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Academic Level: Learning Outcomes and Credit Levels

Academic Level: Learning Outcomes and Credit Levels. Dr Anita Walsh Birkbeck, University of London National Teaching Fellow. Academic Level …. Credit framework consists of levels and credits (=latter indicates size of the learning experience)

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Academic Level: Learning Outcomes and Credit Levels

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  1. Academic Level: Learning Outcomes and Credit Levels Dr Anita Walsh Birkbeck, University of London National Teaching Fellow

  2. Academic Level ….. • Credit framework consists of levels and credits (=latter indicates size of the learning experience) • Numbers can imply an artificial specificity – is an academic judgement • Is hierarchy of levels going from entry level to doctorate APEL Helsinki/Oulu December 2009

  3. Academic Level … • Contribution of credit framework – focus on level of demand of learning experience expressed through learning outcomes • Level has often been implicit in higher education – subsumed in qualifications (UG/PG etc)/content/progression APEL Helsinki/Oulu December 2009

  4. Academic Level … • Credit levels outline generic characteristics of learning which are embedded in different disciplines • Indicate how difficult the learning is designed to be • Level of demand therefore distinguished from level of performance of student APEL Helsinki/Oulu December 2009

  5. Academic Level … • Level is fixed via the design of the module/programme • It does not vary according to the qualifications of a student on entry • Postgraduate in time need not be postgraduate in level APEL Helsinki/Oulu December 2009

  6. Academic level … • Explicit integration of level = important for student • Staff aware that they expect different things from first year students and final year students – level is an attempt to move towards transparency of expectations APEL Helsinki/Oulu December 2009

  7. Academic level … • Explicit consideration of expectations in programme design is an important element of achieving appropriate demand and consistency • Integrates what we want students to know and what we want them to do with that information APEL Helsinki/Oulu December 2009

  8. Academic Level … • Can therefore ensure that expectations ‘fit’ stage in programme • For example, requiring a high level of critical evaluation and analysis in the first year would be too demanding • Could demotivate students and lead to disproportionate failure APEL Helsinki/Oulu December 2009

  9. Academic Level … • Transparency of expectations can also help staff consider appropriate way of supporting students • Can ensure that teaching methods adopted support the development of autonomy and help students develop across levels APEL Helsinki/Oulu December 2009

  10. Academic levels … • Relevant questions: • What level of learning do we want demonstrated? • What characteristics would that involve? • How can we ensure students are clear on the standard required? APEL Helsinki/Oulu December 2009

  11. Academic levels … • Such questions are likely to lead to discussions of the required balance of content and process • Of how to effectively support and assess such learning • The answers will vary according to discipline and level APEL Helsinki/Oulu December 2009

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