Institutional Overview of Quality Frameworks, Quality Assurance and Enhancement Dr Anne Craven, Head of Quality and Academic Partnerships 25/04/2014

Institutional Overview of Quality Frameworks, Quality Assurance and

Enhancement

Dr Anne Craven,

Head of Quality and Academic Partnerships

25/04/2014

Northampton Quality Assurance Framework (NQAF)

• Informed by the QAA Academic Infrastructure• Mapped against the newest QAA guidance• Strategic Fit

• Risk-based approach to QA / streamlined and responsive• A more intelligent approach to the use of institutional data

• Systems and procedures for monitoring and enhancing academic quality and standards

• A framework for the consideration of feedback from students and External Examiners about academic quality and standards

Core Quality Assurance Processes

Assuring standards; use of data

• Planning and Development Approval

• Validation

• Monitoring and Evaluation

– School Quality, Standards and Enhancement Committee

– Boards of Studies

– Annual Review• Modules and Subjects

• School

• Institution: Standards; Learning Opportunities

– Change of Approval

– Periodic Subject Review

• External Scrutiny (External Examiners/PSRBs)

Core Quality Enhancement Processes

Enhancing quality of learning opportunities

Enhancement as strategic appreciation and spreading of good practice and continuous improvement across the institution

Linked to quality assurance

– self-reflection

– Peer advice

– Sharing of good practice

– Listening to students/student voice

– Use of data

– External advice and comment/QAA; communities of practice

• External Examiners

• Approval, monitoring and review of programmes

– School Quality, Standards and Enhancement Committee and UN Committees

University Modular Framework (UMF)

• A flexible framework which allows students to study full-time, part-time, or as a distance learner

• Continuous; covers all modules from level 4 to level 8

• Ensures that students have an equitable educational experience irrespective of their programme of studies.

• Designed to consider learning as a continuum.

• A common set of progression and assessment regulations

• Governs the design process for modules and their organisation into a range of awards.

• A student centred learning experience enabling individual progression, development and achievement


• Modular structure – 10, 20, 40 (etc.) credits

• Credits forming an approved programme of study (APS)

• A named degree formed according to Award Map

• Compulsory and Designated Modules; Electives

• FT Undergraduate: 120 (100) credits/year (max. 140)

• Changing and withdrawing from modules governed by regulations

• Attendance and Cause for Concern policy


• Course design, Validation and Change of Approval done to a certain timetable within the academic year

• Course documentation (module specifications, module catalogue; also prog. specifications incl. key skills maps)

• Distinctiveness of degrees and pathways; similarity and difference defined by percentages

• Degree names (BSc, BA, etc.; joint degrees ‘with’ or ‘and’)

• Awards/Exit awards (e.g. Honours degree/Ordinary degree); Combined Studies


• AwardsAWARD CREDITS

Level 4 5 6 7 8 Total Additional Requirements

Professional Awards Some professional awards do not conform to these credit requirements. See supplementary regulations for specific details

Professional Doctorate No more than 180

No less than 360

540

Master of Prof Practice (MProf).

180 120 300

Master’s Degree 180 180

Postgraduate Diploma 120 120

Postgraduate /professional Certificate

60 60

Bachelor (Honours) 120 No less than 100

120 360 Must include dissertation or equivalent

Bachelor (Ordinary Degree)

120 No less than 100

60 300

Foundation Degree 120 No less than 100

240 At least 40 credits of work based learning

Graduate diploma 120 120

Graduate certificate 60 60

Diploma in Higher Education

120 Not less than 100

240

Certificate in Higher Education

120 120

Higher National Diploma 120 No less than 100

240

Higher National Certificate 120 No less than 30

150 or 160

See award map

University Certificate 60 60


• Period of registration

Award Total credit

Min period

Min with APL

Max period

Undergraduate

Honours Degree 360 2 years 1 year 9 years

Ordinary Degree 300 2 years 1 year 9 years

Foundation Degree 240 2 years 1 year 6 years

Diploma of Higher Education 240 2 years 1 year 6 years

Higher National Diploma 240 2 years 1 year 6 years

Higher National Certificate 150 2 years 1 year 4 years

Certificate of Higher Education 120 1 year 3 years

Professional Graduate Certificate in Education

120 1 year 3 years

Postgraduate

Professional Doctorate 540 3 years 2 years 6 years with APCL 10 years without APCL

Masters Degree 180 6 months 5 years

Postgraduate Diploma 120 6months 3 years

Postgraduate Certificate 60 3 months 2 year2

Postgraduate Certificate in Education

120 1 year 3 years

Diploma in Management Studies

120 1year 3years


• Levelness and Learning Outcomes; linked to assessmentLevel 4 develop a rigorous approach to the acquisition of a broad knowledge base; employ a range of specialised skills; evaluate information, using it to plan and develop investigative strategies and to determine solutions to a variety of unpredictable problems; and operate in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs Level 5 generate ideas through the analysis of concepts at an abstract level with a command of specialised skills and the formulation of responses to well-defined and abstract problems; analyse and evaluate information; exercise significant judgement across a broad range of functions; and accept responsibility for determining and achieving personal and/or group outcomes Level 6 critically review, consolidate and extend a systematic and coherent body of knowledge, utilising specialised skills across an area of study; critically evaluate concepts and evidence from a range of sources; transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations; and accept accountability for determining and achieving personal and/or group outcomes Level 7 display mastery of a complex and specialised area of knowledge and skills, employing advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for related decision making, including use of supervision Level 8 make a significant and original contribution to a specialised field of inquiry, demonstrating a command of methodological issues and engaging in critical dialogue with peers and accepting full accountability for outcomes


• Study Hours Teaching, learning + assessment activities

Study hours

Comments

Taught Hours (with detail)

48 This is often considered to be approximately ¼ of the module total but will vary depending on the nature and mode of delivery of a module.

Independent study hours (with detail)

72 This is often considered to be approximately ½ of the module total, although may vary depending upon the nature of the module and it’s mode of delivery. The study should be more directed at level 4 becoming progressively independent as the level increases.

Assessment Hours (with detail)

50 Should make up ¼ of the module. Ten hours should be allocated to each unit of assessment

Other hours (with details) 30 This should include visits etc

Total 200


• ‘Skills Agenda’

• Key Skills Map

• Employability

Learning to learn

Communication

Group work Self manage-mint

Problem solving

Use of IT & Process Numerical Data

The ability to evaluate personal learning styles & use an effective range of study & academic skills in order to access & manage information for the purpose of understanding, rational argument critical thinking & evaluation

The ability to express, discuss and present knowledge, ideas and viewpoints to a variety of audiences with confidence and clarify

The ability to work harmoniously & productively as a member of a group in a variety of roles, demonstrating and awareness of group dynamics & appropriate inter-personal & interactional skills

The ability to manage & organise oneself to take responsibility for decision making target setting and delivery of action

The ability to identify problems & to apply concepts, principles & techniques in order to generate solutions, choose between alternatives & take appropriate action

The ability to effectively use key information technology and appropriate software to assist in the learning process and to equip oneself with the ability to process numbers


• Designing Assessment Assessment method Hours Units 5,000 word assignment 50 hours 5 Portfolio (must stipulate size) 40/50 hours 4/5 Practical project with research 40 hours 4 Formal examination (2 or 3 hours) 30 hours 3 Case study (3,000) 30 hours 3 2000 word essay 20 hours 2 20-30 minute individual presentation 20 hours 2 Group project 20 hours 2 Time constrained test (1 hour) 10 hours 1 Group presentation 10hours 1 1000 word assignment 10hours 1


• Assessments specified in the course documentation (Validation); details in the annual Modules Guides

– 2 attempts (Extensions; deferrals; mitigating circumstances; referral; re-start)

– Late submissions/failures of submission affecting mark

– Assessment from A+ to F-; G a non-submission mark

– Failing students may re-sit during the year

• Accumulated failure: and failed, having exhausted all opportunities for re-assessment. Either: more than 80 credits at level four, or more than 60 credits at level five, or more than 80 credits at level six, or more than 40 credits at level seven, or 20 credits at level eight. Each failure contributes to this count.

• Condonement: At levels 4 and 5 only, a student who successfully passes modules amounting to 100 credits and has an F+ in one or two modules amounting to no more than 20 credits in total will be awarded a condoned fail, recorded as grade E.


• Marking: PG

The example below uses this table to determine the module grade for a student who has achieved the following: Essay (40%) Awarded C- Project (60%) Awarded B+

Grading level seven I tem grade Points Overall points Module grades A+ A A- B+ B B- C+ C C-

25 23 21 20 19 18 17 16 15

24.0 or more 22.0 - 23.99 20.5 - 21.99 19.5 - 20.49 18.5 - 19.49 17.5 - 18.49 16.5 - 17.49 15.5 - 16.49 14.5 - 15.49

A+ A A- B+ B B- C+ C C-

F+ F F- G

13.5 11.5 6 0

13.0 - 14.49 9.0 - 12.99 3.0 - 8.99 0.0 - 2.99

F+ F F- G

Left hand columns relate to assessment grades: C- for the essay will be awarded 40% of 15 points =6points B+ for the project will be awarded 60% of 20points =12points

Right hand columns relate to module grade

18 points equates to B- for the module


• Marking: UG

Grading levels four to six I tem grade Points Overall points Module

grades A+ A A- B+ B B- C+ C C- D+ D D-

25 23 21 20 19 18 17 16 15 14 13 12

24.0 or more 22.0 - 23.99 20.5 - 21.99 19.5 - 20.49 18.5 - 19.49 17.5 - 18.49 16.5 - 17.49 15.5 - 16.49 14.5 - 15.49 13.5 - 14.49 12.5 - 13.49 11.5 - 12.49

A+ A A- B+ B B- C+ C C- D+ D D-

F+ F F+ G

11 8 4 0

9.50 - 11.49 6.00 - 9.49 2.00 - 5.99 0 - 1.99

F+ F F- G

The example below uses this table to determine the module grade for a student who has achieved the following: Essay (40%) Awarded D- Presentation (20%) Awarded B+ Project (40%) Awarded A-

Left hand columns relate to assessment grades: D- for the essay will be awarded 40% of 12 pts =4.8 points B+ for the presentation will be awarded 20% of 20points =4 points A- for the project will be awarded 40% of 21points =8.4 points The assessment total is (4.8+4.0+8.4) =17.2 Right hand columns relate to module grade 17.2 points equates to C+ for the module


• Grading Grade Undergraduate

classification Postgraduate classification

Between A+ and A- First Distinction

Between B+ and B- Upper second Merit

Between C+ and C- Lower second Pass

Between D+ and D- Third Fail (F+,F, F- G)

Below D- (F+,F, F- G) Fail


• UG Classification (degrees)

• Ordin. degrees not classified

• Others Distinct./Merit/Pass

Class Requirement

First Class Mean of A- or above; or More than half* the counting grades A- or above.

Upper Second Mean of B- or above; Or More than half the counting grades B- or above; And Requirements for a higher class not met.

Lower Second Mean of C- or above; Or More than half the counting grades C- or above; And Requirements for a higher class not met.

Third Class Requirements for an honours degree achieved; And Requirements for a higher class not met.

• Classification – Masters and PG Dip (PG Cert, Grad Cert/Dipl not classified)

Documents

Institutional Overview of Quality Frameworks, Quality Assurance and Enhancement Dr Anne Craven, Head of Quality and Academic Partnerships 25/04/2014