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Module Descriptor Template: Guidance forCompletion

If you have any queries about completing a Module Descriptor, please contact your College Programme Approval Coordinator in the first instance. For further queries, please contact the Faculty Office on programmeapproval@exeter.ac.uk.

Introduction

The key national ‘quality’ focus for the design of new modules is the clear linking of the aims, intended learning outcomes and assessment methods. The purpose of the Module Descriptor is to describe and define clearly what the students are expected to learn, how they will learn it, how their learning will be assessed and how the criteria used to judge achievement are alignedto the intended learning outcomes. It should be clear how learning activities will enable students to develop knowledge, experience, transferable skills and subject specific skills. It should alsobe clear how each of the intended learning outcomes will be assessed.

The Module Descriptor should be written to the student in student-friendly language and should give a genuine and inspiring picture of the learning experiences and outcomes planned. Use engaging text (which could in principle be copied into a student handbook) that will inspire students to choose your subject.

Guidance

Module TitlePurpose:

Indicator of module scope and content; adopted in official publications including the Calendar, the prospectus, the ECTS Guide, and student transcripts. Re-named versions of existing modules must always have a new module code. Transcripts are generated from module codes.

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If the title changes without changing the code, then the module of study is retrospectively altered for all students, leading to inaccurate information being held and produced.

Format:

The Module title is normally 50 characters or less so that it can be accommodated on a student’s transcript.

Credit ValuePurpose:

A quantified means of expressing equivalence of learning where 1 credit is equivalent to 10 hours of study

Format:

A number, normally to correspond with the 15/30 credit framework (excluding dissertations) forPG modules, or any multiple of 5 for UG modules

Extra guidance:

Modules with equivalent learning outcomes will have equivalent credit value even if the supporting teaching/learning activities differ. One credit equals ten nominal hours of study. Therefore, the figure in this section must be a tenth of the total student study time. The minimum value for a module is 5 (or 15 for a PG module). Please note that if you are amendingthe credit value for a module you must also acquire a new module code to distinguish it from the old module descriptor. Transcripts are generated from module codes. If the credit valuechanges without changing the code, then the module of study is retrospectively altered for all students, leading to inaccurate information being held and produced.

Module CodePurpose:

This is the unique identifier for each module. A module code must be assigned to each module. Where a module has been amended, it will require a new module code to distinguish it from the previous module set-up.

Format:

Comprises the College/Centre prefix (e.g. CHE, PSY) followed by four characters, the first for module level (always a letter for postgraduate modules) and the remaining three for identification (always numbers). Each code must be unique and will not repeat a previously- used one. A suffix can be used to distinguish modules that are entirely equivalent except for their mode of delivery (PSYM001A for example). Codes should be obtained from the Examinations Office: exams@exeter.ac.uk.

Examples:

PSY1001 (Psychology level 1 module) PSYM001 (Psychology masters module)

Module ConvenerPurpose:

Identify the member of staff responsible for the design and delivery of the module

Format:

Full name of the academic member of staff responsible

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Example:

Prof Ahmed Lahoubi

Duration of the ModulePurpose:

To indicate the time-span of the module’s teaching and learning activities.

Format:

A number, representing a time-span in units of weeks and terms

Examples:

12 weeks across 2 terms

Extra guidance:

Usually, the duration indicates the span of teaching and learning activities that takes place in term-time. For example, it is not necessary for the duration to indicate the time-span between the start of the module and the final assessment. It is usual to specify the duration as one term when the module runs in the first term and the examinations are in the summer.

Number of Students Taking the ModulesPurpose:

To indicate the anticipated number of students that are likely to take the module in any one period of study, in order to assist with the provision of learning and teaching activities, student- staff rations as well as arrangements for assessment.

Examples:

45 300

DescriptionPurpose:

To provide an outline of the module, describing the distinctive features of the module and identifying any unique activities or opportunities. This section must include any pre-requisite or co-requisite modules that are required as well as any skills, knowledge or experience that students are expected to have in advance in order to complete the module successfully.

Format:

Free text written to the student in language that is student friendly as well as enticing in order to attract students to the module.

Examples:

Witchcraft and magic are found in many societies and periods in history but there are interesting differences between what cultures mean by magic, their attitudes to it, and the roles that it plays in society. In this module you will examine aspects of witchcraft and magic in different societies and explore broad questions such as: What is meant by magic and witchcraft? When is the practice of magic seen as legitimate, and why? How rational is it to believe in magic? Whyhave some societies put witches on trial when others have not? What is the relationship between witchcraft and a culture's views of religion, science or gender? This module will also explore the approaches of different disciplines to the study of witchcraft and magic, including

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anthropology and literary studies. You will have an opportunity to discover the strengths and weaknesses of taking a comparative approach to the study of magic and witchcraft.

AimsPurpose:

What are the overall aims of your or module? This section of the module provides a real opportunity for the subject team members to reflect on and share their philosophy, beliefs and values. Module aims may be inspirational and aspirational and some aims may be so generic that they can be demonstrated and evaluated throughout the student experience. For example, your module may aim to develop ethical and professional values or inspire a genuine engagement with the research/scholarship of the discipline. It’s best to avoid a re-packaging of the more detailed intended learning outcomes which come in the next section, and which will need explicitly to be assessed. Aims should give students a short description of the teaching intentions for the module.

Example:

The aim of the module is to introduce you to the basic areas of digital electronics, as they may be encountered in physics instruments, and to provide you with the necessary theoretical background to carry out experimental investigations. (Physics, Level 1).

You will need effective communication skills to complete many of your modules, and to succeed in a job after you graduate. This module aims to provide you with an effective and common grounding in written and interpersonal skills. (L1 Skills module in Physics).

Intended Learning OutcomesThe role of learning outcomes:

Intended Learning Outcomes (ILOs) are student centred and describe your intentions for your students’ learning; they specify what students should know and be able to do by the end of the module. Learning outcomes are prefaced by the phrase, 'On completion of the programme/module, students will be able to …' and are followed by a verb. The verbs used for module outcomes need to be specific because outcomes need to be measurable; assessment provides the evidence that the students have achieved the specified learning outcomes. It’s therefore best not to use words such as ‘understand’ (‘explain’ is preferable) or ‘be knowledgeable about’ which are difficult to pin down and cannot be clearly identified through assessment.

Definition:

An Intended Learning Outcome is a statement of what a student is expected to know and be able to do at the end of a period of learning and how that learning is to be demonstrated and/or represented for assessment. They promote consistency among modules in meeting the University’s academic standards when learning outcomes articulate with the University’s Levels and Awards Framework.

Extra guidance:

Intended Learning Outcomes do not usually specify curriculum details, but refer to more general areas of learning. There may be an exception to this in Science and Applied Science subjects (please see link to examples of Intended Learning Outcomes). However, as a 'rule of thumb' it is unlikely there will be more than eight Intended Learning Outcomes per module.

The categories and levels of intended learning outcomes:

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Module Specific Skills and KnowledgeThese ILOs identify the skills and knowledge particular to the module that are not seen as a normal expectation in a student of the discipline e.g. not all historians need to have a detailed knowledge of the Victorian era and the techniques required for studying it. These ILOs typically refer to abilities in demonstrating specialist knowledge and methods. Module Specific Skills and Knowledge are usually written by the module convener.

Discipline Specific Skills and KnowledgeThese ILOs identify skills and knowledge normally expected in all students of the discipline. These ILOs may have been written by the discipline staff; the module convener may then select the ILOs that are addressed by the module.

Personal and Key Transferable/Employment Skills and KnowledgeThese ILOs identify the skills and knowledge developed in the module that can be applied outside of the discipline as well as outside of the learning environment. These are the most broad-based and generic skills, which add value to the student. This section should not include expressions that suggest that the skills and knowledge are restricted in any way to the programme or module being described. These skills and knowledge are normally identified by the discipline and the module convener then selects skills and knowledge that are addressed by the module.

Level of skillsMake sure that ILOs are pitched at the same level as the module. At Level 7 you should use words which make clear the level of complexity expected from students on Masters courses. For example, 'knowledge' can be remembered fact, but at Masters level students should be able to use and appraise knowledge, theory and methodology in a critical, evaluative, analytical and exploratory way. ILOs should reflect this. Full details can be found in the TQA in G u i dance no t es to I L O s and in the Le v e l s and A w a r ds F r a m e w o r k .

The components and language of ILOs:

A well-written ILO normally contains the following three components:

1. A word or words to indicate what the student will have attained.

2. A word or words to qualify the level of attainment.

3. A verb that indicates how the student will manifest the attainment.

Consider this learning outcomeBy the end of the module, you should be able to describe in detail the influence of social context on the set text.

The attainment is ‘describe in detail the influence of social context on the set text’.

The level of attainment is ‘in detail’.

The verb is: 'describe'.

ILO ProblemsSome frequent errors in Intended Learning Outcomes:

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1. Omission of level of attainmentThe Intended Learning Outcome must make clear the level of learning that students are expected to be able to achieve by the end of the module. This is essential information for students, for staff and for reviewers of academic standards. The omission of a level qualifier occurs most often in ILOs in Personal & Key Skills, which might for example specify ‘be able to use computer-based learning resources’ for modules at all levels.

It’s far better to write the ILO as follows:

Level 1: ‘Use a computer-based learning resource co m p e t en t l y ’.

Level 2: ‘Use so m e computer-based learning resources co m p e t en t l y ’.

Level 3: ‘Use a r ange of computer-based learning resources

e f f ec t i ve l y ’

Level M: 'Use a f ull r ange of computer-based learning resources eff ect ively and independent ly ’

2. Failure to specify level of attainment by use of relative termsThe use of the following, ‘will demonstrate an i n cr eased ab ili t y to analyse textual material’ makes the level of learning unclear because the increment can build from any initial baseline – i nc r eased ab ili t y relative to what? Therefore, avoid relative terms.

3. ILO mistakenly refers to learning and not its manifestationAn illustration is: 'At the end of the module, the student should be able to understand the health and safety practices of laboratory work'. However you need to be able to assess the representation of learning, not the student’s attributes. In order to show how this is done, ILOs should indicate the nature of the representation. A better formulation of the ILO above is: 'At the end of the module, the student should be able to de m ons t r a t e t h e i r kn o w l edge of health and safety practices of laboratory work in their practical work '.

4. ILOs written as a statement of teaching intention.ILOs describe what the successful student is expected to be able do at the end of the module. ILOs are not statements about the module, its content, or the learning environment, which should be described in the module’s aims.

Intended Learning Outcomes (ILOs), teaching, and assessment:The award of credit for a module implies that all the module’s learning outcomes have been met. ILOs must be capable of being assessed and a range of assessment methods including formative and summative assessments should be used to ensure that all ILOs are assessed. You should design assessments so that students can see that they will be tested on each ILO.

Each of a module’s ILOs implies training and feedback; a module must support students in attaining each ILO and the student should be able to judge the extent of their attainment at the end of the module by the feedback you provide. Feedback may be given by evaluative indicators that either count towards the overall mark (summative assessment) or by those that do not (formative assessment).

Syllabus PlanPurpose:

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To identify the topics covered in the module.

Format:

The Syllabus plan is a list of topics, which can be provided in chronological order of study. The list of topics can only be stated on a weekly basis where the provision arrangements can be guaranteed.

Examples:

A. Geography moduleI n t r oduc t i on - Role and significance of tourism; Scope and nature of tourism; Approaches and themes in the geography of tourism.

T o u r i st beha v i our and i m pact - Typologies of tourist travel; Tourist decision-making; Social access to tourism; Inequality in access; Relationships between hosts and guests; Tourism, culture and landscape; the end of tourism.

S tr u c t u r al cha n g e s i n t he T ou r i st I nd u s t r y : the British case - The British tourist industry; Changes in the accommodation sector; Trends in the travel industry; Public policy and tourism; the resort cycle; the survival of traditional seaside resorts.

F r om B a l t i m o r e t o B r a d f o r d : Urban Tourism and Development in Britain and N. America - Pleasure, leisure and jobs; The Baltimore story: developing new forms of urban tourism; Tourism and Britain’s inner cities.

E v a l ua t i ng Vi s i t or and T o u r i st B eha v i our - Methodological problems in tourist research; Diary approaches and time budget analysis; Official data and its limitations; Assessing visitor behaviour within tourist attractions: theme parks and museums.

B. Theology moduleWeek 1: Image and metaphor in language and theology: the theology of the Hebrew Bible(Dr A Bell).

Week 2: Images of God, humanity, and the cosmos in the Hebrew Bible (Dr B Ware).

Week 3: Theology of the Hebrew Bible and the New Testament (Prof C Ling).

Week 4: Theology of the Hebrew Bible and late modern/ post-modern thinking (Dr D Light).

Week 5: Retrospect (Dr E Fuse)

Learning Activities and Teaching MethodsPurpose:

To describe the learning activities of the students and the teaching methods of the staff; effective module design should result in a varied range of active learning experiences for students – including learning activities which are ‘research-like’ - across modules and the programme as a whole.

Activities should, of course, motivate and encourage deep learning (reflection on wider meanings, rather than superficial memorisation of information). They should also be varied and flexible enough to accommodate different learning styles and orientations, and allow for inclusivity of students from different backgrounds and with different kinds of learning abilities.

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Learning activities therefore need to include reference to independent, interdependent (peer- supported) and online activities, as well as participation in different kinds of taught class.

Format:

The University is required by HEFCE to quantify learning and teaching activities in the following categories:

• Scheduled learning and teaching activities – to include formative assessments;• Guided independent study;• Placement/ study abroad

In determining the proportion of time spent in each type of activity you should use the convention that one credit point equates to 10 learning hours. The time in scheduled learning and teaching activities and in placements will need to be accurately measured; the proportion in guided independent study will be derived as the number of hours remaining after taking into account hours spent in placements and scheduled learning and teaching activities.

In all cases the three values must add up to the total number of learning hours for that module.

Examples:

ECMM718 Dynamical Systems and Chaos (15 credits = 150 learning hours)LEARNING ACTIVITIES AND TEACHING METHODS (given in hours of study time)Scheduled Learning & Teaching activities

50 hours Guided independent study

100 hours Placement/study abroad

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DETAILS OF LEARNING ACTIVITIES AND TEACHING METHODSCategory Hours of study time DescriptionScheduled Learning & Teaching activities

33 hours Lectures and practical classes

Scheduled Learning & Teaching activities

17 hours Group practical – practice sessions supervised by technician

Guided independent study 40 hours Writing up reports from practical sessionsGuided independent study 40 hours Reading and researchGuided independent study 20 hours Web-based activities

EAS1035 Beginnings: English Literature before 1800 (30 credits = 300 learning hours)LEARNING ACTIVITIES AND TEACHING METHODS (given in hours of study time)Scheduled Learning & Teaching activities

33 hours Guided independent study

267 hours Placement/study abroad

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DETAILS OF LEARNING ACTIVITIES AND TEACHING METHODSCategory Hours of study time DescriptionScheduled Learning & Teaching activities

11 hours Lectures

Scheduled Learning & Teaching activities

22 hours Seminars – these will be led by the tutor. You will need to prepare for each seminar and to present on a given topic in groups of 3 on 2 occasions.

Guided independent study 100 hours Web-based activities located on ELE - preparation for seminars and presentations

Guided independent study 167 hours Reading and preparation for seminars and presentations

SOC3040 Dissertation (60 credits = 600 learning hours)

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LEARNING ACTIVITIES AND TEACHING METHODS (given in hours of study time)Scheduled Learning &Teaching activities

21 hours Guided independentstudy

579 hours Placement/studyabroad

DETAILS OF LEARNING ACTIVITIES AND TEACHING METHODSCategory Hours of study time DescriptionScheduled Learning & Teaching activities

9 hours Seminars focussing on researcher skills development

Scheduled Learning & Teaching activities

12 hours 6 x 2 hr supervision meetings with your tutor who will mediate the learning and teaching process throughmonthly progress meetings. You will devise a dissertation topic. You will then be assigned anappropriate specialist member of staff as your supervisor. Your supervisor will set targets and provide you with feedback on a draft of your dissertation

Guided independent study 100 hours Research and produce literature review and research methodology

Guided independent study 100 hours Carry out research project and initial analysisGuided independent study 300 hours Write final version of your dissertation

The QAA have compiled an indicative list of learning activities/ teaching methods and this has been used to indicate catagorisation of these methods.

Activity type KIS categoryLecture ScheduledSeminar ScheduledTutorial ScheduledProject supervision ScheduledDemonstration ScheduledPractical classes and workshops ScheduledSupervised time in studio/workshop ScheduledFieldwork ScheduledExternal visits ScheduledWork based learning ScheduledGuided independent study IndependentPlacement PlacementYear abroad Placement

Lect ur e - A presentation or talk on a particular topic.

The term 'lecture' covers everything from the traditional model, where a single member of staff introduces ideas or delivers facts to a group of students, to approaches that might be much more interactive, involve a variety of contributors, make use of a range of media and technologies, and take place virtually as well as in person. Lectures are assumed to involve larger groups of students than do seminars and tutorials.

Sem inar - A discussion or classroom session focusing on a particular topic or project

Seminars are defined as sessions that provide the opportunity for students to engage in discussion of a particular topic and/or to explore it in more detail than might be covered in a

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lecture. A typical model would involve a guided, tutor-led discussion in a small group. The term also encompasses student or peer-led classes with a staff member or affiliate present. Use of technology means seminars may take place virtually. Seminars are assumed to involve smaller groups of students than lectures.

T u t o r i al - A meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project.

Tutorials are distinguished from seminars due to the key role of the tutor in tutorials as giving direction or feedback. Tutorials can happen virtually as well as face-to-face.

Pr oj ect super vision - A meeting with a supervisor to discuss a particular piece of work.

The term 'project supervision' is used to refer to the meetings that a student or group of students would have with a supervisor, to plan, discuss, and monitor progress on a particular piece of work, such as a dissertation or extended project. Meetings can take place virtually or in person. The size of a project supervision meeting will depend upon the number of students involved in the work concerned and the nature of that work but supervisions will frequently also take place on a one-to-one basis.

D e m ons t r a t i on - A session involving the demonstration of a practical technique or skill.

Examples might include the demonstration of laboratory skills, clinical skills, and performance art or fieldwork techniques. Demonstrations can take place virtually or in person. The size of ademonstration varies and could take place on a one-to-one basis.

P r ac t i cal c l asses and w o r k shops - A session involving the development and practical application of a particular skill or technique.

Examples can be wide ranging: laboratory class, recital, artifact handling/identification, language conversation, sports matches. Workshops might incorporate elements of teaching or guided learning, and they are likely to be supervised or observed. These sessions are likely to take place in person but may also be conducted remotely. Workshops are likely to involve at least a small group of students but could also take place on a one-to-one basis.

S upe r v i sed t i m e i n s t ud i o / w o r k shop - Time in which students work independently but under supervision, in a specialist facility such as a studio or workshop.

For example time spent in an art or design studio or rehearsal space such as a workshop or theatre. It could be timetabled or take place on an ad hoc basis and will be face-to-face, involving a group or individuals.

Field wor k - Practical work conducted at an external site.

Examples: survey work and other forms of data collection, excavations and explorations. The work might be unsupervised or supervised, and supervision could be provided by staff or appointed representatives. Some fieldwork may be conducted virtually. Fieldwork might be

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conducted in groups of various sizes, or by individuals, depending on the nature of the work involved.

E x t e r nal v i s i t s - A visit to a location outside of the usual learning spaces, to experience a particular environment, event or exhibition relevant to the course of study.

Examples: a visit to a business or industrial site, built environment site, museum or collection, to attendance at a performance or exhibition. These visits might be unsupervised by staff or appointed representatives, or unsupervised. Site visits may be carried out in groups or individuals.

W ork-based learning - Structured learning that takes place in the workplace.

Work-based learning is a structured academic programme, controlled by the higher or further education institution, and delivered in the workplace by academic staff of the institution, staff of the employer, or both.Unlike work experience, which is one element of a course (whether for the whole or part of ayear), work-based learning is at the heart of a student’s learning programme and must be subject to the same level of academic supervision and rigour as any other form of assessed learning.

It includes:• The imparting of relevant knowledge and skills to students;• Opportunities for students to discuss knowledge and skills with their tutors;• Assessment of students’ acquisition of knowledge and skills by the institution’s academic staff, perhaps jointly with an employer.

Work-based learning should be regarded as substituting for the learning that under other circumstances would normally take place within the institution. The inclusion of an element of work-based learning should, therefore, not extend the normal duration of a course.Other types of learning in the workplace or other placements that do not meet this definition of work-based learning given above should be treated as placements.

G uided independent st udy

Scheduled learning and teaching activities typically feature alongside time in which students are expected to study independently, which may itself be 'guided'.

Guided independent study includes preparation for scheduled sessions, follow-up work, wider reading or practice, completion of assessment tasks, revision, etc. The relative amounts of time that students are expected to spend engaged in scheduled activities and guided independent study varies between courses. In all cases, students are expected to be responsible for theirown learning, with appropriate support being provided by the institution, such as the provision of study skills training, feedback on assessed work, access to libraries and learning spaces, language skills training, etc.

Pl ace m en t s - Learning away from the institution that is neither a year abroad nor work based learning.

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‘Placements’ covers any learning, other than years abroad and work-based learning, that takes place through an organised work opportunity, rather than in a university or college setting, and includes managed placements. Supervision or monitoring is likely to be carried out either by a member of staff or a mentor within the host organisation. Students might undertake placements individually or in groups, depending on the nature of the workplace and the learning involved.

Y ear ab r oad - Any study that occurs overseas whether for all or part of a year.

Where only part of the year is studied abroad it should be weighted accordingly in determining the learning and teaching methods for the year.

Assignments and assessmentsPurpose:

To publicise the formal workload associated with the module (formative and summative); to demonstrate proper module design by specifying linkages between the student’s attainment of the module’s learning outcomes and the assessment components; to promote parity among modules of equivalent credit value.

Format:

You should complete the table provided in the module descriptor (see below). This should include a list of formal work that students will be expected to submit. The size (duration/length) of each assessment item is specified. This section includes formative assessments which are assignments that do not count towards the final mark for the module. Summative items must indicate the percentage weighting of the final mark. For each assessment item, the assessed ILOs are identified by number and the feedback method is given.

Quantify assessment methods as a percentage in the categories of exams, coursework or practicals. In all cases the sum of the three values must add up to 100%.

Example:

In determining the percentage of assessment in each category only summative assessments should be included.

FORMATIVE ASSESSMENT - for feedback and development purposes; does not count towards module gradeForm of Assessment Size of the assessment

e.g. duration/lengthILOs assessed Feedback method

3 out of the 6 tasks 400 words per task 1,4,5 WrittenOn-line test 30 minutes 1,3,4 On-line

SUMMATIVE ASSESSMENT (% of credit)Coursework 50% Written exams 50% Practical exams

DETAILS OF SUMMATIVE ASSESSMENTForm of Assessment % of

creditSize of the assessment e.g. duration/length

ILOs assessed Feedback method

Coursework – portfolio of tasks completed andyour reflections on these

50% 3,500 words 1,4,5,6,7 Written and verbal

Written exam 50% 1 hour 1,2,3,4 Written

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Note that peer assessment is not categorised as a separate assessment method. Rather notional credit associated with peer assessment should be included within the assessment type that the peers are assessing. For example, if peer assessment is of a presentation then this should be treated as a practical exam as presentations are treated as practical exams.

Activity type KIS categoryWritten exam WrittenWritten assignment, including essay CourseworkReport CourseworkDissertation CourseworkPortfolio CourseworkProject output (other than dissertation) CourseworkOral assessment and presentation PracticalPractical skills assessment PracticalSet exercise Varies

W ritten e xa m - A question or set of questions relating to a particular area of study.

Written exams usually occur at the end of a period of learning and assess whether students have achieved the intended learning outcomes. They may be 'seen', where the student is aware in advance of the question(s) they are expected to answer, or 'unseen', where the questions are only revealed 'on the day'. In an 'open-book' exam, a student is allowed to use a selection of reference materials during the assessment. The questions asked as part of a written exam may be essay, short answer, problem or multiple-choice. Written exams usually (but not always) take place under timed conditions.

W r i t t en a ssi g n m e n t, i n cl ud i ng e ss a y - An exercise completed in writing.

Written exercises that typically have deadlines attached but which are not carried out under timed conditions. For example, essays, where students are required to write about a particular topic or answer a question in depth or written briefings on particular topics.

Repo rt - A description, summary or other account of an experience or activity.

Various, for example: students required to produce a report after participating in a practical activity such as fieldwork, laboratory work, work experience or placement. Reports typically have a prescribed format.

Diss e r t a ti o n - An extended piece of written work, often the write-up of a final-year project.

A dissertation is a substantial piece of writing deriving from research that a student has undertaken. Dissertations are the result of a student's independent work, carried out under the guidance of a supervisor. Different subject areas may follow different conventions in relation to the production of dissertations. (Note that other outputs from projects are listed separately).

Po r t f o lio - A collection of work that relates to a given topic or theme, which has been produced over a period of time.

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A portfolio contains a number of pieces of work, usually connected by a topic or theme. Students are required to organise the collection of examples and the portfolio often includes some reflective accounts (e.g. diaries/logs). Example: in education students collect in a portfolio of essays around particular teaching methods, lesson plans, teaching materials that they have developed and a report about the teaching experience itself.

P r o j e ct ou t put ( o t her t han d is s e r t a ti o n ) - Output from project work, often of a practical nature, other than a dissertation or written report.

Students are assessed on the output of a period of project work (other than in the form of a dissertation or written report). Examples are diverse and include the staging of a play or other performance, a piece of artwork, a new product or a poster.

O r al a ss e s s m e n t or p r e s en t a ti o n - A conversation or oral presentation on a given topic, including an individual contribution to a seminar.

Examples: conversations, discussions, debates, presentations and individual contributions to seminars. Also the viva voce exam which is typically used by institutions in specific circumstances such as clarifying assessment decisions reached via other means.

P r a ctic a l skills a ss e s s m e n t - Assessment of a student's practical skills or competence.

Practical skills assessment focuses on whether, and/or how well, a student performs a specific practical skill, technique, or competency. Examples: clinical skills, laboratory techniques, identification of artwork, commentary on artwork, surveying skills, language translation or listening comprehension.

Set e x e r cis e s - Questions or tasks designed to assess the application of knowledge, analytical, problem-solving or evaluative skills.

Examples: data interpretation and data analysis exercises and problem-based or problem- solving exercises. The categorisation of set exercises will depend on the nature of the exercise being set. Typically, set exercises will not be conducted under exam conditions and will therefore normally be coursework. Where the set exercise is performed under exam conditions and does not involve the use of practical skills it should be treated as a written exam otherwise it should be a practical exam.

Re-AssessmentPurpose:

Under University of Exeter regulations, students have the right to be re-assessed on failed modules. Re-assessment is the process by which failure or non-completion of assessment is handled through deferral or referral. This section should set out the provision and arrangements for re-assessment.

Referral: A further attempt, following initial failure, at a module assessment/examination without the requirement to repeat any attendance.

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Deferral: Where a student is prevented from completing assessment requirements for a module (or modules) for valid and sufficient medical or personal reasons then deferral of assessment may be recommended.

Referrals and deferrals will usually be held in the August/September assessment period, or, otherwise, normally at the next assessment period. Students successful in any referred assessment will have recorded the mark of 40% only for the relevant module.

Format:

You should complete the table provided in the Module Descriptor as shown below

Example:

DETAILS OF RE-ASSESSMENT (where required by referral or deferral)Original form of assessment

Form of re-assessment ILOs re-assessed Time scale for re- assessment

Presentation of a paper(30%)

1,500 word essay 1-3, 4, 7,8 1st September deadline for submission

2 hr Exam (70%) 2 hr Exam 3-6, 8 August/September assessment period

RE-ASSESSMENT NOTESTwo assessments are required for this module. Where you have been referred/deferred for the presentation, you will complete a written summary of your presentation. This will constitute 30% of the module (10 credits).Where you have been referred/deferred for the exam, you will have the opportunity to take a second exam in theAugust/September re-assessment period. This will constitute 70% of the module (20 credits).

Indicative Learning ResourcesPurpose:

To publicise the learning resources that are important or essential for those studying the module or to demonstrate the academic foundation of the module. To provide a list as an indication of the type and level of information that students are expected to consult. Further guidance will be provided by the Module Convener.

Format:

Indicative basic reading listNormally a short list of books or articles in reference format (author, date, title, and publisher). If a core text or textbook exists, this should be indicated. Lists should be indicative, rather than a full bibliography.

A link should be included on the template to the Learning Resources Allocation Plan which must be agreed as part of the programme/module approval process.

All resources noted in the basic reading list must be readily and freely available.

Web based and electronic resources:Normally a list of websites or software in reference format

Other resources:This could include items such as videos or other electronic resources.

Examples:

Basic reading:• Barba, Eugenio, The Dilated Body, Zeami Libri, 1985

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• Barba, Egenio, The Floating Islands, Holstebro , Denmark : Odin Teatret, 1979

• Barba Eugenio, Beyond The Floating Islands, Holstebro , Denmark : Odin Teatret, 1986

• Christoffersen, Erik Exe, The Actor's Way, New York & London : Routledge, 1993

• Hodge, Alison, Twentieth Century Actor Training, New York & London : Routledge, 1999

• Murray , Simon & Keefe, John, Physical Theatres: a critical introduction Simon Murray & John Keefe London & New York , Routledge 2007

ELE – College to provide hyperlink to the relevant section of the website

Web based and electronic resources• Odin Teatret: http://www.odinteatret.dk/

• SPSS

Other resources:• Videos: Castle of Holstebro , In The Beginning, Il Millione

Credit ValuePurpose:

A quantified means of expressing equivalence of learning.

Format:

A number, always to correspond with the 15/30 credit framework (excluding dissertations) forPG module or any multiple of 5 for an UG module.

Extra guidance:

Modules with equivalent learning outcomes will have equivalent credit value even if the supporting teaching/learning activities differ. One credit equals ten nominal hours of study. Therefore, the figure in this section must be a tenth of the total student study time. The minimum value for a module is 5 (or 15 for a PG module). Please note that if you are amendingthe credit value for a module you must also acquire a new module code to distinguish it from the old module descriptor. Transcripts are generated from module codes. If the credit valuechanges without changing the code, then the module of study is retrospectively altered for allstudents, leading to inaccurate information being held and produced.

ECTS ValuePurpose:

The European Credit Transfer Scheme allows for the transfer of credit between European Universities. The ECTS value must be half of the Exeter credit value. This is applicable to all modules. Even if a programme is available only to a closed consortium, a student may wish to use ECTS credits they have gained at a later date.

Format:

A number - half the credit value.

Examples:

7.5: for a module worth 15 credits at Exeter

Pre-requisites

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Purpose:

Pre-requisites are requirements for prior learning used in curriculum design to ensure progression or to produce pathways in a module portfolio.

Format:

Normally, a list of one or more module codes (and titles, optionally) or the word ‘none’.

Examples:

For the undergraduate module in Biology, BIO2001 Biochemistry:

BIO1001 (Introduction to Biochemistry)

Extra guidance:

Normally, credits will have been awarded for a pre-requisite module before the current moduleis studied (in contrast to co-requisites). Therefore, pre-requisite modules usually are studied at a previous stage in a student’s programme. A student’s progression can be impeded when pre- requisites operate within a stage; the student may be judged unable to begin a module in Semester 2 if they have failed a pre-requisite module in Semester 1, even though referredexams for the failed module are pending. In this case, the student may be forced to interrupt their programme until the referred exam is passed.

A student can elect a module with an Exeter module as a pre-requisite if they are judged to have obtained equivalent prior learning elsewhere.

In guiding students, pre-requisites are normally viewed as binding in order to prevent the student from electing a module for which they are not prepared.

Co-requisitesPurpose:

Co-requisites are requirements for concurrent or prior learning used in curriculum design to ensure coherence or progression in a module portfolio within a stage.

Format:

Normally, a list of one or more module codes (and titles, optionally) or the word ‘none’

Examples:

For the Level 1 module in Arabic Studies, ARA1002 Advanced Arabic:

ARA1001 (Basic Arabic)

For the Level 2 module in Biology, BIO2001 Practical Biochemistry:

BIO2002 (Biochemistry Theory)

For the Level 3 module in History, HIH3005, History Dissertation:

HIH3001 (Research Methodology)

Extra guidance:

A student does not need to have been awarded credits for a co-requisite module before the current module is studied (in contrast to pre-requisites). Co-requisite modules usually are studied at the same stage in a student’s programme. Therefore, a student may study a module after having failed a co-requisite that was studied earlier in the same stage.

In guiding students, co-requisites are normally viewed as binding in order to prevent the student from electing a module for which they will lack concurrent or prior support.

Distance Learning

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Purpose:

To identify where the whole module may be taken by students at a distance, either by arrangement with the Programme Director or because it forms part of a programme that is wholly or partly delivered virtually. Where ‘YES’ has been circled in the box, a second module descriptor will need to be created, to identify learning, teaching, assessment and contact methods/support for students in the distance-learning version of the module.

Format:

Circle ‘YES’ or ‘NO’

Module LevelPurpose:

To specify the level at which the module’s learning outcomes are set according to theUniversity’s Le v e l s & A w a r ds F r a m e w o r k .

Format:

A number or letter(s) from the following list:

Typical higher education qualificationswithin each level

NQF/ FHEQlevel

Corresponding FQ-EHEAcycle

Doctoral degrees (e.g. PhD/ D Phil [including new-route PhD], EdD, DBA, DClinPsy)

L 8 Third cycle (end of cycle)qualifications

Master’s degree (e.g. M.Phil, M. Litt, MRes, MA, MSc)

L 7 Second cycle (end of cycle)qualifications

Integrated master’s degrees(e.g. MEng, MChem, MPhys, MPharm)Postgraduate diplomas

Postgraduate Certificate in Education(PGCE)Postgraduate certificates

Bachelor’s degrees with honours (e.g. BA/ BScHons)

L 6 First cycle (end of cycle)qualifications

Bachelor’s degrees (Ordinary)Bachelor’s degrees Final year of studyProfessional Graduate Certificate in Education(PGCE)Graduate diplomasGraduate certificatesFoundation degree (e.g. FdA, FdSc) L 5 Short cycle (within or linked to

the first cycle) qualificationsBachelor’s degrees second year of study

Diplomas of Higher Education (Dip HE)Certificates of Higher Education (Cert HE) L 4Bachelor’s degrees – first year of study

Origin Date/ Last Revision DatePurpose:

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To allow Colleges and the Dean of Faculty to quickly identify when the module was created by the College (for new modules) or when it was last revised (for amended modules).

Format:

Date format; can also include initials of author if desired.

Example:

Origin Date: 31 January 2009 (TB). Last Revision: 10 June 2011 (AG)

Key Words SearchPurpose:

To identify which search terms a prospective or current student would use when searching for this and/or similar modules. Identify any elements of the module or key words which may particularly appeal. This information can be used to help improve ranking in web searches or course searches.

Format:

List of key search terms.

Example:

History, early history, early modern, Celtic, Celts, Pagan, Gaelic, Britain, sectarian, iconoclastic, animalistic, idolatrous, unscriptural, factional, unorthodox, nonconforming, barbarous, non-Christian.

Last updated August 2015

Last reviewed April 2015

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