Module EFPM917 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM917: APP End-Point Assessment
This module descriptor refers to the 2021/2 academic year.
Module Aims
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.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 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). |
Discipline-Specific Skills | 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). |
Personal and Key Skills | 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). |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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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
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
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67 | 0 | 33 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
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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 |
0 | ||||
0 | ||||
0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
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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 |
Re-assessment notes
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 Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
- 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.