Programme developments Coherence within the curriculum.

Programme developments

Coherence within the curriculum

intranet.open.ac.uk/[email protected]

[email protected]

COBECentre for Outcomes-Based Education

From courses to programmes

Qual 1

Qual 2

Open degree

Level 1 Level 2 Level 3

Pathways through courses within a programme

Course 1

Course 2

Course 3

Course 4

Course 5Course 6

Qualificationlearning outcomes

Course and qualification learning outcomes - relationship

Course and qualification learning outcomes - relationship

Course 1

Course 2

Course 3

Course 4

Course 5Course 6

Qualificationlearning outcomes

Course 2a

Course replacement

Tools/processes• Programme committees actively manage• For new qualifications/courses – the stage gate process• Curriculum maps support both of these• PLANET holds records for the University

CURRICULUM MAP: Award code – Award name

COMPULSORY COURSES

nnn points

CORE OPTIONAL COURSES

nnn points required

Cou

rse

#

Cou

rse

#

Cou

rse

#

Cou

rse

#

Cou

rse

#

Cou

rse

#

Cou

rse

#

Cou

rse

#

Cou

rse

#

Cou

rse

#

Codes: T = taught; D = developed; A = assessed

nn nn nn nn nn nn nn nn nn nn

1. Knowledge & understanding

1.1 enter learning outcomes here TDA DA D DA DA

1.2 and here, and so on TA D D DA DA

1.3

1.4

2. Cognitive skills

2.1

2.2

2.3

2.4

3. Key skills

3.1

3.2

3.3

3.4

4. Practical and/or professional skills

4.1

4.2

4.3

4.4

Curriculum maps enable programme committees to manage coverage, coherence and progression of the learning outcomes at award level.

Slightly modified it can also be a valuable tool for managing courses.

Resources• Curriculum Management Guide, online resource• ‘Using Learning Outcomes’ booklet• ‘Undergraduate Levels Framework’ booklet• ‘Enhancing Employability’ booklet• ‘Integrating Information Literacy Into the Curriculum’

booklet

Qualification-based assessment• To provide knowledge and evidence about award-based

assessment• Implications of award structures on assessment at

course level• Builds on work already undertaken by COBE on the

move to programmes, the coherence of student pathways within awards and the cost implications of the increasing use of ECA and project work, particularly at level 3.

Vertical coherence• Aims:

– Providing progressive assessment as students work towards awards within programmes of study

– Students on particular pathways not being over exposed to one form of assessment, and assessment at one level should prepare students for the next stages of the award.

Horizontal coherence• Aims:

– Shared understanding of meaning of study at a particular level in terms of the learning outcomes developed and how they are assessed

– Greater awareness of levels may in turn help the vertical coherence of awards

Projects• Working with colleagues from 4 Programme areas.• Childhood and Youth Studies, Arts and Humanities,

Psychology, Science.• Vertical coherence, ‘capstone’ award assessment,

sector review of different forms of assessment, implications of award-based assessment.

• Outcomes in June 2008.

COBECentre for Outcomes-Based Education

intranet.open.ac.uk/[email protected]

[email protected]

Programme developments Coherence within the curriculum.

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