APP End-Point Assessment
|Module title||APP End-Point Assessment|
Dr Lisa Alberici (Convenor)
|Number students taking module (anticipated)|
Description - summary of the module content
This module is for academics and academic-related professionals who teach or support learning, and/or undertake research/scholarship in a research-intensive university. You will be supported to critically reflect on and develop your academic practice within the context of the knowledge, skills, values and behaviours (KSVBs) of the Academic Professional Apprenticeship standard. The module content is informed by the roles of your employment at the University, and is guided by the academic culture and priorities of your department.
The co-requisites for this module are EFPM900 (The Contemporary Academic in Context) and EFPM902 (Creating Effective Learning in Higher Education) as part of the Academic Professional Programme.
Module aims - intentions of the module
In this module, we aim to enable you to find creative and research-informed ways of enhancing your academic and professional practice as underpinned by the knowledge, skills, values and behaviours (KSVBs) of the Academic Professional Apprenticeship standard. We aim to help you learn and develop through critically reflective practice by engaging with the Brookfield model of four lenses: autobiographical; students’ eyes; peer dialogue; and scholarship. The content of this module is guided by the roles you undertake in your employment at the University, and your case studies are developed from your experiences in the work place. This module also provides the framework for you to evidence your 20% off-the-job (OTJ) training and development in OneFile (portfolio).
You will examine your academic practice in the round through 28 core KSVBs, and you will select a teaching specialist or research specialist route (each have 5 additional knowledge and 5 additional skills) which culminates in a three part end-point assessment (see programme structure for further details).
From the Academic Professional Apprenticeship standard:
Teaching specialist route
Specialises in teaching and the support of student learning at undergraduate, postgraduate taught and research levels. Employees in this specialism exceed the core teaching abilities of an Academic Professional by playing a leading role in the development of current learning and teaching practice, pedagogical and assessment methodologies, advanced skill in supporting learning for diverse groups of learners, including those with learning disabilities, delivery of a high level of information literacy and the application of technologies in support of learning, promotion of independent learning skills and other teaching techniques. They will contribute to changes of practice by developing innovative forms of teaching for use with students who are working towards higher-level learning at levels 4 to 8 in the Framework for HE Qualifications in England, Wales and Northern Ireland, i.e. from HE Certificate to Doctorate level.
Research specialist route
Has the capacity to operate as a principal investigator, identifying research opportunities, competing for external funding, managing research projects and budgets and creating research outputs. Specialises in research activities, often within a research team addressing major challenges facing the world, or those of public or private funders and commissioners of research. Employees in this specialism exceed the core research abilities of an Academic Professional by playing a leading role in wider research management, oversight and deployment of research-related funding, collaboration with external organisations and dissemination of research outputs. These are competences that reach far beyond the original contribution to knowledge in a defined field which is the prime focus of the research degree held by most academic professionals.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate knowledge and understanding of a range of teaching, assessment and feedback methods used in higher education to support learning and achievement (CK1).
- 2. Demonstrate knowledge and understanding of how students learn and research is conducted, within their own and related disciplines and in inter-disciplinary or trans-disciplinary contexts (CK2).
- 3. Demonstrate knowledge and understanding of regulatory, administrative, financial, planning procedures, risk management, quality assurance and quality enhancement, and how they are related to their role in higher education (CK3).
- 4. Demonstrate knowledge and understanding of methods for evaluating the effectiveness of academic activities, such as teaching and the quality and impact of research (CK4).
- 5. Demonstrate knowledge and understanding of how to engage with relevant professional bodies and other external organisations to support their work (CK5).
- 6. Demonstrate knowledge and understanding of innovative approaches to undertaking their work to create interest, understanding and enthusiasm among their students, funders or stakeholders (CK6).
- 7. Demonstrate knowledge and understanding of the application of technological processes associated with effectiveness in their role within the HE sector (CK7).
- 8. Demonstrate knowledge and understanding of how to adapt delivery methods to support a range of needs (CK8).
- 9. Demonstrate knowledge and understanding of the principles of reflective practice and the methods for applying reflective practice to their own professional development (CK9).
- 10. Demonstrate an in-depth knowledge and understanding of current subject and pedagogic research which support the development of advanced practice in the learning environment (SRTK1).
- 11. Demonstrate an in-depth knowledge and understanding of complex information management and advanced digital literacy (SRTK2).
- 12. Demonstrate an in-depth knowledge and understanding of the subject knowledge base and the methods for facilitating learning through engagement with it (SRTK3).
- 13. Demonstrate an in-depth knowledge and understanding of the application of a wide range of technologies and digital skills in support of learning and teaching (SRTK4).
- 14. Demonstrate an in-depth knowledge and understanding of the methods required to develop curricula, monitor delivery and evaluate course, award and programme design (SRTK5).
- 15. Demonstrate an in-depth knowledge and understanding of current issues in the relevant disciplinary research literature (SRRK1).
- 16. Demonstrate an in-depth knowledge and understanding of research theories and the practical application of a full range of research methods (SRRK2).
- 17. Demonstrate an in-depth knowledge and understanding of relevant and up to date approaches to the management of research, including delivery to required timelines (SRRK3).
- 18. Demonstrate an in-depth knowledge and understanding of the application of a wide range of technologies and advanced digital skills in support of research (SRRK4).
- 19. Demonstrate an in-depth knowledge and understanding of Major funding streams and programmes in the relevant research field (SRRK5).
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 1. Deliver higher education teaching of high quality through lectures, tutorials, practicals or seminars (CS1).
- 2. Use varying teaching styles depending on the learning environment and students needs (CS2).
- 3. Develop research questions and hypotheses prior to undertaking research in their subject discipline. (CS3)
- 4. Analyse, synthesise and use critical thinking in the conduct of research (CS4).
- 5. Supervise and mentor students and peers to develop knowledge in their subject discipline (CS5).
- 6. Manage their own continuing professional development (CPD) in subject disciplines and pedagogy, incorporating research, scholarship and professional practices (CS6).
- 7. Self-management through preparation and prioritisation, time management, responsiveness to change, and achieving a work-life balance (CS7).
- 8. Communicate orally and in writing and collaborate effectively, to manage people, processes or teams (CS8).
- 9. Use digital technologies effectively to develop and disseminate knowledge and understanding of subject disciplines (CS9).
- 10. Share ideas and evidence with students, peers, policy makers and private and public organisations (through a variety of channels including publication and teaching) and collect evidence of the impact of their work, (including through student surveys or citations) (CS10).
- 11. Implement approaches to academic practice that are informed by equality and diversity (CS11).
- 12. Play a leading role in the development and deployment of innovative teaching and assessment techniques to deliver HE teaching of high quality across a wide range of modules and to all levels (SRTS1).
- 13. Develop innovative HE course materials, monitor delivery and evaluate course, award and programme design (SRTS2).
- 14. Design a wide range of teaching environments to facilitate student learning and engagement (SRTS3).
- 15. Integrate subject and pedagogic research into teaching and scholarly activity to enhance teaching and support changes of practice (SRTS4).
- 16. Analyse and synthesise information and use critical thinking to share insight into their pedagogy and discipline area and improve engagement with excellence initiatives (SRTS5).
- 17. Frame research questions and methodology in the context of competitive proposals for research funding (SRRS1).
- 18. Undertake effective management of research projects and budgets, assess risks and apply for ethical approval where required (SRRS2).
- 19. Produce intellectual insight and innovations in their own discipline to be shared with students, peers and wider stakeholders (SRRS3).
- 20. Author or co- author of publications and disseminate through a wide range of media (SRRS4).
- 21. Develop and sustain links with industry and other external organisations to grow collaborations and develop opportunities to access funding (SRRS5).
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 1. Be mindful of ethical, sustainable and inclusive practices and equality of opportunity to a professional standard (CVB1).
- 2. Be mindful of the need to continuously develop their knowledge and insight in relation to career management, responsiveness to opportunities, networking, reputation and esteem (CVB2).
- 3. Be mindful of the need to commit to CPD in relation to relevant contemporary issues such as: student employability and graduate employment destinations, ethics and sustainability, academic integrity, legal compliance and intellectual property, respect and confidentiality, and health and safety (CVB3).
- 4. Be mindful of the need to consider evidence-informed approaches and the outcomes from research, scholarship and CPD to inform their own professional practice (CVB4).
- 5. Be mindful of the wider context (policy, economic, societal, technological, legal, cultural and environmental) in which higher education operates, recognising the implications for professional practice (CVB5).
- 6. Be mindful of the need to seek opportunities to network, to practise public engagement and to communicate effectively (CVB6).
- 7. Be mindful of the need to be enthusiastic, self-confident, and self-reflective to operate effectively in the role (CVB7).
- 8. Be mindful of the requirement to persevere, have integrity, be prepared to take responsibility, to lead, mentor and supervise (CVB8).
Content is designed in collaboration with you, as participants, in order to reflect your own priorities and the needs of your department, as determined in prior and on-going discussions between you, your Academic Lead and other stakeholders. This will be discussed in termly tripartite review meetings.
You will be given a critically reflective task to complete prior to each tripartite review meeting in order to evidence your practice against selected knowledge, skills, values and behaviours of the Academic Professional standard. There are five of these to complete prior to gateway to the end-point assessment. This includes demonstrating:
- Self-reflective academic practice informed by research, scholarship and professional development
- Mapping your academic and professional practice against, and critically engaging with, the Academic Professional Apprenticeship standard.
There is a three-part assessment with and end-point assessor in the form of:
1) Academic Professional Practice video. The content should be related to your subject discipline, but you will need to demonstrate core knowledge, skills, values and behaviours (KSVBs), as well as knowledge and skills required by one of the specialist roles (either teaching or research). The length of the assessment will be one hour and does not include a question and answer session with the assessor. It will take one of the following forms:
For the teaching specialist route
1. A recording of a single classroom-based session, or an edited composite recording with extracts from up to four classroom-based sessions, which lasts for no more than 60 minutes. The submission could also include a five-minute recorded reflection on the session(s).
2. A session plan of a total length of no more than three A4 pages, to include evidence of where the teaching/learning activity maps to the outcomes for the assessment. The end-point assessment organisation provide the template for this session plan.
For the research specialist route
1. A recording lasting no more than 60 minutes of an academic or professional conference presentation, or an edited composite recording with extracts from up to four presentations/activities, that detail your research plan (delivered over the apprenticeship period) and/or future research strategy. The composite must include an academic or professional conference presentation or an extract of an academic or professional conference presentation.
2. A session plan of a total length of no more than three A4 pages, mapping the presentation/activities to outcomes. The end-point assessment organisation provide the template for this session plan.
2) Written Submission. This will enable you to demonstrate the knowledge and skills required by one of the specialist roles within the Academic Professional standard (teaching or research). The end-point assessment organisation provide the template for the structure of the Written Submission to ensure both consistency of approach and scope to meet the assessment requirements.
a) You choose 10 pieces of evidence which can be mapped to the knowledge and skills of your chosen specialist pathway in order to create a portfolio. You have a word allowance of 4500 words for this portfolio (3-min of video, audio etc. will be equated to 500 words). You can use anything you have created during your time on the programme (from assignments or artefacts from your work in post). This mapping is done using the Record of Supporting Evidence (RoSE) table provided by the end-point assessment organisation.
b) You then refer to these pieces of evidence, in order to write a 3000-word reflective piece to accompany your portfolio. The end-point assessment organisation provide the template for the structure of the Written Submission to ensure both consistency of approach and scope to meet the assessment requirements.
3) A one-hour Professional Conversation with an independent assessor. This will be focused on your ability to demonstrate that the knowledge, skills, values and behaviours (KSVBs) required by the Academic Professional standard have been met. A template, designed by the EPA organisation is used in order to ensure consistency across different interviews.
The module content will also be informed by your chosen study, readings and assignments completed in the co-requisite modules.
Learning and teaching
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled Learning & Teaching activities||5||Workshops x2|
|Scheduled Learning & Teaching activities||10||Tutorials with programme lecturer including individual and tripartite review meetings|
|Guided Independent Study||30||Reading and preparation for formative assessments|
|Guided Independent Study||30||Reading and preparation for summative assessments|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Simple reflective writing structure written question||Up to 100 words using What? So what? What next?||CK1, CK7, CK9, CVB4||Written feedback from tutor in OneFile|
|Feedback mechanisms and digital technologies written question||500-word reflective piece||CK3, CK7, CK9, CS9, CVB4, CVB7 (SRTK4, SRTK5, SRTS2 or SRRK4, SRRS3 applied AFTER specialist pathway is chosen)||Written feedback from tutor in OneFile|
|Academic values and identity written question||500-word reflective piece||CK5, CK6, CS11, CVB1, CVB2, CVB3, CVB4, CVB5, CVB6 (SRTK1, SRTK3, SRTS4 or SRRK1, SRRK3, SRRS3 applied AFTER specialist pathway chosen)||Written feedback from tutor in OneFile|
|Either research specialist or teaching specialist video||3-minute video||CK2, CK3, CK4, CK6, CK7, CK8, CS9, CS10, CVB6, CVB7 Teaching: SRTK2, SRTK4, SRTS1, SRTS2, SRTS3 Research: SRRK2, SRRK4, SRRS1, SRRS3, SRRS4||Video feedback from tutor in OneFile|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Academic Professional Practice||33||1 hour video with up to 3 pages for session plan(s)||CK8, CS1, CS2, CS4, CS5, CS8, CS9, CS10, CS11, CVB1, CVB4, CVB7 Teaching: SRTK3, SRTK4, SRTS1, SRTS4 Research: SRRK2, SRRK4, SRRS1, SRRS3||Written from end-point assessor|
|Written submission with up to 10 pieces of evidence||34||3000 word reflective written piece with 4500 word portfolio comprising up to 10 pieces of evidence, with mapping in RoSE table||Teaching: SRTK1, SRTK2, SRTK3, SRTK4, SRTK5, SRTS2, SRTS3, SRTS4, SRTS5 Research: SRRK1, SRRK2, SRRK3, SRRK4, SRRK5, SRRS1, SRRS2, SRRS4, SRRS5||Written from end-point assessor|
|Professional Conversation||33||1 hour professional conversation with end-point assessor||CK1, CK2, CK3, CK4, CK5, CK6, CK7, CK9, CS3, CS6, CS7, CS10, CVB2, CVB3, CVB5, CVB6, CVB8 Teaching: SRTS1 Research: SRRS3||Written from end-point assessor|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|1 hour video with up to 3 pages for session plan(s)||1 hour video with up to 3 pages for session plan(s)||CK8, CS1, CS2, CS4, CS5, CS8, CS9, CS10, CS11, CVB1, CVB4, CVB7 Teaching: SRTK3, SRTK4, SRTS1, SRTS4 Research: SRRK2, SRRK4, SRRS1, SRRS3||As per action plan|
|3000 word reflective written piece with 4500 word portfolio comprising up to 10 pieces of evidence, with mapping in RoSE table||3000 word reflective written piece with 4500 word portfolio comprising up to 10 pieces of evidence, with mapping in RoSE table||Teaching: SRTK1, SRTK2, SRTK3, SRTK4, SRTK5, SRTS2, SRTS3, SRTS4, SRTS5 Research: SRRK1, SRRK2, SRRK3, SRRK4, SRRK5, SRRS1, SRRS2, SRRS4, SRRS5||As per action plan|
|1 hour professional conversation with end-point assessor||1 hour professional conversation with end-point assessor||CK1, CK2, CK3, CK4, CK5, CK6, CK7, CK9, CS3, CS6, CS7, CS10, CVB2, CVB3, CVB5, CVB6, CVB8 Teaching: SRTS1 Research: SRRS3||As per action plan|
Participants will be offered the opportunity to retake or re-sit EPA. There will be a maximum of two opportunities to retake or re-sit. Participants who do not successfully complete the EPA on their first take will be provided with a supportive action plan to prepare for the retake or re-sit. Grades will not be capped should a retake or re-sit be required.
Indicative learning resources - Basic reading
- Brookfield, S.D. (rev. 2017). Becoming a Critically Reflective Teacher, (2nd ed.), San Francisco: John Wiley & Sons Inc, and Jossey-Bass Inc.,U.S.
- Debowski, S. (2012). New Academic: a strategic handbook, Open University Press.
- Fry, H., Ketteridge, S. and Marshall, S. (eds), (2014). A Handbook for Teaching and Learning in Higher Education: Enhancing academic practice, Abingdon and New York: Routledge.
Indicative learning resources - Web based and electronic resources
- Exeter Academic website, listing formal CPD opportunities at UOE: https://www.exeter.ac.uk/staff/exeteracademic/yourdevelopment/.
- Advance HE, Higher Education Academy knowledge hub resources: https://www.heacademy.ac.uk/hub.
- Vitae's researcher development resources: https://www.vitae.ac.uk/researchers-professional-development.
Module has an active ELE page
Indicative learning resources - Other resources
- Institute for Apprenticeships and Technical Education, Academic Professional Apprenticeship standard: https://www.instituteforapprenticeships.org/apprenticeship-standards/academic-professional/.
EFPM900 and EFPM902
|NQF level (module)|
|Available as distance learning?|
|Last revision date|