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FINAL APPROVAL. The morning of the assessment you wake with a massive hangover. OPTION 2 Turn up and get on with it. OPTION 1 Phone in sick and hope someone else can deal with it. 0. + 2. 0. -1. FINAL APPROVAL.
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The morning of the assessment you wake with a massive hangover. OPTION 2 Turn up and get on with it OPTION 1 Phone in sick and hope someone else can deal with it 0 + 2 0 -1
At the last minute, the external assessor becomes ill and can't make the panel meeting. OPTION 2 Postpone the panel for three months until everyone is available OPTION 1 Draft in a recently retired ex-colleague from a nearby institution + 4 - 2 1 0
You realise the night before the panel that there is a complete unit descriptor missing from the documentation. OPTION 2 Bring it up at the meeting OPTION 1 Don't mention it and hope no one notices + 2 0 1 0
The latest trend is to involve students in approval panels. OPTION 2 Ask them at committee what they think of the documentation, which was tabled at the meeting as it was all a bit last minute OPTION 1 Include them as proper partners, inviting them to planning meetings and explaining what's happening + 4 + 8 0 1
Your documents are filled with typographical errors. OPTION 2 Fix them OPTION 1 Leave them + 2 - 2 0 0
Your Equalities Impact Assessment is missing. OPTION 2 Copy an equalities impact assessment from another programme OPTION 1 Write a thoughtful, measured Equalities Impact Assessment + 2 + 8 0 1
Your documents are checked before the panel and have significant omissions; you have forgotten the Equalities Impact Assessment and one of your External Examiners’ reports is missing.. OPTION 2 Cobble something together in an evening OPTION 1 Postpone the panel for a month until the correct documentation can be produced - 4 + 4 0 1
It is suggested that you use student feedback on an existing course to enhance the proposed course. OPTION 2 Use the feedback to justify changes you were going to make anyway. OPTION 1 Analyse the feedback and make changes as appropriate + 2 + 4 0 1
The panel is not happy that your learning outcomes contain multiple uses of ‘understand’. OPTION 2 Quickly replace 'understand' with a variety of synonyms OPTION 1 Take advice on rewording the learning outcomes and revisit all of them, and check alignment with assessment tasks 0 + 4 0 1
The assessment consists of four essays and four unseen exams. The approval panel suggests using a greater variety of assessment. OPTION 2 Swap two of the essays for group work presentations, and leave the exams as they are OPTION 1 Take advice on the use of varied assessment to support your programme learning outcomes 0 + 6 0 1
You have been asked to develop a strategy for employer engagement. OPTION 2 Write a one-page strategy document listing ideas for employer engagement OPTION 1 Design in a relationship with the relevant skills council that involves guest speakers, sector case studies and work placements 0 + 2 0 1
You have been told that the course needs to engage with the community. OPTION 2 Write a standard letter to a few community groups asking for input, and act surprised when you get no response OPTION 1 Design an assignment that lets students gather community data and involves community groups without increasing your workload + 4 + 2 0 1
Your assessment strategy is complimented by the external examiner as transparent, coherent and progressive, providing a scaffold for successful completion of the programme learning outcomes. OPTION 2 Decide that you can improve them still further and spend a weekend rewriting the documentation OPTION 1 Pat yourself on the back + 8 0 1 1
The Professional Body says how impressed they are with your proposals and that they will contribute greatly to the national provision and to thinking about teaching in the discipline. OPTION 2 Review the documentation to check they are actually talking about your course OPTION 1 Congratulate your team + 8 + 4 1 1
The Professional Body is more critical of the programme than the internal members of the panel and demands major conditions before they can accredit the programme. OPTION 2 Make all of the changes requested OPTION 1 Refuse the conditions and tell the Professional Body that you are not interested in their accreditation. 0 - 8 0 -1
The panel is not happy that your learning outcomes contain multiple uses of ‘know’. OPTION 2 Quickly replace 'know' with a variety of synonyms OPTION 1 Take advice on rewording the learning outcomes and revisit all of them, and check alignment with assessment tasks 0 + 4 0 1
Each unit in your course has three or four different methods of assessment. You are told this is too much. OPTION 2 Redesign the assessment so that the learning outcomes are still covered with fewer pieces OPTION 1 Drop one or two methods of assessment from each unit + 2 - 4 1 0
You need a strategy for supporting international students and those for whom English is not a first language. OPTION 2 Take advice from the international office and the languages department to create a strategy that meets learner needs OPTION 1 Copy-and-paste a strategy from the web + 6 0 1 0
The panel ask for more detail on your proposals for offering your course in blended mode. OPTION 2 Consult the learning technologist who is a full member of the programme team OPTION 1 Ask a learning technologist for advice + 4 + 6 1 0
The external assessor does not think that your unit learning outcomes are written at the appropriate academic level. OPTION 2 Quickly replace the verb on each outcome with one of a higher level OPTION 1 In consultation with the team, revisit the learning outcomes for each unit 0 + 4 0 1
