Northumbria University

Academic Registry

Guidelines for Completion of Module Descriptor – Form MD

Red Guides on Developing a new module and Delivering a module are also available[1]

A module descriptor must be completed by the module author for every new module as follows:

  1. Module Code: This box will be completed by the administrator when entering the details onto record systems.
  1. Module Title: Please remember that the title will appear on listings of modules which are used for a number of purposes and needs to be as meaningful as possible. Please avoid lengthy titles.
  1. Indicate the subject division that owns the module, normally where the module tutor and subject expertise reside.
  1. Indicate the level of the module – 3,4,5,6,7,8.
  1. Indicate the Module Tutor/Author.
  1. Indicate how many credit points the module is worth. Note that the University has moved to a standard 20 credit module wherever possible (see section 4 of the Modular Framework[2]).
  1. Indicate whether the module is year long or semester based.
  1. Indicate one of the following types (note that the majority of modules are ‘standard’).

  1. Show location(s) of delivery of this module. If the module will be delivered on collaborative sites, indicate all sites on which delivery will take place (name of institution, country and start month in each case).
  1. Provide a brief overview of module.
  1. Indicative reading list or other learning resources: The reading list should only include key texts and/or other learning resources. Care should be taken to ensure that these are realistic and that too many references are not included. This list can also include e-based learning resources.
  1. The outline syllabus should indicate the contents of the module in bullet point form. This should be written in plain English that can be understood by students.
  1. The aims of the module should comprise a broad statement of educational intent and overall purpose of the module in relation to the subject area. Again, this should be written in plain English that can be understood by students.
  1. Learning outcomes should be written with reference to the Programme Specifications for the programmes on which the module will be delivered. Learning Outcomes should state what the student is expected to know and/or can do at the end of study on the module and should be matched to the module level.
  1. Leave this box blank if there are no pre-requisites for this module. Pre-requisite modules are those which must already have been taken at a lower level, or any stipulated level of prior knowledge required: they ensure that students are likely to be capable of achieving the module learning outcomes and identify prior learning required for students to be successful in a module.
  1. Leave this box blank if there are no co-requisites for this module.Co-requisite modules are those which must be studied at the same time, or any stipulated level of concurrent knowledge required: they ensure that students are likely to be capable of achieving the module learning outcomes and identify concurrent learning required for students to be successful in a module.
  1. Enter the specific resources required to deliver the module by distance learning eg specific learning materials, hardware and software specifications.
  1. The Learning and Teaching strategy should explain how students are supported to achieve the learning outcomes of the module and should relate to the learning outcomes listed under section 14.
  1. The Assessment and Feedback strategy should include details of summative assessment and rationale for tasks. Additional formative assessment should be specified including a rationale for tasks. Indicate how and when (note - specific dates are not required, only an indication of the key stages such as weekly, fortnightly, mid-point, after completion of a specific component etc) students will be provided with feedback on their performance both throughout module and on completion of summative assessed tasks (e.g. written comments on draft/final work, one-to-one meetings, group feedback, model answers/eLP tests, reflective activities, via MP3 etc). When deciding on the assessment and feedback strategy remember that assessment should enable learning and be clearly aligned with the module learning outcomes. Refer to the Red Guide on Developing a new module[3], the Guidelines for Assessment Practice[4] and the CETL Assessment for Learning[5] for guidance. This section should indicate whether the module as a whole or assessment component/s are exempt from NU’s Anonymous Marking Policy (see Examiners’ Handbook section A2)[6]
  1. Make clear to students if there are any implications that they need to be aware of in selecting this module e.g. modules which require this as a pre-requisite.
  1. Please complete the NSW accurately. It should convey the expectation of workload to students. The tables reflect the learning and teaching activities needed to inform total hours of ‘Scheduled’,’ Independent’ and ‘Placement’study,identified as part of HEFCE’s Key Information Set (KIS) requirements. SITS will use these NSW hours to calculate the yearly percentage proportions of ‘Scheduled’,’ Independent’ and ‘Placement’ that will be displayed on the KIS for all undergraduate programmes. The distribution of NSW on the module may differ where there are multiple modes of delivery (e.g. part time, full time, distance learning). Separate tables should be completed to ensure that NSW for individual modes is clear.

Please see Appendix 1 for detailed definitions[7] of learning and teaching activities

  1. When the module is entered on SITS, a marking scheme is attached to the module overall and to each component of assessment. The particular marking scheme attached has a bearing on the reassessment process and normally depends on either School policy or professional body requirements for the programme on which the module is delivered. Reassessment can either test all module learning outcomes (synoptic) or only reassess individual failed components (non-synoptic). Where the same module is delivered on programmes that have different marking schemes, a different module code will be required.
  1. Detail the elements of summative assessment in this section – the normal expectation is that there would not be more than one assessment per 10 credits. Refer to the Red Guide on Developing a new module[8], the Guidelines for Assessment Practice[9] and the CETL Assessment for Learning[10] for guidance. Under Assessment Description, include each form of assessment on a separate line indicating the % it contributes to the overall module mark in the Weighting column (e.g. examination 50%, coursework 25%, presentation 25%).

KIS identifies only three assessment categories ‘written’, ‘coursework’ and ‘practical’. However SITS will use the CP codes and PRE codes to inform the ‘practical assessment category. . See Appendix 2 for further information

An example is completed below for a module which, exceptionally, has three components of assessment:

Sequence
001, 002 etc. / Assessment type
indicate ONE of the following types:
AO Attendance only
CP Clinical Placement
CW Coursework
EXAM
PRE Presentation / Brief description of assessment
e.g. type/length of exam, type/word limit of coursework / Weighting
% or Pass/Fail (for grade only components)
Note: % weightings should add up to 100% for module overall
001 / CW / Assignment (1500 words) / 40%
002 / PRE / Group presentation / 30%
003 / EXAM / Multiple choice test (1 hour) / 30%

Sections 24-29, now including a log of changes to the Module Descriptor, are completed by School administrative staff following SSLE approval/entry onto SITS.

1

AR/QS/SI

Updated June 12

Appendix 1 – Definitions of KIS L&T activities

Activity type / KIS category / Definition
Lecture / Scheduled / A presentation or talk on a particular topic.
Seminar / Scheduled / A discussion or classroom session focusing on a particular topic or project
Tutorial / Scheduled / A meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project.
Project supervision / Scheduled / A meeting with a supervisor to discuss a particular piece of work.
Demonstration / Scheduled / A session involving the demonstration of a practical technique or skill.
Practical classes and workshops / Scheduled / A session involving the development and practical application of a particular skill or technique.
Supervised time in studio/workshop / Scheduled / Time in which students work independently but under supervision, in a specialist facility such as a studio or workshop.
Fieldwork / Scheduled / Practical work conducted at an external site.
External visits / Scheduled / 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.
Work based learning * / Scheduled / Structured learning that takes place in the workplace.
Guided independent study † / Independent / Higher education is distinguished from general and secondary education by its focus on independent learning. 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 might include 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 their own learning, with appropriate support being provided by the institution. Such support can be via a variety of means, including, for example, through the provision of study skills training, feedback on assessed work, access to libraries and learning spaces, language skills training, etc.
Placement † / Placement / Learning away from the institution that is neither a year abroad nor work based learning.
Year abroad † / Placement / Any study that occurs overseas.

Appendix 2- Definitions of KIS Assessment activities

Activity type / KIS category / Definition
Written exam / Written / A question or set of questions relating to a particular area of study.
Written assignment, including essay / Coursework / An exercise completed in writing.
Report / Coursework / A description, summary or other account of an experience or activity.
Dissertation / Coursework / An extended piece of written work, often the write-up of a final-year project.
Portfolio / Coursework / A collection of work that relates to a given topic or theme, which has been produced over a period of time.
Project output (other than dissertation) / Coursework / Output from project work, often of a practical nature, other than a dissertation or written report.
Oral assessment and presentation / Practical / A conversation or oral presentation on a given topic, including an individual contribution to a seminar
Practical skills assessment / Practical / Assessment of a student's practical skills or competence.
Set exercise / Varies - see notes / Questions or tasks designed to assess the application of knowledge, analytical, problem-solving or evaluative skills*

*Examples might include 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.

1

AR/QS/SI

Updated June 12

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