Module Development and Delivery Policy

This policy has been developed so you know how to develop a module, run a module, and ensure the quality outcomes of the module meets expectations.

Module Documents

1.     Module Specification

2.     Module Design Sheet

3.     Assessment Briefs (One for each assessment)

4.     Grade Descriptors (One for each assessment)

5.     Templates

6.     Moderation Sheet

7.     Module Evaluation Report

People Involved

·       Module Leader: Each module within the university has a module leader designated by the faculty. Module leaders are ultimately responsible for academic leadership, management and assessment, for the modules they have been designated to lead on.

·       Moderator: Internal moderation is the process to assure assessment criteria have been applied consistently and that assessment outcomes are fair and reliable. Modules must be moderated by a member of staff in accordance with the procedures set out in the University.

·       Programme Manager: Each programme within the university has a programme leader designated by the faculty. Programme leaders are ultimately responsible for academic leadership, management and assessment, for the programme they have been designated to lead on.

·       Teaching team: Academic staff who support the module leader by providing teaching and/or marking support for the successful completion of the module.

·       External Speaker: A person, normally from industry or another academic institution who provides a session regarding their expertise. They do not support marking and also other academic tutoring roles.

·       External Examiner: A person who conducts external moderation is undertaken by experienced academic peers (External Examiners), independent of the University, to ensure that the level of achievement of students reflects.

Schedule

The following is a schedule of activities which are required to be undertaken to ensure the successful completion of a module.

1. Understand the module requirements and current status using the following documents:
   1. Module Specification
   2. Learning outcomes
   3. Assessment schedule
   4. Reading list, update if required
2. Develop Module Pedagogy using the Module Design Sheet
   1. Outline 15 Week Schedule Week by week
   2. Grading Descriptors (10% bands: 40-50,50-60,60-70,70-80,80-90,90-100 )
   3. Assessments Briefs and Documents
   4. Contact programme manager with the session and online/room requirements
3. Module team
   1. Team Members: Module Leader, teaching team, moderator, external speakers
   2. Conduct module Planning meeting covering:
      1. Module Documents
      2. Weeks each teaching team member will teach
      3. Marking strategy: Individual, Team: Split by question(s), Split by student groups, Standardisation process
4. Module Documents scrutiny
   1. Contact moderator and provide the following documents:
      1. Module Specification
      2. Module Design Sheet
      3. Assessment Briefs (One for each assessment)
      4. Grade Descriptors (One for each assessment)
   2. Discuss, agree
   3. Send to Programme Manager, if required
5. Create learning material
   1. Develop Module introduction video
   2. All material should be branded Albion Business School and using templates provided (see folder)
   3. Video lectures should be done in Zoom recording the speaker face and slides
      1. Record using cloud recording and active speaker, gallery view and shared screen separately clicked. If not then slides and face in top right corner.
      2. Download the two mp4 files (One of the slides and other of the speakers face) and vtt files.
      3. These files should be sent to programme manager for upload to Youtube (as unlisted video)
   4. For Each Week
      1. Pre-Session: Video Lectures, Reading,
      2. Session: Seminars, Activities
      3. Post-Session: Activities, Research, Formative Assessments
   5. Review with moderator
6. Module Content
   1. Upload to VLE Module Page
      1. Module Introduction
      2. Module Team Introductions
      3. Weekly Content
      4. Assessments
   2. Ensure content loaded and visible at least three weeks before required by the student
   3. Set evaluation weeks, forms, feedback sessions, locations, online links
7. Assessments
   1. Enable assessment on VLE with grading matrix
   2. Agree who, when, schedule for feedback
   3. Agree supervisor/moderator/co-assessor and dates
   4. Set standard feedback notes and agree with team
8. Weekly Sessions (x15)
   1. Pre-Session: prepare and conduct
   2. Session: prepare and conduct
   3. Post-Session: prepare and conduct
   4. Review Class register, email those who are not attending (2 weeks) and report to programme manager
   5. Answer weekly student feedback via email/messaging/office hours
   6. The preferred method of communication to all the students on the module is using the module forum
9. Mid module feedback (Week 6/7)
   1. Mid Module Feedback online form goes live Monday to Friday of week 6
   2. Message students to ask for feedback
   3. Feedback is available in Week 7
   4. Discuss with module team
   5. Develop plan of action to make improvements, if required
10. Assessment Marking
    1. Mark according to grading descriptors
    2. Moderator should review 10% or at least five assessments
    3. Moderator completes moderation sheet, emails module leader, programme manager and upload to external examiner section on module
    4. Add marks to module spreadsheet
    5. Provide written feedback to each student within 15 days of submission
11. Final module evaluation (Week 16)
    1. Mid Module Feedback online form goes live Monday to Friday of week 16
    2. Feedback is available in Week 17
    3. Complete Module Evaluation Report
    4. Send to programme manager
12. Meetings/Boards (your online attendance is required)
    1. Module (normally 20 minutes)
    2. Programme Board (normally one hour)
    3. Exam Board (normally one hour)

Supporting Information

Assessment Guidance

There are many different ways of assessing student learning. We encourage Module Leaders to use a wide range of forms of assessment, and to find creative in thinking about the activities that might allow students to develop and display their achievement of the Learning Outcomes for any given module. Module Leaders should make sure that there is a good fit between assessment types and learning outcomes: some assessment types will not work well for some kinds of learning outcome.

Assessment Brief

·       A good brief will narrow the gap between staff expectations and student performance.

·       A good brief should enable full understanding of what is required and expected in task performances.

·       A good brief will maximise inclusivity and will reduce the time students spend working out and

·       confirming assessment requirements.

·       A good brief will promote constructive dialogue between staff and students.

·       A good brief won’t spoon feed students and will be designed appropriately and according to students’ stage of academic and assessment literacy development.

·       A good brief should not restrict student creativity nor hinder development of their independence.

Grade Descriptors

• are clear and unambiguous – avoid lengthy, too specific criteria
• cover enough aspects of the course to be manageable to students/ staff
• identify which learning outcomes are assessed
• indicate what is required for each band/ grade
• are linked to learning outcomes and the methods of assessment.