Bigg's principle of constructive alignment (Biggs and Tang, 2011), where the content delivery and activities are matched to the assessment and (in this case module) ILOs is also embedded in the UK Quality Code for Higher Education (QCHE, 2015), which determines the standards HEIs must meet and stipulates that HEI must provide students with appropriate opportunities to demonstrate the fulfilment of ILOs for credit or qualification awarded. The QC for HE Chapter B6: Assessment of achievement of learning outcomes (QCHE, 2015) also states that "Higher education providers operate equitable, valid and reliable processes of assessment, including for the recognition of prior learning, which enable every student to demonstrate the extent to which they
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“Assessment design is largely driven by a number of key principles which include: promotion of independent learning, student autonomy, responsibility for personal learning, acknowledgement of the internationalisation perspective within Biomedical Blood Science and development of innovation and originality within ones chosen area of interest” (Keele University, 2013b).
Progression and degree awards within these programmes is in line with Keele University's Guidelines for Progression at FHEQ levels 4-6 (Keele University, 2013g) and Keele University Regulation 1A regarding Dual Honours & Single Honours Bachelor degrees (Keele University, 2013f)
Assessment on the Medical Glycobiology module will be designed in line with the requirements of the Quality Code for HE, the requirements of the Biomedical Science (and Applied route) professional body(s) IBMS and HCPC as appropriate, the Keele Code of Practise on Assessment (Keele, 2013e) (which sets out responsibilities of the students, Schools and The University) and the Schools policy of assessment.
All modules present within the programmed have a 40% pass mark. An evaluation of the currents forms of summative and formative assessment present within the Dual honours and Major Biochemistry programmes and both Biomedical Science and the applied route, within the School of Life Science, include: …show more content…
The reports should be written in a scientific style suitable for the lay public. The first PBL case will be used as a test session and formative assessment and feedback issued to prepare the cohort for the following 3 cases. The portfolio of reports will be marked by the PBL tutor (50%) and also by peer assessment of the portfolios within a PBL groups (50%). These methods have been advocated for use by Macdonald in his assessment of strategies for PBL (Macdonald
“Assessment design is largely driven by a number of key principles which include: promotion of independent learning, student autonomy, responsibility for personal learning, acknowledgement of the internationalisation perspective within Biomedical Blood Science and development of innovation and originality within ones chosen area of interest” (Keele University, 2013b).
Progression and degree awards within these programmes is in line with Keele University's Guidelines for Progression at FHEQ levels 4-6 (Keele University, 2013g) and Keele University Regulation 1A regarding Dual Honours & Single Honours Bachelor degrees (Keele University, 2013f)
Assessment on the Medical Glycobiology module will be designed in line with the requirements of the Quality Code for HE, the requirements of the Biomedical Science (and Applied route) professional body(s) IBMS and HCPC as appropriate, the Keele Code of Practise on Assessment (Keele, 2013e) (which sets out responsibilities of the students, Schools and The University) and the Schools policy of assessment.
All modules present within the programmed have a 40% pass mark. An evaluation of the currents forms of summative and formative assessment present within the Dual honours and Major Biochemistry programmes and both Biomedical Science and the applied route, within the School of Life Science, include: …show more content…
The reports should be written in a scientific style suitable for the lay public. The first PBL case will be used as a test session and formative assessment and feedback issued to prepare the cohort for the following 3 cases. The portfolio of reports will be marked by the PBL tutor (50%) and also by peer assessment of the portfolios within a PBL groups (50%). These methods have been advocated for use by Macdonald in his assessment of strategies for PBL (Macdonald