Ah, sorry, I should have explained! As we're a Scottish uni, L1-3 is years 1-3 of our undergraduate courses, LH is the final/ honours/ fourth year (so equivalent to the third year of most English/Welsh/NI unis and FHEQ level 6) and LM is masters level (so FHEQ level 7).
Hope that makes more sense now!
Jessica
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From: John Knight [[log in to unmask]]
Sent: 15 February 2017 16:59
To: Hancock, Jessica; [log in to unmask]
Subject: RE: Assessment workload and assessment tariffs
Hi Jessica
This is really detailed and useful, thanks!
Just to confirm, do your L1-3 map to L4-6 in the QAA FHEQ and LH and LM to L7?
Eek! Acronym alert!
Thanks again and best wishes
John
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Hancock, Jessica
Sent: 15 February 2017 14:50
To: [log in to unmask]
Subject: Re: Assessment workload and assessment tariffs
Hi
Ours are guidelines rather than rules, but here are the suggestions for a 20 credit module:
100% of total assessment load: 3000 words or equivalent at L1 and L2
4000 words or equivalent at L3, LH and LM
70% of total assessment load: 2000 words or equivalent at L1 and L2
3000 words or equivalent at L3, LH and LM
50% and under of total assessment load: 1500 words or equivalent at L1 and L2
2000 words or equivalent at L3, LH and LM
I don’t think there’s a rule for the hours, but I checked one module which is 20% of the total hours.
Dr Jessica Hancock
Lecturer in Academic Development
GCU London
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of John Knight
Sent: 15 February 2017 09:21
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Assessment workload and assessment tariffs
Hi all
We are looking to increase consistency in assessment workload across our courses to ensure parity and avoid over-assessment
I wondered if any of you had standardised institutional practices re the way that assessment activities and related student work are linked to credits? For example, an approach whereby a Level 3-7 module worth 15 credits is linked to coursework of 3000-word equivalent and 30 credits to 6000-word equivalent seems something of a sector norm.
Also, do you have institutional approach to the proportion of the notional working hours of a module that it would be normal to expect to be spent on the completion of assessment tasks. For example, Bloxham and Boyd (2007) suggest 20-30% of learning hours
Any thoughts, suggestions or examples would be very much welcomed
Best wishes
John
John Knight
Academic Developer & Learning Development Tutor
Bucks New University
Queen Alexandra Road
High Wycombe
Bucks
HP11 2JZ
Room N1.03
01494 522 141 ext. 4550
bucks.ac.uk
Glasgow Caledonian University is a registered Scottish charity, number SC021474
Glasgow Caledonian University is a registered Scottish charity, number SC021474
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