Curriculum Design and Assessment in Higher Education
| Code | School | Level | Credits | Semesters |
| EDUC4263 | Education | 4 | 20 | Full Year UK, January Full Year UK |
- Code
- EDUC4263
- School
- Education
- Level
- 4
- Credits
- 20
- Semesters
- Full Year UK, January Full Year UK
Summary
This module entails reviewing and evaluating higher education module/course curriculum and assessment design from an enhancement perspective. This module builds on Module 1: Teaching and Learning in Higher Education to allow participants to examine deeper their current teaching context and undertake a review of the curriculum and assessment design of a module/course they teach or support learning.
There is a structured route for participants in this Module with taught sessions, peer conversations, and related tasks and readings. Participants will engage in a scholarly process of curriculum design review that combines exploring and reflecting on teaching philosophies and theoretical conceptions, current influences on curriculum design, and, quality assurance frameworks. Participants will also explore ways to incorporate educational technologies to promote student learning, review assessment task design and student feedback processes.
Target Students
Only available for members of staff enrolled on the PGCHE.
Classes
Delivered through workshops, small group work and peer discussions.
Assessment
- Coursework 1: Assignment proposal (500 words)
- 100% Coursework 2: Reflective Review (3500 words)
Assessed in both autumn & spring semest
Educational Aims
Drawing on sound principles from Module 1: Teaching and Learning in Higher Education, this module aims to enable participants to become reflective practitioners through the review and evaluation of a module or course’s curriculum and assessment design. Participants will also review and evaluate their current student feedback practices considering this reflection.Learning Outcomes
At the end of this module, participants will be able to:
1. Explore and examine curriculum design and assessment theoretical frameworks.
2. Design learning activities or modules that consider the needs of diverse student cohorts.
3. Evaluate assessment and feedback methods to ensure effective and inclusive learning experiences.
4. Identify key areas of practice for future professional development.