What do people think about modularisation, assessment and the academic year?
There seems to be a growing view that the higher education curriculum has become overly dominated by modularisation and assessment processes which test pockets of knowledge rather than focusing on programme design, synthesising learning and a return to a more synoptic end of year assessment.
We are going through a curriculum review and these are some of the issues that have been raised. Are any other institutions engaging in such a process? Any thoughts to share on a muggy Friday afternoon?
Julia Braham
Senior Academic Skills Adviser
Skills@Library
15 Blenheim Terrace
University of Leeds
Leeds LS2 9JT
T 44(0) 113 343 2606
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