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This document outlines various scenarios and decision-making options faced during the final approval process of academic program assessments. The text discusses common obstacles such as missing documentation, stakeholder engagement, and issues related to assessment strategies. It presents options like drafting in external advisors, postponing meetings, or quickly making changes to avoid delays, emphasizing the balance between maintaining quality and adhering to timelines. Academic staff can use this guide to navigate complexities effectively and improve their program proposals.
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The morning of the assessment you wake with a massive hangover. OPTION 2 Turn up and get on with it OPTION 1 Phone in sick and hope someone else can deal with it 0 + 2 0 -1
At the last minute, the external assessor becomes ill and can't make the panel meeting. OPTION 2 Postpone the panel for three months until everyone is available OPTION 1 Draft in a recently retired ex-colleague from a nearby institution + 4 - 2 1 0
You realise the night before the panel that there is a complete unit descriptor missing from the documentation. OPTION 2 Bring it up at the meeting OPTION 1 Don't mention it and hope no one notices + 2 0 1 0
The latest trend is to involve students in approval panels. OPTION 2 Ask them at committee what they think of the documentation, which was tabled at the meeting as it was all a bit last minute OPTION 1 Include them as proper partners, inviting them to planning meetings and explaining what's happening + 4 + 8 0 1
Your documents are filled with typographical errors. OPTION 2 Fix them OPTION 1 Leave them + 2 - 2 0 0
Your Equalities Impact Assessment is missing. OPTION 2 Copy an equalities impact assessment from another programme OPTION 1 Write a thoughtful, measured Equalities Impact Assessment + 2 + 8 0 1
Your documents are checked before the panel and have significant omissions; you have forgotten the Equalities Impact Assessment and one of your External Examiners’ reports is missing.. OPTION 2 Cobble something together in an evening OPTION 1 Postpone the panel for a month until the correct documentation can be produced - 4 + 4 0 1
It is suggested that you use student feedback on an existing course to enhance the proposed course. OPTION 2 Use the feedback to justify changes you were going to make anyway. OPTION 1 Analyse the feedback and make changes as appropriate + 2 + 4 0 1
The panel is not happy that your learning outcomes contain multiple uses of ‘understand’. OPTION 2 Quickly replace 'understand' with a variety of synonyms OPTION 1 Take advice on rewording the learning outcomes and revisit all of them, and check alignment with assessment tasks 0 + 4 0 1
The assessment consists of four essays and four unseen exams. The approval panel suggests using a greater variety of assessment. OPTION 2 Swap two of the essays for group work presentations, and leave the exams as they are OPTION 1 Take advice on the use of varied assessment to support your programme learning outcomes 0 + 6 0 1
You have been asked to develop a strategy for employer engagement. OPTION 2 Write a one-page strategy document listing ideas for employer engagement OPTION 1 Design in a relationship with the relevant skills council that involves guest speakers, sector case studies and work placements 0 + 2 0 1
You have been told that the course needs to engage with the community. OPTION 2 Write a standard letter to a few community groups asking for input, and act surprised when you get no response OPTION 1 Design an assignment that lets students gather community data and involves community groups without increasing your workload + 4 + 2 0 1
Your assessment strategy is complimented by the external examiner as transparent, coherent and progressive, providing a scaffold for successful completion of the programme learning outcomes. OPTION 2 Decide that you can improve them still further and spend a weekend rewriting the documentation OPTION 1 Pat yourself on the back + 8 0 1 1
The Professional Body says how impressed they are with your proposals and that they will contribute greatly to the national provision and to thinking about teaching in the discipline. OPTION 2 Review the documentation to check they are actually talking about your course OPTION 1 Congratulate your team + 8 + 4 1 1
The Professional Body is more critical of the programme than the internal members of the panel and demands major conditions before they can accredit the programme. OPTION 2 Make all of the changes requested OPTION 1 Refuse the conditions and tell the Professional Body that you are not interested in their accreditation. 0 - 8 0 -1
The panel is not happy that your learning outcomes contain multiple uses of ‘know’. OPTION 2 Quickly replace 'know' with a variety of synonyms OPTION 1 Take advice on rewording the learning outcomes and revisit all of them, and check alignment with assessment tasks 0 + 4 0 1
Each unit in your course has three or four different methods of assessment. You are told this is too much. OPTION 2 Redesign the assessment so that the learning outcomes are still covered with fewer pieces OPTION 1 Drop one or two methods of assessment from each unit + 2 - 4 1 0
You need a strategy for supporting international students and those for whom English is not a first language. OPTION 2 Take advice from the international office and the languages department to create a strategy that meets learner needs OPTION 1 Copy-and-paste a strategy from the web + 6 0 1 0
The panel ask for more detail on your proposals for offering your course in blended mode. OPTION 2 Consult the learning technologist who is a full member of the programme team OPTION 1 Ask a learning technologist for advice + 4 + 6 1 0
The external assessor does not think that your unit learning outcomes are written at the appropriate academic level. OPTION 2 Quickly replace the verb on each outcome with one of a higher level OPTION 1 In consultation with the team, revisit the learning outcomes for each unit 0 + 4 0 1
