NB: These are only suggestions, there are no boundaries to using them in any one category Knowledge and Understanding (subject specific) acquire calculate clarify define describe disclose discover discuss draw on explain identify illustrate indicate interpret judge label list make observations measure name outline recall recognise record recount to reproduce respond to restate reveal state Cognitive/Intellectual Skills (generic) analysis account analyse appraise categorise compare comprehend contrast criticise debate distinguish draw draw distinctions elaborate examine extrapolate interpolate predict question show insight translate underline Synthesis arrange out combine conceptualise construct create demonstrate design develop experiment extrapolate formulate initiate invent organise perform plan prepare produce propose prove redefine reformat relate research suggest synthesise transfer transform Evaluation advocate appraise assess challenge compare conclude critically evaluate criticise discriminate distil estimate judge measure recommend resolve Application apply assemble construct debate deconstruct derive draw exhibit generate implement plan produce refine select solve use Key/Transferable Skills (generic) working with others accommodate acknowledge others arbitrate assist collaborate confirm confront consider others construct decide delegate direct facilitate feedback give/receive ideas guide include initiate interact lead
Section 12: Programme Outcomes Map The programme outcomes map is part of the Programme Specification and is used in programme approval and review. It also ensures that the award is both appropriate and valid and it will be checked in review procedures for consistency with learning and assessment activities. You will need a separate map for each level or exit point you are offering. This is because the QAA National Qualifications Framework states that a lower level award can no longer be given as compensation for a fail at the higher level (e.g. a student can not get Intermediate level award for failing at Honours Level). Therefore, you need to define the specified outcomes that the student will meet to warrant the level at which the award is given. Completing the map is probably the last part of the planning process although you will have been compiling it from an early stage to ensure your module and programme outcomes relate to each other. Include core programme outcomes only as these are the outcomes achievable by all students on the programme. The templates already incorporate (in italics), the outcomes required by the FHEQ framework. You may customise them to suit your programme as long as they comply with the spirit of the FHEQ statements. You should then add any additional core intended learning outcomes from your programme specification. Refer to the programme aim(s) that the outcome relates to. All outcomes should relate to at least one aim. Column 3 Indicate whether each outcome relates to a Subject Benchmark (If your subject benchmark statements have bullet points rather than letters you will have allocate a letter to each statement). Remember that Subject Benchmarks are for Honours level awards. Foundation degrees will need to refer to the foundation degree benchmark statement. Multi-disciplinary programmes may need to refer to more than one subject benchmark See Appendix 7. for the template for a Programme Outcomes map
Appendix 1: Example template: Learning Outcomes and Assessment Criteria: Ship simulator - Learning on the bridge – complete the gaps! Assessed Learning Outcome Method 0-40 40-50 50-60 60-70 70-100 1 State procedures and protocol in sea- going situation Ship simulation 75% Excludes vital procedure or protocol in simulation exercise Clearly states protocols and procedures relevant to the given scenario and gives relevant commands 2 Examine of contributing factors that will affect actions taken in bridge scenario Mentions one or two contributing factors without giving information about their possible impacts Examines full range of factors, how they interplay and what impacts they may have on resulting action 3 Demonstrate rational decision making in high pressure environment Unable to express instructions clearly or coherently for crew. Shows signs of indecision or panic. Expresses instructions clearly to identified members of the crew Rationale for decisions is explicit. Expected actions and impacts communicated clearly to specific members of crew. 4 Reflect on personal performance in sea-going environment with reference to relevant literature Written report 25% Written report does not critically examine behaviour in simulator environment, or refer to relevant literature Well-structured report which critically reflects on personal performance with reference to relevant literature on behaviours 5 Report the rationale behind decisions in the given scenario and explain any possible amendments Reasons for decisions at basic level. Impacts or alternatives are not considered in enough depth Very well structured report. Detailed discussion of rationale behind decisions and other options that could be considered in hindsight. Outlines key lessons learned.
Appendix 4: Teaching, Learning and Assessment Strategies Teaching learning and assessment strategies Examples Developed through Rationale for approach Assessed through Knowledge / understanding factual knowledge; basic precepts; comprehension; theories; methodologies. lectures + handouts & tutorials; seminars; study of texts (hard copy and electronic) PBL principles and theory explained in lectures, explored in tutorials; encouraging ownership of learning coursework; essays; exams; computer based assessment; projects; experiments; lab. reports Intellectual skills application of methodology, critical analysis; synthesis, evaluation project work, problem solving, case studies; design; debate; critiques; active learning processes e.g. projects groupwork, critical incident analysis essays; problem solving tests; dissertations; computer tests; Transferable skills communication, numeracy, teamwork; learning to learn; ethics. presentations; work experience; workbooks; simulations collaborative projects; role play; seminars active learning; application of theory in a variety of situations. self assessment; peer assessed presentations; posters; group projects & project diaries Subject specific/practical skills appropriate selection of tools, methods or materials; technical mastery, graphics; IT health and safety workshops, studios, labs; performance computer workshops; simulations; surgeries; watching others linking theory to practice; working through examples; continual cycles of development and refinement performance; products; exhibition; assessed workshops; self assessment; demonstrations; Employment – related skills working with others project management PDP &action planning Reflection on practice and own development Career awareness and planning Professional contexts reflection on practice; work experience / work based learning; groupwork; personal tutorials; development planning; Professional Development Profiles may be hard to develop in the university may be better incorporated into ‘other learning opportunities’ eg work placement / experience fieldwork opportunities to practise in context (lab, studio,); year abroad; lab reports, projects, exhibitions, 'crits', field reports; work experience reports; reflective writing; observation reports; critical incident analysis