Staff Handbook: 3.2.2 Module Quality Assurance Procedures
|Original Approved:||14 Nov 2007|
|Original Author:||P Coxhead|
|Link to Previous Version:||Version 6.0|
|Relevant University documentation:||
Regulations Section 6: Programmes of Study
Guidance on Peer Observation of Teaching Staff
Code of Practice on Taught Programme and Module Assessment
Module Development and Approval Guidance
Undergraduate and postgraduate taught annual review
Module Evaluation Questionnaire Guidance
|Relevant School documentation:|| Notes on XML Module Descriptions
Module Box Contents Form
Module Change Request Form
Information Disclosure Form
|Version Number||Notes on Changes||Author(s)||Date|
|2.0||Information Disclosure Form||L Ewers||February 2009|
|2.1||New Module Approval Process||L Ewers||3 June 2009|
|2.2||Teaching Observation||L Ewers||16 June 2009|
|3.0||University legislation, module link page, module changes, Annual Review||L Ewers||25 September 2009|
|4.0||Annual Review||L Ewers||Sept/Oct 2010|
|5.0||Module box, timetable of actions||L Ewers||June 2011|
|6.0||Module reviewers||L Ewers||June 2011|
|7.0||Changes during delivery; Module questionnaires||L Ewers||November 2012|
- 1. Definitions
- 2. Module Documentation
- 3. New Modules
- 4. Module Preparation
- 5. Changes During Delivery
- 6. Teaching Observation
- 7. Module Questionnaires
- 8. The Module Box
- 9. Timetables of Actions Required
- 10. Module Reviewers
A 'programme of study' (also called 'degree programme' or just 'programme') is roughly all that a student must complete to the satisfaction of the Board of Examiners in order to obtain a degree.
The University's Code of Practice on Taught Programme and Module Assessment defines a module as:
"[...] a coherent and identifiable unit of learning and teaching with defined learning outcomes. A module is passed if its specified learning outcomes have been achieved. The assessment of each module shall be designed so as to assess the achievement of the learning outcomes of the module. The assessment of each module shall generate a single mark between 0 and 100. A number of different assessments may be combined within a module to generate the single mark."
See below for Linked modules.
The term 'course' is used ambiguously in some of the University's older documentation for either programme or module. Please avoid it when writing documentation.
The standard building block at Birmingham is 10 credits; all modules must be multiples of this figure. 10 credits corresponds to a notional 100 hours of study time, which includes contact hours, time spent on assessed work, private study, revision and sitting examinations. A standard full-time undergraduate programme has 120 credits in each academic year.
A level roughly corresponds to a year in a degree programme.
|C||Certificate||Certificates of Higher Education|
|I||Intermediate||Foundation degrees, ordinary (Bachelors) degrees, Diplomas of Higher Education and other higher diplomas|
|H||Honours||Bachelors degrees with Honours, Graduate Certificates and Graduate Diplomas|
|M||Masters||Masters degrees, including MEng and MSci, Postgraduate Certificates and Postgraduate Diplomas|
Levels C to H are the three taught years of an undergraduate Bachelor's degree. (A year abroad or in industry can be taken between Levels I and H.) An undergraduate Master's degree (e.g. MEng, MSci) has in addition Level M. Modules in a taught postgraduate Master's degree (e.g. MSc) are also designated as Level M, although the regulations applying to undergraduate Masters and postgraduate Masters programmes are different. See also Stage below.
All undergraduate degree programmes have three Stages. Each Stage must be completed satisfactorily in order for a student to progress to the next Stage. For an undergraduate Bachelor's degree, the Stages correspond one-to-one with Levels. For an undergraduate Master's degree, Stage 3 consists of 240 credits, taken over two academic years. Gaining credits and progressing takes place at the end of each Stage, NOT each Level.
A prerequisite of a module is another module in which credit must be gained before a student can enrol on the module. It follows that a prerequisite must be in an earlier Stage since credit can only be gained at the end of a Stage. Students who enrol on a module must have gained credit in all of that module's prerequisites.
A corequisite of a module is another module which must be taken in the same Stage as the module. Thus students who enrol on a module must enrol on all of that module's corequisites.
Note carefully that a module in the same Stage can only be corequisite, not a prerequisite. Thus a module taken in Semester 1 can only be a corequisite of a following Semester 2 module, not a prerequisite. (In an MEng programme, a Level H module can similarly only be a corequisite for a Level M module, since Levels H and M form a single stage.)
Linked modules (see below) are corequisites for each other.
Two modules may be linked. Each module has a separate Module Description and Module Code. Each linked module has the other as a corequisite. They may either have separate or shared assessments, but in either case gaining credit will depend only on a SINGLE combined mark for both modules. The School no longer uses linked modules.
Module Codes are officially called Banner Codes ('Banner' from the supplier of the database system used). Every module is given a UNIQUE 5 digit number by the Curriculum Management Team (CMT) in the Registry. The five digit number is preceded by a two digit code representing the subject area (06 for Computer Science). Since the remaining digits are unique, the subject area can often be omitted. An example of a Module Code in the 'official' format is 06 12345, although it is often written with a hyphen, i.e. 06-12345.
- To change/create module documentation, see MDs-XML-Notes.
- A template for the XML module description can be downloaded
Module documentation within the School is currently based on an XML source file which is then used to generate two web pages: a Syllabus Page and a Module Description (see next sections).
A new XML file (and hence a new Syllabus Page and Module Description) will be created for each academic year (which for these purposes can be taken to begin on 1 August).
A link to the XML source file appears at the very bottom of each of the
generated web pages. The XML file for a module with Module
Code 06-12345 for the academic year 20YY/ZZ will be found at
To change the XML source file (and thus ultimately the generated web pages) follow the instructions at MDs-XML-Notes.
Do not simply edit the XML file in situ. Your changes will simply be over-written later. Look at the bottom of the corresponding web page, where you will find a link to the maintainer. Send this person an edited copy of the XML page; he or she will then generate the required web pages.
To create a new XML source file, download a
copy of the template found at
/bham/htdocs/www/resources/modules/template.xml. Then follow the
instructions at MDs-XML-Notes. (Further
information is needed for a new module -- see the Section on New
The Syllabus Page for a module is basically an HTML version of the XML source file, augmented with some extra notes (e.g. highlighting recent changes).
The Syllabus Page for a module with Module Code
06-12345 for the academic year 20YY/ZZ is kept at
Alternatively, or if no Module Code has been assigned,
use the Module Catalogue to find the web
To change or create a Syllabus Page, follow the instructions above to change or create the XML source file.
See below for some further information on components of the Syllabus Page.
Each module has an officially approved Module Description. New or changed Module Descriptions need to be approved by the School's Teaching Committee and are then forwarded to the College Programmes and Modules Approval Group (PMAG) for approval. The form will then be submitted to the Curriculum Management Team (CMT) which is part of Academic Services. The School tries to be as flexible as possible in the approvals process.
- Ideally changes for the following academic year should be submitted to the Teaching Committee meeting in March of the current academic year.
- Changes not likely to be contentious can be made by Chair's action, possibly following e-mail discussion, up to the time when students choose modules for the following academic year (usually around Week 7 of Term 3).
- After this point, changes, particularly those affecting assessment, require the consent of the students involved. In particular any changes after the start of teaching will only be made where no student objects.
The officially approved Module Description is based on a subset of the information in the XML source file (see above). Hence the Module Description is generated from the same XML file as the Syllabus Page. MDs-XML-Notes makes clear which parts of the XML are used in both the Syllabus Page and the Module Description, and which are in the Syllabus Page alone.
A version of the module description will appear as part of the web site maintained by Academic Services. Module documentation is the responsibility of the Curriculum Management Team. Module descriptions can be accessed via the 'Module Search' link on the Programmes and Modules website. Unfortunately the School has experienced considerable difficulty in trying to ensure that the information on this web site is up-to-date with the School's own.
The School's local copy for a module with Module Code
06-12345 for the academic year 20YY/ZZ will be kept at
Alternatively, or if no Module Code has been assigned,
use the Module Catalogue to find the web
To change or create a Syllabus Page, follow the instructions above to change or create the XML source file.
Module Descriptions should be 'high level' and should ideally be written so that they do not need regular changes. More detailed information should be kept in the Syllabus.
An important part of a Module Description is the list of Learning Outcomes (LOs). These should follow on from a standard introduction, "On completion of this module the student should be able to:". Note that LOs don't say what students 'will' be able to do but only what they 'should' be able to do.
- LOs should be grammatically and semantically consistent with the introduction. Normally they will start with a verb, e.g. "write simple programs in Java". Note that "know" is not grammatically acceptable! You could use a phrase such as "demonstrate a knowledge of" instead, but in general, 'mental capacity' verbs (know, understand, experience, be aware of, etc.) are best avoided.
- The target audience includes the learners, so LOs should be written in learner-comprehensible language.
- LOs should be capable of being assessed.
- The suggested number of LOs is (3-)5-8(-10). Over-detailed LOs should be avoided.
- The University's position is that a bare pass in a module represents 'threshold' attainment of the module's LOs. Merely attaining the LOs definitely does NOT represent what is required for a first-class performance. Learners need to be clear that although meeting all the LOs will guarantee a pass, it will not guarantee a high mark.
Each LOs must be accompanied by a statement of how it is assessed, i.e. whether by examination, coursework, project work, etc.
Programmes also have Outcomes.
Proposals for new modules or for major changes to modules should be in the form of:
- A proposed Module Description, created as described above.
- A supporting case for the new or changed module. This might include a more detailed Syllabus but this is not essential at this stage.
These documents should be submitted to the Head of Academic Programmes and the Academic Administration Officer for processing.
The new module has first to be endorsed by the School's Teaching Committee. The overall effect on degree programmes must be fully considered, and this is particularly important for core modules (in any of our degree programmes). The module will then be submitted to the College Programmes and Modules Approval Group (PMAG) for approval. Once approval has been granted, the new module is reported to the Curriculum Management Team in Academic Services for the allocation of a Banner Code. The detailed Syllabus should then be completed.
This process takes some time and ideally new module proposals should be made early in the Semester 2 of the preceding year. It is appreciated that this is sometimes not compatible with providing the best and most up-to-date module, particularly for modules given by newly-appointed staff or for modules on topics involving very recent technological advances. If circumstances dictate, late proposals (at any time of the year) will be considered. Nevertheless, proposals for new modules should always aim to meet these lead times if possible.
In preparation for the next academic year any necessary changes should be made to the XML module documentation file, consulting MDs-XML-Notes. Note that there will be a new XML file for each academic year. Ideally any changes which would affect the Module Description should be completed by March in the preceding academic year to allow time for the changes to be approved by the College and passed to Academic Services, and for their web site to be updated.
Normally all Module Descriptions and Syllabus pages for the next academic year should be available four weeks before the end of the third term of the current year. This is so that accurate information is available to students well in advance of the start of the academic year. This is particularly important for all second and third year modules as these students are expected to choose their modules at the end of the previous year.
Any changes to the computing facilities required for a module should be discussed with the Director of Computing Facilities at the earliest opportunity.
Information which is in the Syllabus Page but not in the Module Description can be changed by the module lecturer at any time (by the process described in MDs-XML-Notes). Students should be informed.
Any other changes to modules cannot be made during delivery and should be submitted to Teaching Committee for approval for the following academic year, following the procedure outlined in 2.2 Module Description above.
School Policy is that each taught module will be observed every other year by the Module Reviewer. To ensure this, modules will be observed only in even calendar years. Thus Semester 1 modules will be observed in the academic years 2006/07, 2008/09, 2010/11, etc. and Semester 2 modules in the academic years 2007/09, 2009/11, 2011/12, etc.
In addition to this process, the School's Head of Quality Assurance & Enhancement also initiates extra observations for new staff and any other staff who would otherwise not be observed at least once every two years. Further observations take place for probationary staff and those taking the PGCert in Learning and Teaching in HE.
The procedure for observing teaching and a report form are available online.
Reports of teaching observations will be reviewed by the Head of Quality Assurance & Enhancement, and any relevant matters (good practice, problems identified, etc.) reported to teaching staff and QAE Committee as appropriate.
Students on each module are asked to complete, anonymously, a standard questionnaire twice in each semester.
The objectives of the module questionnaires are:
- To stimulate the enhancement of module and teaching quality indicated and informed by, among other sources, quantitative scores and qualitative student opinion on modules.
- To generate reliable and comparable data for the consideration of module evaluation results by module and programme leaders, and School (and where appropriate College) committees, with a view to enhancement of provision.
- To facilitate the provision of clear, accessible, transparent and consistent mechanisms for providing feedback to students on actions resulting from module evaluation.
- To facilitate the coordination of consistent student feedback data into the Annual Review of programmes and modules.
- To standardise questions on module evaluation forms to align with other forms of survey questionnaires already in use (e.g. National Student Survey).
After completion, data will be aggregated at the following levels: College > School/Department > Programme > Module > Lecturer.
Access to the data for staff within the School is as follows:
- Head of School: Quantitative data at College, School and Programme for strategic purposes. They may access more granular quantitative data at module and lecturer level, as needed, for PDR, promotion and other purposes.
- School Officers (e.g. Head of Academic Programmes, Head of Quality Assurance): Lecturer-specific data, and qualitative feedback received at the Module and Student Engagement level.
- Programme & Module Leaders: All the raw data, including quantitative and qualitative feedback. Given their proximity to the courses, contextual information will also available.
- Individual Lecturers/Tutors: All raw data for modules which they teach.
- Student Representatives: They can access quantitative data (but not qualitative comments) down to the programme level for feedback purposes and discussion within SSCC. They may not have access to lecturer-specific data under any circumstances.
The Module Box is an electronic repository for documentation relating to a module. The Module Box Contents list specifies what should be included. Some items are:
- a printout of the Syllabus Page
- the Annual Module Review form
- all handouts and other material given to students during the teaching of the module
- a copy of all assessment material, including any continuous assessment, examination papers, model answers
- a sample of marked continuous assessment
- reports of teaching observations
- student feedback data.
The Module Box is confidential. It may be looked at by academic staff in the School, but is not open to students or people outside the School other than during university or external audit or review.
9.1 Module Lecturer
- TARGET: End of April in the preceding
Proposals for major changes to modules or new modules should be completed by this time if possible. These have to be approved by Teaching Committee and then passed to the College Programmes and Modules Approval Group (PMAG) for approval, before being passed on to the Curriculum Development Unit in Academic Services for actioning. A 'major change' is one which would require changes to the description, outcomes or assessments sections of the Module Description.
Any changes needed to the Module Description should be made. Changes should be made as soon as possible because of the lead time in Academic Services. You will need to ask the person who maintains the module web pages (link at the bottom of each page) to create an initial XML source file for next academic year; then you can amend it as described in MDs-XML-Notes.
- TARGET: Four weeks before the end of the
third term of the preceding academic year
Changes affecting Module Descriptions should already have been made. Changes affecting Syllabus pages for all second and third year modules should be completed (see MDs-XML-Notes for how to do this -- the XML source files should already have been copied into next year's directory. Second, Third and Fourth Year students need the syllabuses before their Induction Days to enable them to choose their modules for the next academic year. Normally, Syllabuses for First Year and MSc modules should also be completed by this time.
- DEADLINE: Three weeks before the start
of Term 1 and Term 2
Module preparation for that term should be completed.
- DEADLINE: End of Term 1 and Term
The Module Box for that term's modules should be complete, excluding assessment.
- DEADLINE: End of June
Assessment details should be added to the Module Box. The Annual Module Review form must be completed in electronic format and submitted to the QA Secretary. Module Box Documentation should be complete.
9.2 QA Secretary
- Start of Term 3
Together with the Head of Student Development and Support and the Director of Undergraduate Studies, organise Second and Third Year Induction Days to take place during the second-to-last week of the academic year.
- Three weeks before the end of Term 1 and
Remind module lecturers of the deadline for completion of the Module Boxes.
- End of Term 1 and Term 2
Check that module boxes for modules taught in that term are complete, except for assessment materials.
Add assessment information, where available, to the Module Boxes. Remind module lecturers to add other assessment information they may have. Pass blank Annual Module Review forms to module lecturers.
- End of June
Check all module boxes and inform the Head of Quality Assurance & Enhancement of the situation.
9.3 Academic Administration Officer
Remind all module lecturers that any major changes to modules for the next academic year must be submitted to Teaching Committee by the end of April.
- Start of Term 3
Create new XML source files for module descriptions and syllabuses for the next academic year. Remind lecturers of the need to update these XML files before the Induction Days.
- After Teaching Committee
Copy relevant decisions to module lecturers. Forward proposals for modifications to modules to the College Programmes and Modules Approval Group (PMAG)
10. Module Reviewers
The Head of Quality Assurance allocates a Module Reviewer to each module. The allocations are reviewed at the start of each academic year. This role is essentially a quality control duty, the details of which vary according to the type of the module. In summary, the duties are:
- For lecture-based modules, the Module Reviewer will perform a Teaching Observation once every two years. He or she will be notified of this by the QA Secretary.
- For modules with examinations, the Module Reviewer will be asked to check through the draft examination paper and point out any errors/problems. The QA Secretary will supply the relevant paperwork.
- The Module Reviewer will be asked to moderate the assessment. This involves checking a small selection of marked work and agreeing (or not) that it has been marked appropriately. The QA Secretary will supply the relevant paperwork.