Home | Contact us | Staff | Students | iExeter (Staff and Students) | Site map | 中文网

• College of Social Sciences and International Studies

Postgraduate Module Descriptor

EFPM917: APP End-Point Assessment

This module descriptor refers to the 2021/2 academic year.

Module Content

Syllabus Plan

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

This table provides an overview of how your hours of study for this module are allocated:

...and this table provides a more detailed breakdown of the hours allocated to various study activities:

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

• ELE:https://vle.exeter.ac.uk/course/view.php?id=8065.
• 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.

Other Learning Resources

• Institute for Apprenticeships and Technical Education, Academic Professional Apprenticeship standard: https://www.instituteforapprenticeships.org/apprenticeship-standards/academic-professional/.

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.

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.

...and this table provides further details on the summative assessments for this module.

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.

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

• 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.

Using our site | Freedom of Information | Data Protection | Copyright & disclaimer | Privacy & Cookies |