Module EFPM902 for 2021/2
Postgraduate Module Descriptor
EFPM902: Creating Effective Learning in Higher Education
This module descriptor refers to the 2021/2 academic year.
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 |
|---|---|---|---|
| Triad concept-mapping activity: working in a group of three to develop a strategy for enhancing an area of teaching practice, mapped to the UK PSF and with respect to the educational research literature | 20 mins for triad presentation and 10 minutes for feedback and discussion | 1-8 | Oral peer and tutor feedback. Completed feedback template forms from peers and tutors. |
| Giving feedback to other participants, using template feedback form. | 1 hour (variable depending on number of triads) | 1, 6, 8 | Oral peer and tutor feedback. |
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 |
|---|---|---|
| 100 | 0 | 0 |
...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 |
|---|---|---|---|---|
| Written record and reflection on peer observations/dialogue | 0 | 1,000 words | 2-3, 8 | Written feedback |
| Teaching portfolio, comprising the following five elements: | 100 | Equivalent to 5000 words, plus one supporting statement of up to 500 words. | 1-8 | Written tutor feedback |
| 1. Completed proforma of teaching activities mapped to the UKPSF. | 0 | 10-12 professional and developmental activities mapped against UKPSF for teaching and supporting learning - 1000 words (max.) | 1-8 | |
| 2. Written reflection on an aspect of teaching practice | 0 | 500-word reflection on an aspect of teaching practice, mapped to UKPSF, with critical reference to appropriate education literature. | 1, 2, 3, 5, 6, 7, 8 | |
| 3. Two peer observation of teaching forms | 0 | One peer observation of teaching form as the observer (providing feedback); and one peer observation of teaching form as the observed 1000 words (max.) | 1, 2, 4, 6, 7, 8 | |
| 4. One teaching support statement | 0 | One statement of support to endorse teaching practice articulated in portfolio (c. 500 words) | 1, 4, 7, 8 | |
| 5. Analytical account of the changes implemented to teaching practice, with critical reference to research into higher education and other relevant literature. | 0 | 15-minute narrated PowerPoint presentation (2500-word equivalent). | 1, 2, 3, 4, 5, 6, 7, 8 |
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 |
|---|---|---|---|
| Teaching portfolio, comprising the following elements: | Teaching portfolio, comprising the following elements: | 1-8 | Resubmission at next assessment deadline (minimum 3 months later) |
| 10-12 professional and developmental activities mapped against UKPSF for teaching and supporting learning - 1000 words (max.) | 10-12 professional and developmental activities mapped against UKPSF for teaching and supporting learning - 1000 words (max.) | 1-8 | |
| 500-word reflection on an aspect of teaching practice, mapped to UKPSF, with critical reference to appropriate education literature. | 500-word reflection on an aspect of teaching practice, mapped to UKPSF, with critical reference to appropriate education literature. | 1, 2, 3, 5, 6, 7, 8 | |
| Two peer observation of teaching forms: one peer observation of teaching form as the observer (providing feedback); and one peer observation of teaching form as the observed 1000 words (max.) | Two peer observation of teaching forms: one peer observation of teaching form as the observer (providing feedback); and one peer observation of teaching form as the observed 1000 words (max.) | 1, 2, 4, 6, 7, 8 | |
| One statement of support to endorse teaching practice articulated in portfolio (c. 500 words) | One statement of support to endorse teaching practice articulated in portfolio (c. 500 words) | 1, 4, 7, 8 | |
| 15-minute narrated PowerPoint presentation (2500-word equivalent). | 15-minute narrated PowerPoint presentation (2500-word equivalent). | 1-8 |
Re-assessment notes
As per the TQA manual.
