mark % |
0 |
Qualifying mark % |
|
|
|
Apply for exemption from anonymous marking No |
||||
|
Optional detailed description of assessment |
Student audience. Formative assessment during module. A mark will
always be available for entry on the SAS. |
|||
|
No. 05 |
Assessment type |
Competency |
||
|
Assessment marking Scheme |
Assessment rule Pass/Fail |
|||
|
Brief description of assessment |
Laboratory skills |
|||
|
Contribution to module mark % |
0 |
Qualifying mark % |
1 |
|
|
Apply for exemption from anonymous marking Yes |
||||
|
Optional detailed description of assessment |
Assessment of laboratory skills in practical exercises, confirming
engagement with practical work. |
|||
Section D: Intended
Learning Outcomes and Indicative Content
D1.
Learning Outcomes and Modes of Assessment
Type in the Intended Learning Outcomes (ILOs) for the module, one per
field on the left of the screen. Then, for each outcome, enter in the
corresponding field on the right of the screen the serial number(s) of the
assessments from Section C (see C2 to C7) which test(s) the
students attainment of this outcome.
The number of ILOs should be appropriate to the subject context
and to the number of credits earned by the module. As a very rough
guide, there might be six ILOs in a 15 credit module.
Note that section E
of the form covers Employability Skills (see E1).
ILOs are a statement of threshold outcomes - a bare pass -
not of excellent performance, modal performance or a 2(i).
They tell us (students, staff, examiners, et al.) what any student who
passes will be able to do. Good ILOs can be understood by all the students
as a guide to what they are trying to achieve in the module. Teaching and
learning activities should be clearly derived from the need to achieve the
ILOs, and the assessments should clearly test the achievement of the ILOs.
Not every intended learning outcome has to have an assessment which contributes
to the final grade for the module. In cases where formative or competency
assessment is proposed, they should be included in Section C.
ILOs have several important features:
- An
"active" verb describing the visible activity students
will be capable of, for example, (to) analyse, describe, design, appraise,
critique, recall, recognise, predict, explain, compare, apply). The verb
describes the cognitive ability (and, possibly, mechanical skill) the
student has gained. All ILOs thus implicitly start with, 'The
successful students will be able to...'.
- There
may be an adverb or phrase qualifying the verb, for clarity, e.g. criticise
constructively, solve efficiently.
- There
will be a noun or phrase that is the knowledge being processed or
manipulated by the verb. This might be simple facts, concepts and
theories, procedures, or self-knowledge. For example, using only the
simple verb, 'describe': (Students who successfully complete this module will be able to:) describe a flower's
components using technical terms; describe the major sources of
renewable energy. Clearly, the same verb can have
varied significance depending on the discipline and on the content being
‘processed’ by the student.
- There
may be a qualifying phrase that clarifies the way in which the learning
outcome is demonstrated or the level of performance expected in it. For
example: use the Rydberg equation to
predict the wavelengths of electronic transitions; analyse contemporary
approaches to human resource management through current theoretical
principles; explain the significance of twin studies in the field of the
genetics of human intelligence.
There are many
additional examples of ILOs given in the LDU guidance
Module ILOs are
written for a particular academic level (e.g. undergraduate level 1), in the
context of the programme specification and its intended outcomes for that
level. Programme specifications are themselves written in the context of ‘level
descriptors’ that describe in general terms the types of learning outcomes at
each level in any programme The wording of learning outcomes in programme
specifications and level descriptors are not suitable for module ILOs: they are
too general. Module ILOs are more specific and only one step away from the
assessment criteria for specific assessments that derive from the ILOs.
Even though they
occur in the FHEQ level descriptors, words such as 'understanding', 'critical',
and 'awareness' are unsuitable for use in module ILOs because their meaning is
too general or context-dependent. Refer to the LDU guidance
Useful links:
- The
Cognitive Domain in Bloom's Taxonomy of Learning Domains - also useful as a thesaurus,
for finding a suitable verb
- Credit
Level Descriptors (SEEC),
- précis
of the FHEQ qualification level descriptors,
- Foundation
level (Level Zero) descriptor.
D2. Indicative Content and Activities:
Free text. Type a summary of the teaching strategy and learning opportunities
provided within the module.
This should be
indicative rather than exhaustive, but should be sufficiently detailed to show
how the intended learning outcomes are to be achieved and provide the context
in which assessment takes place. It must be consistent with the stated Aims (see B7) and Intended
Learning Outcomes (see D1), with the Total Study Hours (see A11) the Breakdown of
Study Hours (see A12), and with the
agreed Learning and Teaching Strategy.
Section E:
Employability Skills
E1. Employability Skills and their Modes of
Assessment.
Employability skills are the learning outcomes that are not
specific to the academic discipline of the module, and should be stated in
general terms.
Using one field per
outcome, type in as many employability skill outcomes as are appropriate to the
module followed by either their summative assessment serial numbers (as listed
in section C1), where they are summatively assessed, or the word "formative" if
the outcome is assessed only formatively.
Include only the
employability skills that are developed, assessed or significantly exploited in
the module.
It is usually
helpful to group the employability skills under the headings used in the Employability Skills Guidelines
(2010 version): Information Technology, Numeracy, Learning to Learn, Team working and
Leadership, Problem solving, Oral and visual communication, Written
communication, Information handling, Research, and Modern Foreign Language
skills. A document addressing employability skills for postgraduate modules is
in development by the Learning Development Unit.
Section F:
Anonymous Assessment and Resources
From the list of
assessments presented, select the assessment which students take last. The
practical consequence of selecting this assessment is that when a student mark
is entered for the selected assessment on the SCIMS Mark Screen, the system
will record that the student has completed the module. This information is
needed for HESA data returns.
F1. Reasons for Exemption from Anonymous
Assessment (where applicable):
Free text. If exemption of any assessment from
the requirement in Regulation 8 for anonymous marking (see C7)
is proposed, state briefly here the case for exemption. Include how the
students (and markers) will have protection from unfair or biased assessment
(or accusations of this) that would have been provided by anonymity. If
exemption is not proposed, leave the field empty.
Reasons for exemption from anonymous marking typically include
impracticality (e.g. because examiners and candidate are
present together for a significant aspect of the assessment, such as a
presentation, poster session or oral examination), or because anonymity in
assessment would be unethical or would contravene of a code of practice for a
professionally accredited course.
Note that the possible ineffectiveness of
anonymity (e.g. because of recognisable handwriting in a small cohort of
students) is not acceptable as a reason for exemption.
F2. Are resources needed for delivery of the
module that are NOT already available or NOT at the disposal of the parent
School?
Select Yes or No from the drop down menu.
F3. Authorisation of resources
Free text. If YES was selected in the field above, type here brief
details of the additional resources required and indicate by whom the resources
will be authorized.
If NO, was selected in the field above,
leave this field blank and select (tick) the box below to confirm that the Head
of the parent School has agreed to meet the needs of this module from within
existing School resources.
Section G:
Description of Module (Marketing Information)
G1. Module description (Marketing Information)
Free text. Type in a description of the module, suitable for
reading by a prospective student.
Remember that the Marketing Information is the ‘headline’ of
the module - use it to inform and attract students
Write clearly and simply
Keep it brief - the length of the description should not
normally exceed ten lines
Do not duplicate detailed information that is available
elsewhere in the module specification - avoid especially references to features
of assessment that are likely to change over time.
Tell students
- what they will be learning and
what they will be doing in the module
- the
skills that they will acquire and how (e.g. on field trips, or in the
laboratory, etc.)
- the general approach to
assessment (but not the details, which are given elsewhere)
- how the module fits into the
programme as whole
- the value to them of taking the
module, in relation to their programme of study and to their future life
and career
Make sure that the marketing information is consistent with
the detailed information in the Module Specification, especially if editing or
revising the module.
Here are some examples of good practice in writing Module Descriptions
This section
appears only in the form for revised modules. Completion is mandatory. Free text. List the sections of the module specification
that have been altered in this revision, and state briefly the nature of
the changes and the reason for them. This information is to assist colleagues scrutinising the module and also to create a development trail.
ANNEX A
Level descriptors 1 - 4 (paraphrased / condensed / from FHEQ EW&NI
Aug 2008[i] [1] )
|
ILOs: Level[ii] [2] |
Knowledge &
Understanding |
Application |
Communication
& personal development |
|
Keele 1 (FHEQ 4) |
Know underlying concepts and principles. Evaluate
and interpret these. |
Can present, evaluate, and interpret information. Can use basic theories and concepts to develop arguments,
make judgments, evaluate different approaches to solving problems |
Can communicate results accurately and reliably,
with structured and coherent arguments. Has the skills
to exercise personal responsibility. Ready for further training in structured environment. |
|
Keele 2 (FHEQ 5) |
Know and critically understand well-established
principles, their development, limits of knowledge, influence on analyses and
interpretations. Know the main methods
of enquiry. |
Can apply underlying concepts and principles beyond
first context. Can critically evaluate
different approaches to solving problems. Can use range of established techniques for critical
analysis. Can use key techniques effectively. |
Can communicate effectively to specialist and
non-specialist audiences. Has the skills to exercise
personal responsibility and decision-making. Able to undertake further
training, to develop existing skills. |
|
Keele 3 (FHEQ 6) |
Has systematic understanding of key aspects of
subject. Acquired coherent and detailed knowledge, some at or informed by the forefront of defined aspects of
subject. Has conceptual understanding that enables the
student to devise and sustain arguments, solve problems, using ideas and
techniques, some of which are at the
forefront of the subject. Appreciates the limits of knowledge. |
Can deploy established techniques of analysis and
enquiry to review, consolidate, extend and apply own knowledge and understanding,
and to initiate and carry out
projects. Able to use primary
sources. Can describe and comment upon particular aspects of current research or advanced scholarship.
Can critically evaluate arguments,
assumptions, abstract concepts and data (may be incomplete), to make
judgments, to frame questions to achieve a solution or identify a range of
solutions to a problem. |
Can communicate information, ideas, problems, and
solutions to both specialist and non-specialist audiences. Has
the skills to exercise initiative and decision-making in complex and unpredictable contexts. Able to manage own learning. Has learning skills to undertake further
professional (or equivalent) training. |
|
Keele 4/M (FHEQ 7) |
Has systematic understanding of knowledge, and a
critical awareness of current problems and/or new insights, much of which is at, or informed by, the
forefront of the subject or area of professional practice. Has comprehensive understanding of techniques
applicable to own research / advanced scholarship. Has conceptual
understanding to evaluate critically
current research and advanced scholarship in the discipline. and to evaluate methodologies and develop critiques of them and, where
appropriate, to propose new hypotheses. |
Shows originality
in the application of knowledge. Has practical understanding of how established
techniques of research and enquiry are used to create and interpret knowledge in the discipline. Shows self-direction and originality in
tackling and solving problems. Acts autonomously in planning and
implementing tasks at a professional
or equivalent level. |
Can handle complex
issues systematically and creatively, make sound judgments in the absence of complete data, and communicate conclusions clearly to
specialist and non-specialist audiences. Able independently to advance own knowledge and understanding, to acquire new skills to a high level. Has the
qualities and skills for employment requiring exercise of initiative,
personal responsibility, decision-making
in complex and unpredictable situations, and CPD. |
ANNEX B
Descriptor for learning outcomes at Foundation level (level zero)
|
|
Keele’s Foundation (F) Level (level zero)[iii] [3] |
Cf
Keele’s level 1 (i.e. FHEQ2008 level 4) paraphrased /
condensed from FHEQ EW&NI Aug 2008 [1] |
|
The
qualifications are awarded to students who have demonstrated |
Knowledge of the
basic underlying concepts and principles associated with their area(s) of
study |
Knowledge of the
underlying concepts and principles associated with their area(s) of study and
an ability to evaluate and interpret
these within the context of that area of study |
|
An ability to
present, and evaluate qualitative and quantitative data and develop lines of
argument in accordance with the basic theories and concepts of their
subject(s) of study |
An ability to
present, evaluate and interpret qualitative and quantitative data, develop
lines of argument and make sound judgements in accordance with basic theories
and concepts of their subjects(s) of study |
|
|
Typically,
holders of the qualification will be able to |
Understand the
different approaches to solving problems related to their area(s) of study
and/or work |
Evaluate the
appropriateness of different approaches to solving problems related to their
area(s) of study and/or work |
|
Communicate the
results of their study/work accurately
and reliably with coherent arguments |
Communicate the
results of their study/work accurately and reliably, with structured and
coherent arguments |
|
|
Undertake further
training and develop new skills within a structured and managed environment |
Undertake further
training and develop new skills within a structured and managed environment |
|
|
Typically,
holders of the qualification will have |
Qualities and
transferable skills necessary for employment requiring the exercise of some
personal responsibility in a defined context. |
Qualities and
transferable skills necessary for employment requiring the exercise of some
personal responsibility |
