AISHE Academic

Practice Guides 03

An Introduction
to Module Design

Sylvia Huntley-Moore
& John Panter

1
AISHE Academic
Practice Guides Introduction to AISHE
Academic Practice Guides

This series is dedicated to the The All Ireland Society for Higher Education
memory of our dear friend (AISHE) is pleased to bring you a new series
and colleague, Dr John Panter, of booklets, each of which offers guidance on
15 April 1941 – 13 November 2015. a particular theme, for practitioners in higher
education. Entitled the AISHE Academic Practice
Suaimhneas síoraí dá anam dílis Guides, the series is designed to support the
development of teaching and learning in practice.

The booklets are written by practitioners, We wish to acknowledge the National Forum
for practitioners. Based on experience and for the Enhancement of Teaching and Learning
scholarship, each guide offers an overview of in Higher Education for supporting this
the particular topic to help readers situate the publication series. We also acknowledge the
experiences presented in other sections of the work of all those colleagues, networks and
booklet. Case studies or examples of practice communities of practice who contributed to the
from contributors’ higher education experience project through writing, providing case studies
are presented and, finally, each booklet suggests and co-ordinating contributions in order to
resources that the reader may find helpful in bring the series to publication.
their own practice.

Moira Maguire, AISHE President

Saranne Magennis, Series Editor

November 2015

2 3
 An Introduction
Table of Contents to Module Design

Introduction 6 List of Figures Figure 6.1: Model Table 2.2

(Assessment and Evaluation) 49 Programme Goals for Nursing
Figure 1.1: A Student-Centred Outcome-
Part 1 – in the Republic of Ireland 22
based Module for Module Design 7 Figure 6.2: Levels of Intellectual Skills
Students & Context 10
Development and Assessment Methods 54 Table 2.3
Figure 1.2: Model (Students and Context) 10
Part 2 – Programme Goals for the Two
Figure 7.1: Model (Evaluation) 64 Subject Moderatorship, TCD. 22
Graduate Attributes Figure 2.1: Model (Graduate Attributes
& Programme Goals 18 and Programme Goals) 18
Table 2.4: Writing Generic

Part 3 – Figure 3.1: Model (Module Aims Practical Skills 28

Teaching Aims & Learning Outcomes 24 and Learning Outcomes) 24 List of Tables
Table 2.5: Writing Discipline-specific
Table 1.1: Key Terms in Module Design 9 Practical Skills 29
Part 4 – Figure 3.2: Taxonomy of
Content Selection & Sequencing 34 Intellectual Skills Development 27
Table 1.2: Deep and Surface Approaches Table 5.1: Student Activities
to Learning 13 in Lectures 44
Figure 3.3: Taxonomy of
Part 5 –
Values Development 30
Teaching & Learning Methods 41 Table 1.3: Factors influencing Table 5.2: Active Learning Techniques
a Surface Approach to Learning 13 for Lectures 45
Figure 4.1: Model
Part 6 –
(Content Selection and Sequencing) 34
Assessment 49 Table 1.4: Summary of Models Table 6.1: Formative and Summative
of Intellectual and Ethical Development 14 Assessment Characteristics 50
Figure 4.2: Disciplinary Differences 36
Part 7 –
Table 1.5: Government Agencies Table 6.2: Assessment Purposes 51
Evaluation 64 Figure 5.1: Model (Teaching
for Higher Education 16
and Learning Methods) 41
Table 6.3: Trends in Assessment 58
Conclusion 72
Table 1.6: Selection of International
Figure 5.2: Taxonomy of
Societies for Higher Education 16 Table 6.4: Sample Assessment Rubric 60
References 73 Intellectual Skills Development 43

Table 2.1: Dublin City University

Figure 5.3: Student Performance
Graduate Attributes 20
Levels in Lectures 44

4 5
Introduction
An Introduction
to Module Design

The Audience Figure 1.1.

A student-centred outcomes-based
model for module design

This guide aims to assist a broad range of

academic staff employed in higher education
settings, from those who are new to teaching
1.
and who may be given the task of designing Students
and Context

a module for the first time or reviewing and 2.

Graduate
revising an existing module to more experienced 6.
Assessment
Attributes
and Programme
academic staff seeking a new approach to Goals

module design or updating. 7.

Evaluation

5. 3.
Methods Module Aims
Underpinning Principle and Resources and Learning
Outcomes
Key Learning Point
We believe that our job as teachers is to create and
Teaching is creating and sustaining

sustain an effective learning environment for our an effective environment for student
students (Ramsden, 2003). This process begins learning. 4.
with appropriate programme and module design Content
and is buttressed by efficient module management,
provision of appropriate learning spaces, resources
and pastoral support as well as effective classroom The Approach
performance.
The approach used in this booklet is primarily
practical but grounded in theory. To facilitate
application one student-centred outcomes-based
model for module design is used throughout.

6 7
AISHE Academic An Introduction
Practice Guides to Module Design

This model differs from traditional content and 3. The process of specifying learning
method-based approaches to module design in outcomes and choosing the teaching Table 1.1
three major ways. and learning methods most likely to Key Terms in Module Design
encourage the attainment of these
1. The process begins with consideration outcomes, together with defining
Module – the basic building block of a programme of study
of the characteristics of the student assessment tasks most likely to leading to the award of a degree, diploma or certificate also
population and of the international, encourage students to demonstrate known as a course, unit or subject.
national, institutional and professional their achievement of the learning
contexts within which the module will outcomes is called ‘constructive Aims – the teaching intention or purpose of the module and
operate. alignment’ (Biggs and Tang, 2007). sometimes its context, for example, “the aim of this module is to
introduce students to the basic concepts of Physics”.

Outcomes - what students can be expected to know and do on

Key Learning Point Key Learning Point successful completion of a module, for example, “students should
The approach is student-centred. The approach is constructively be able to analyse a contemporary scientific issue using skills in
aligned. basic research, team work and critical analysis”.

Attributes - the characteristics, qualities, competencies or

2. The teacher’s expectations of the outcomes which graduates of a particular institution can be
students are made explicit from the expected to have achieved regardless of their discipline, for
How to Use this Guide
beginning in the form of learning example, effective communication.
outcomes that constitute an organising The guide consists of 7 parts that together provide
a step-by-step guide to module development. Goals – discipline specific outcomes which graduates can
principle on which decisions about
be expected to have achieved on successful completion of a
content, teaching and learning methods Alternatively, each part may be read as a
programme of study such as a Bachelor of Dentistry, for example,
and above all, assessment can be made. standalone introduction to a particular aspect of
“apply a substantial knowledge base to clinical practice”.
Thus, there are benefits for the students, the process.
who have a clear idea of what it is they
have to do to succeed in the module, Each part commences with the model and a set of
and for the teachers who need to make learning outcomes indicating what readers should
difficult decisions such as which content know and be able to do at the end of that section.
to include and which to exclude. Throughout the guide, key points, top tips and
thinking points are highlighted along with further
reading lists to assist readers to develop and apply
Key Learning Point the ideas presented. Further Reading: Ramsden, P. (2003) Learning to Teach in Higher
The approach is outcomes-based. Education, 2nd edn (London: Routledge Falmer),
Biggs, J and Tang, C. (2007) Teaching for Quality
Chapter 8.
Learning at University, 3rd edn (Maidenhead:
Terminology used in Module Design SRHE and Open University Press). Chapter 4.

In the interests of clarity and consistency we shall

employ the following definitions for key terms used Fink, D.L. (2005) ‘Integrated course design’, IDEA

in module design. Paper 42 (Kansas State University: IDEA Center)

(online). Available: http://www.theideacenter.org/sites/
default/files/Idea_Paper_42.pdf (20th June, 2015)

8 9
Part 1.
An Introduction
to Module Design

Students Reader Learning Outcomes

Another booklet in the current series, Promoting
Inclusive Learning Environments for Nursing

and Context
By the end of Part 1 you should and Midwifery Students on Work Placements,
be able to:
by Halligan, Clancy, and Howlin, offers useful
– take into consideration the diversity insights into this work in the context of Nursing
of the students enrolled in your and Midwifery education.
module;

– distinguish between your students’

approaches to learning and their
stages of intellectual development; Key Learning Point
– evaluate the implications of these The growth in student diversity is
Figure 1.2 to be welcomed as it can contribute
factors for module design.
Model (Students and Context) to a rich and stimulating learning
– identify the contexts within which environment. To enable this to
you design and teach modules; happen, module designers must
acknowledge this diversity and
– evaluate the significance for module
exploit it in positive ways to enhance
design of current issues within
1. the learning experience of all
these contexts.
Students students.
and Context

2.
Graduate
6. Attributes
Assessment and Programme 1.1.1 Students
Thinking Points
Goals 1.1.1 The Changing Student Profile The Trinity Inclusive Curriculum
The proportion of the population who expect to Project has a range of excellent,
7. free online resources to support the
have access to a university education has increased
Evaluation development of inclusive modules.
dramatically. Higher enrolments have lead to
https://www.tcd.ie/CAPSL/TIC/
5. 3. greater economic, social, cultural and educational
Methods Module Aims diversity in the student population.
and Resources and Learning
Outcomes
Adequately supporting the diverse range of
students you may encounter can be a daunting task
particularly if you are new to teaching. Fortunately
4.
Content the growing body of literature on the inclusive
curriculum provides practical guidance in creating
a learning environment in which all students are
given opportunities to work to their strengths.

10 11
AISHE Academic An Introduction
Practice Guides to Module Design

Learning Approaches
Thinking Points Table 1.2-
Students may take different approaches to their Deep and Surface Approaches to Learning
1. How diverse is your student
learning in different modules. The approach they (Adapted from Lublin 2003:3-4)
group?
take will be influenced by their previous experience
2. How will you find this out? of education and how they perceive the demands
3. Does your institution have the Deep Approach Surface Approach
of each new module that they encounter. Thus
following support services?* a student’s approach to learning may vary from
Student’s Primary Purpose: to understand Student’s Primary Purpose: to pass the module.
- International Students Support Service module to module and indeed, within a single the material or subject.
- Mature Students Support Service module.
- Disability Service Student’s Method: actively engages with Student’s Method: memorises material and
- Learning Support material/subject and links new information considers new information in isolation from
A student who adopts a ‘surface’ approach to
- Student Counselling
learning has the primary intention of passing the to previous experience and knowledge. previous experience and knowledge.
- Teaching and Learning Centre
module. A student who adopts a ‘deep’ approach
Student’s Motivation: interest. Student’s Motivation: fear of failure.
4. What services do they provide for to learning does so with the primary intention
you and your students? of understanding the module material (Marton Student’s Study: reads beyond module Student’s Study: tends to stick closely
5. How and when will you test your and Saljo, 1976a; Marton and Saljo, 1976b). The requirements. to the required reading.
students’ prior knowledge of your following table sets out the key differences between
subject? these two approaches.
6. How and when will you test your
students’ literacy skills?
7. Are there any other skills you The two positions described above represent
expect your students to possess, opposite ends of the approaches to learning Table 1.3
for example, specific IT Skills? spectrum. In practice, most students will adopt a Factors influencing a Surface
Approach to Learning
* These are generic names position on the spectrum according to how they
for these services. perceive the requirements of the module. Very few
students adopt a wholly deep or wholly surface –– Lack of clearly stated learning
approach in any given situation. What then are outcomes or poorly articulated ones
the factors which influence students’ approach to
–– Too much content
learning?
1.2.1 Student Learning
–– Unrealistically heavy workload
In addition to diversity of culture, language, age Summarised in the table opposite are the range
–– Threatening assessment system
and health, your students will certainly differ in of factors known to foster surface approaches to
how they learn and how effectively they learn. learning. Many of the factors which promote a –– Assessment which primarily tests
students’ recall of information
deep approach to learning are the exact reverse of
those listed below. –– Bored or aggressive teachers

–– Lack of choice over what

is to be learned

12 13
AISHE Academic An Introduction
Practice Guides to Module Design

At the beginning of the module design process you Students’ Intellectual and Ethical Development The intended outcomes of the Bologna Process are:
need to be aware that your students are capable of Your students’ readiness to accept the challenges of Thinking Points
1. comparable degrees;
taking different approaches to learning depending learning in higher education is also influenced by 1. How soon should students’ Stage
upon a range of factors, most of which you can their stage of intellectual and ethical development. 1 conceptions be challenged? 2. uniform degree structures;

influence, including the way you design modules There are a number of different models of 3. establishment of a credit point system
2. What methods can be employed based on student workloads and
and the teaching and assessment methods you intellectual and ethical development described in
to support students’ intellectual
employ. the literature (Baxter Magolda, 1992; King and learning outcomes;
and ethical development without
Kitchener, 1994; Perry, 1999).The table below threatening them to such an 4. increased mobility for students,
summarises the essential similarities between them. extent that they retreat into a academics and administrative staff;
surface approach to learning? 5. comparable quality assurance
mechanisms;
Table 1.4 6. promotion of the European dimension
Summary of Models of Intellectual and Ethical Development in higher education.
(Adapted from Felder and Brent, 2005:65)
(European Commission/EACEA/
1.2. Contexts
Eurydice, 2015.)
Stages Characteristics Much of what we do as teachers in higher
education is shaped by global, national,
1. Students believe that every intellectual and ethical question institutional and professional contexts, in
has one correct answer and that their teachers know what that answer is. other words the broad learning environment. Thinking Points
Consideration of these contexts provides a 1. How has the Bologna Process
2. Multiple viewpoints may be valid and authorities including
framework within which we are expected to influenced your institution’s
teachers may not be correct.
teaching and learning policies
operate effectively.
and practices?
3. Final rejection of notions of certainty of knowledge and the omniscience
of authorities.

4. Recognise the need to base judgements on the best available evidence 1.3.1 International Context
within the given context, even in the face of uncertainty and ambiguity. Arguably, the most influential international
force on higher education in this century is the
1.3.2 National Context
Bologna Process which is based on the 1999
Bologna Declaration and which aims to achieve We encourage readers to keep abreast of
an integrated European Higher Education Area developments in national higher education policy
Intellectual and ethical development is not (EHEA). 47 nations have signed up to the process and strategy. The following sources may be useful
necessarily linked to age or physical development. to date and there is strong interest from the Asia as a starting point.
Most students enter university at Stage 1 and Pacific region, South Africa and North America.
they do not necessarily progress to Stage 4 by
graduation.

14 15
AISHE Academic An Introduction
Practice Guides to Module Design

Summary
Table 1.5 Table 1.6 Thinking Points
We commenced the module design process in Part
Selection of Government Agencies Selection of Societies for Higher 1. Is your module part of a programme
for Higher Education in Republic Education in Ireland 1 by inviting you to consider your students and
accredited by a professional body?
of Ireland the contexts in which teaching and learning will
2. How will you find out what the occur. By recognising the features or attributes
All Ireland Society for Higher Education professional body requires and of your students which are likely to impact upon
In Republic of Ireland (AISHE) whether your proposed module will their learning – enrolment numbers, age profile,
www.aishe.org meet those requirements?
Higher Education Authority background, employment, learning approaches
http://www.hea.ie/ Educational Developers in Ireland and intellectual and ethical development - you can
3. What skills and disciplinary
Network (EDIN) accommodate them and thereby help them to learn
National Strategy for Higher Education knowledge do employers expect
http://www.edin.ie/ more efficiently and effectively. When designing and
http://www.hea.ie/en/policy/national- from graduates of the programme of
strategy International Conference on Engaging which your module is a part? teaching your module you will be working within
Pedagogy (ICEP) a number of different contexts – international,
National Forum for the Enhancement
http://icep.ie/ national, institutional and possibly professional.
of Teaching and Learning in Higher
Forces within these contexts will affect your module
Education The Irish Enquiry / Problem-based
http://www.teachingandlearning.ie/ Learning Network (FACILITATE) in different ways. We have suggested a number of
1.3.4 Institutional Context
https://pblfacilitate.wordpress.com/ resources which should help you to keep abreast of
Quality and Qualifications Ireland http:// Institutional priorities, policies and practices contextual issues and their possible implications.
www.qqi.ie/Pages/Home.aspx National Academy for the Integration can and do shape the environment within which
of Research, Teaching and Learning
students learn.
(NAIRTL)
http://www.nairtl.ie/ Further Reading:

Griffiths, S. (2010) Teaching for Inclusion in

In addition to government agencies, there are also Thinking Points
Higher Education: A Guide to Practice (Dublin:
a range of national and international member- 1. If your university is ‘research
Higher Education Academy, AISHE, HEA)
based professional societies whose main aim is intensive’ what are the implications
1.3.3 Professional Context (online). Available: http://www.aishe.org/resources/
to support the development of good practices in for teaching and learning?
griffiths-2010/ (20th June, 2015).
teaching and learning in higher education. This If you are an academic in one of the professional
2. Does your institution have a strategy
booklet produced by AISHE in collaboration with disciplines you will be aware of the role played by
for teaching and learning and if so Palfreyman, D. and McBride, D. (eds) (2007)
the National Forum is an example of the type of your professional body in accrediting educational
what are its main features? Learning and Teaching Across Cultures in Higher
support materials produced by these societies. programmes. The guidelines and requirements
Education (New York: Palgrave MacMillan).
laid down by professional bodies may be specified 3. Does your academic unit have a
We encourage you join one or more of these as in many different ways such as standards of strategy for teaching and learning?
Ryan, J. (2007) A Guide to Teaching International
an easy way of keeping abreast of current trends, competence, learning outcomes, lists of topics and If so, and what are its main features
and how will it influence the design Students (Oxford Brookes University: OCSLD).
research and practices in higher education. even contact hours per topic. Whatever form these
of your module?
The following list is not exhaustive. There are expectations take you should be sure that your
Carnegie Foundation for the Advancement
also many discipline specific societies devoted module conforms in every respect.
4. How will your institution’s regulations of Teaching (online). Available: www.
to improving teaching and learning in higher affect your module? Is there anything carnegiefoundation.org (20th June, 2015).
education. specific you need to keep in mind for
this particular module?
The Official Bologna Process Website http://www.
ehea.info/ (online). Available: (20th June, 2015)

16 17
Part 2.
An Introduction
to Module Design

Graduate Attributes Reader Learning Outcomes

The most general of these outcomes are graduate
attributes and programme goals which are usually

& Programme Goals

By the end of Part 2 you should specified at the commencement of the curriculum
be able to:
design process.
– define a learning outcome;

– recognise the value of learning

2.1.2 Graduate Attributes
outcomes to module designers,
students and employers; Graduate attributes which are also known as
graduate competencies or qualities, usually
– define graduate attributes;
describe a set of outcomes which all graduates
– define a programme goal; of a particular institution can be expected to
Figure 2.1
– recognise the relationship of graduate achieve - irrespective of their chosen discipline. In
Model (Graduate Attributes
and Programme Goals) attributes and programme goals to this sense each list of graduate outcomes will be a
your module. unique reflection of that institution’s shared values
and beliefs about the broad purpose of higher
education.
1.
Students The following graduate attributes are drawn from
and Context
Learning Outcomes Dublin City University’s Generation 21 programme
2. (DCU, 2015). The list is broadly indicative of the
Modules sit within a broad curriculum framework
Graduate types of graduate attributes articulated by higher
6. Attributes consisting of graduate attributes and programme
Assessment education institutions internationally. However the
and Programme goals both of which are types of learning outcome.
Goals specific configuration is unique to DCU and reflects
the institution’s vision of the relationship between
the DCU graduate, the wider society and the world
7. Key Learning Point
Evaluation
of work.
A learning outcome is a statement
specifying a desired change in students’
5. 3.
behaviour, skills, knowledge or attitudes.
Methods Module Aims
and Resources and Learning
Outcomes

A learning outcome specifies what it is students

4.
should know and be able to do by the end of a
Content
learning activity. This activity may be as long as
a programme leading to the award of a degree,
a module covering one academic year or indeed
a single class. Hence learning outcomes may be
written at different levels of generality.

18 19
AISHE Academic An Introduction
Practice Guides to Module Design

Value of Programme
Table 2.1 Globally Engaged Key Learning Point Goals to Module Designers
Dublin City University Graduate DCU encourages students to be locally Where possible, you should collaborate
Programme goals provide module designers
Attributes and globally aware, to value tolerance and with other module designers to ensure
cultural diversity, and to be committed with a framework on which a coherent and
that all graduate attributes are covered
to civic engagement. DCU graduates will appropriately and explicitly over the comprehensive academic programme can be
Creative and Enterprising understand the importance of engaging length of the programme. developed. To ensure such coherence becomes a
DCU students are encouraged to be with their communities in an ethically reality module designers should collaborate closely.
innovative in their approaches to problem- responsible manner. Programme goals may differ in their specificity
solving. DCU graduates will be adaptable
according to disciplinary requirements. Programme
and willing to pursue new ideas. Active Leaders
DCU focuses strongly on the Thinking Points goals for professional programmes may be quite
Solution-Oriented development of leadership skills. 1. Does your university or college specific as in Table 2.2 below or they may be much
DCU emphasises the use of evidence Graduates will appreciate that it is publish a list of graduate attributes? more general as in Table 2.3.
and understanding as guides to action. their personal responsibility to take the
DCU graduates will be adept at applying initiative and to effect change for the 2. If so, how will your module contribute
knowledge to issues encountered in the better in every walk of life. to the achievement of these
workplace and in society attributes by your students?
Committed to Continuous Learning
Effective Communicators DCU promotes a spirit of inquiry,
DCU motivates students to appreciate reflection and evaluation. DCU graduates
the importance of communication in all will have learned that knowledge is not
its dimensions. DCU graduates will be fixed or static, and that insights and skills
able to draw on appropriate skills to can always be deepened and developed 2.2 Programme Goals
negotiate effectively, to collaborate,
Programme goals are learning outcomes describing
and to influence others
in broad discipline-specific terms what students
should know and what they should be able to do
on completion of a programme of study.

The challenge for module designers is to interpret

Top Tip their institution’s graduate attributes in the context
Value of Programme Goals
The Generation 21 Programme of their discipline and module, for example, what
showcases useful resources for to Students and Employers
does it mean to be a globally engaged history
integrating development of graduate Programme goals give students a very broad idea
graduate?
attributes into degree programmes. of the knowledge and skills they can expect to have
http://www.dcu.ie/generation21/index. acquired on successful completion of a programme.
shtml It should be noted that while it is not necessary
They also clarify for potential employers among
that each graduate attribute be taught and learned
others the knowledge, skills and attitudes they can
in each module it is essential that each be acquired
expect a successful graduate to possess.
or developed to an appropriate level at suitable
points across the programme.

20 21
AISHE Academic An Introduction
Practice Guides to Module Design

Table 2.2. Table 2.3 –– that they have a mastery of a number Thinking Points
Programme Goals Programme Goals for the of specialized skills and tools which 1. Does your degree, diploma or
for Nursing in the Republic Two Subject Moderatorship they can use selectively to address certificate programme publish
of Ireland (Nursing and Midwifery complex problems and, particularly programme goals?
Board of Ireland, 2014). in the case of the major subject, to
Two Subject Moderatorship conduct an advanced research project 2. If so, how will your proposed module
Programme Learning Outcomes under closely guided supervision; contribute to the achievement of
The programme learning outcomes these goals by your students?
Students who have successfully completed –– that they have the ability to gather,
will enable the nursing graduate to:
their programme of study in the Two Subject evaluate and interpret relevant data
–– Demonstrate professional values Moderatorship will be able to show: to inform independent judgments
to fulfil the role of registered which include reflection on relevant
–– a comprehension of the theory, concepts, Summary
nurse to deliver safe, high quality social, historical, literary, linguistic,
methods and processes pertaining to two philosophical, aesthetic, scientific or In Part 2 we introduced learning outcomes as an
compassionate, ethical, legal
distinct fields of learning; ethical issues;
and accountable practice across organising basis for programme and module design
the life spectrum and in diverse –– a detailed knowledge, of two specialized and highlighted the value of programme goals
–– that they can act effectively, under
settings. areas, some of it at the current guidance, in a peer relationship within for module designers, students and employers. In
boundaries of the subjects; multiple, complex and heterogeneous your own institution, you may encounter graduate
–– Practise as a competent registered
nurse to assess, plan, prioritise, –– that they can apply this knowledge groups; attributes and / or programme goals to which your
deliver and evaluate nursing care and comprehension in a manner that module will be expected to contribute. Programme
–– that they can communicate
based on a comprehensive and indicates a thorough and informed goals may be quite specific in the case of the
information, ideas, problems and
systematic assessment of health approach to their work, and have solutions to both specialist and non- professional disciplines. In other instances, there may
and nursing needs in consultation competences typically demonstrated specialist audiences; be neither formal graduate attributes nor programme
with the person receiving through devising and sustaining
such care. goals, but there will probably be implicit expectations
arguments, and formulating and solving –– that they have developed those
problems within their fields of study; learning skills that are necessary for of graduates of specific programmes. Whatever the
–– Demonstrate the capacity for self
them to continue to undertake further case, as a module designer you should collaborate
awareness, reflective practice,
study with a high degree of autonomy. with colleagues to ensure that your proposed new
leadership and professional
scholarship to review and module is compatible with others in the programme
(TCD, 2015) and that it contributes to its goals, whether these are
maintain competence through
continuing professional expressed formally or are informal expectations.
development.

Further Reading
Key Learning Point
Where possible, you should collaborate National Qualifications Authority of Ireland
with other module designers to maximise (2009) The National Framework of Qualifications
programme coherence. (on line). Available: http://www.nfq.ie/nfq/en/index.
html (20th June, 2015).

Barry, S. and Prosser, M. (eds) (2004) ‘Generic

graduate attributes: citizens for an uncertain
future’, Higher Education Research and
Development 23 (3).

22 23
Part 3.
An Introduction
to Module Design

Teaching Aims & Module Reader Learning Outcomes Module Title:

Learning Outcomes
By the end of Part 3 you should Ireland, Britain and Western Europe 400-
be able to: 1000 – Part B

– explain the purpose of teaching aims Teaching Aim:

and their relationship to learning This module deals with the exciting
outcomes; political, ecclesiastical and cultural
development of early medieval Europe,
– Identify the types of learning
with a particular emphasis on Ireland
outcomes most commonly used in
and Anglo-Saxon England. Attention is
higher education;
focused on the origins of institutions (for
– explain the purpose of the various example, monasticism, towns, national
Figure 3.1 kingships) which were to shape European
types of learning outcomes;
Model (Module Aims and Learning Outcomes) society subsequently. It concentrates on
– explain the purpose of levels within the end of the Roman Empire and all the
types of outcomes; consequences this had for Britain and
Europe. It then examines the different
– write module learning outcomes that
types of Christian conversion that were
indicate to students what they need to
1. to have such a profound impact on
learn in order to pass the module.
Students Europe generally and finishes with an
and Context examination of Visigothic Spain.

2.
Graduate
6. Attributes Adapted from Barry, 2008.
Assessment and Programme
Teaching aims and learning outcomes can be seen
Goals
as different sides of the same coin. Teaching aims
Module Title:
focus on the teacher’s intentions with regard to the
7. Statistical Analysis 1
nature and direction of the module while outcomes
Evaluation
focus on what the students will learn. Teaching Aims:
5. 3. This module aims to give students an
Methods Module Aims understanding of how statistical analysis
and Resources and Learning may be employed to solve real-world
Outcomes Teaching Aims
problems. Specifically, this module
Teaching aims provide an introduction to a module introduces students to the fundamentals of
by outlining its scope in terms of content to be statistical analysis and how to apply these
4. covered by the teacher and possibly its place within fundamentals to real-world problems using
Content the built-in libraries in excel. Students
the degree programme. Aims focus on what the
also have the opportunity to reinforce
teacher intends to do rather than what is expected
their problem-solving skills by developing
of students. The main value of specifying teaching solutions to statistical problems and
aims in the context of our model is that the very implementing those solutions.
act of articulating your aims for the module
can help you to clarify what it is you want your
students to achieve. For example:
Adapted from Sharp, 2011

24 25
AISHE Academic An Introduction
Practice Guides to Module Design

Types and Levels This idea leads to the concept of a taxonomy Figure 3.2
of Learning Outcomes or classification of learning outcomes related to Taxonomy of Intellectual Skills Development
intellectual skills development. The most widely (Adapted from Anderson and Krathwohl, 2001).
In this section we shall examine some types of
known taxonomy of this type was developed
learning outcomes applicable to modules in
by Bloom and associates (Bloom et al 1956) Evaluation:
universities and colleges. judging the
and more recently revised by Anderson and value of
Krathwohl (2001). information;
Synthesises:
2.2.1 Types of Learning Outcomes arranging
information
We distinguish between three broad types in new ways;
Analysis:
of learning outcomes: identifying
component
parts of
1. intellectual skills; Application:
information;
using
2. practical (generic and discipline
information
specific) skills; in problem-
3. attitudes and values. Comprehension: solving;
interpreting
information;
We recognise that it is not always obvious
Recall:
whether a skill should be classified as intellectual remembering
or practical and the distinction between them is information
somewhat artificial but this is not a major concern without
necessarily
in the context of designing a module where the understanding it.
important consideration is that you identify the
full range of skills which students will need to
demonstrate by the end of your module.

The taxonomy commences with ‘Recall’ at the An important point to note about the taxonomy
Levels of Intellectual Skills lowest level and moving up to ‘Evaluation’ at the is that each level subsumes those below it, for

The acquisition of disciplinary knowledge for its highest. Each level needs to be interpreted in the example, to design a bridge - synthesis - it is

own sake is an important feature of a university relevant disciplinary context. Using ‘Analysis’ as necessary to recall the basic principles of statics

education but we also want students to use this an example, in medicine it may be equated with and dynamics and to apply concepts and principles

knowledge in various ways depending on their diagnosis of a patient’s illness. In chemistry, it to new situations.

stage of progression. In their first year for example, may mean discovering the constituent parts of

it may be enough that students simply recall a complex molecule. ‘Synthesis’ may similarly

information they have learned, but in later years mean treatment of the patient’s illness or the Levels of Practical (Generic
we expect students to use knowledge in more development of a new drug. In practice this and Discipline-specific) Skills
sophisticated ways which require higher order means that the module designer must identify the Generic Practical Skills
intellectual skills such as analysis. appropriate level of achievement, for example These skills are also known as key, transferable,
‘Analysis’ and write a learning outcome using core and soft skills and they are often related to
a verb relevant to the particular discipline and institutional graduate attributes.
appropriate to the level of achievement.

26 27
AISHE Academic An Introduction
Practice Guides to Module Design

Graduates in possession of well developed Until quite recently such skills were usually taught Discipline-specific Practical Skills –– statistical skills;
generic skills are sought after by employers. and learned implicitly within many programmes. These are the practical skills required of graduates –– numerical skills;
This list summarises commonly identified generic in specific disciplines. For example an engineering
–– performance skills.
practical skills: The credit level descriptors for higher education graduate may be required to write computer
produced by the Southern England Consortium programmes. Typical discipline specific practical
1. written and oral communication skills; for Credit Accumulation and Transfer (SEEC, skills are: Once again we note that it is possible to adapt
2. teamwork skills; 2010) is a useful guide to developing increasingly the relevant parts of the SEEC framework (SEEC,
3. leadership skills; complex practical generic skills outcomes which –– laboratory skills; 2010) to provide guidance for the development
4. time management; will challenge your students and encourage them –– clinical skills; of practical discipline specific skills outcomes
5. Independent or lifelong learning skills. to take greater responsibility for learning as which are applied in increasingly complex and
–– information search and retrieval;
they progress through the programme. Thus, for unpredictable situations and practised with greater
–– use of appropriate research
example: levels of autonomy by students.
methodologies;

Table 2.4 Table 2.5

Writing Generic Practical Skills Writing Discipline-specific Practical Skills
(adapted from SEEC (2010) pp.11-14). (adapted from SEEC (2010) pp 11-14).

Year Skill – Team and Organisational Working Year Autonomy in Skill Use
Application

1. Can work effectively with others and recognises the factors that affect 1. Can operate in predictable defined contexts Is able to act with limited autonomy
team performance. that require use of a specified range of under direction or supervision with
standard techniques. defined guidelines.
2. Can interact effectively within a team, giving and receiving information
and ideas and modifying responses where appropriate. 2. Can operate in situations of varying Able to act with increasing autonomy
complexity and predictability requiring with reduced need for supervision and
3. Can interact effectively within a team, recognise, support or be proactive application of a wide range of techniques direction with defined guidelines.
in leadership, negotiate in a professional context and manage conflict. and information sources.

4. Works effectively with multiple teams as leader or member. Clarifies 3. Can operate in complex and unpredictable Able to act autonomously with minimal
tasks and makes appropriate use of the capacities of team members contexts, requiring selection and application supervision or direction within agreed
resolving likely conflict situations before they arise. from a wide range of innovative or standard guidelines.
techniques and information sources.

4. Can operate in complex, unpredictable Acts with initiative in decision-making

and/or specialised contexts, requiring and accessing support, within professional
selection and application from a wide or given guidelines, accepting full
range of advanced techniques and accountability for outcomes.
information sources.

28 29
AISHE Academic An Introduction
Practice Guides to Module Design

Attitudes and Values Professional bodies also prescribe specific Using Huitt (2001) as a guide we can write
Attitudes and values have always been part of attitudes and professional values. increasingly more sophisticated learning outcomes to Module Writing Template
the higher education curriculum. As in the case of reflect the desired development of students’ scholarly
1. A set of module learning
some practical skills, certain attitudes and values The best known taxonomy of educational values on the issue of plagiarism. For example:
outcomes should be prefaced
have often been ‘taught’ and ‘learned’ implicitly. outcomes related to attitudes and values was with the following:
For example, plagiarism has always attracted a developed by Bloom, Krathwhol, and Masia (1956-
penalty. More recently the requirement for formal 1964). Here, we will use an adaptation of Bloom’s By the end of this module
(Receiving)
acknowledgement of the work of others has been original which describes five possible levels or ways you should be able to...
By the end of this module students
made more explicit to first year undergraduates of responding to a new value or attitude. As with should be able to recognise how
– The use of ‘you’ rather than ‘students’
and emphasised both as a formal requirement and the hierarchy of intellectual skills outcomes, each plagiarism may occur both intentionally is meant to personalise the subsequent
an expression of a scholarly and ethical value. level subsumes all those beneath it, thus ‘valuing’ and unintentionally in academic work learning outcomes so that each student
an attitude assumes one is ‘aware’ of the attitude in will recognise what he or she is
(Responding) individually expected to do.
Institutional graduate attributes may provide the first place By the end of this module students
broad statements about attitudes and values which should be able to use their knowledge of – The use of ‘will’ rather than ‘should’
will need to be interpreted by the module designer. * These levels are not intended to relate to plagiarism to ensure they avoid it in their is not recommended because unlike
particular years in an academic programme. own work by appropriate referencing of teaching aims, the achievement of
sources. learning outcomes is not under the
teacher’s control and it is possible that
some students will fail to achieve one or
more outcomes.
Figure 3.3
Taxonomy of Values Development
Top Tip 2. The preface should be
(Adapted from Huitt, 2001.)
If your students are in the early followed by the list of desired
stages of their intellectual and ethical outcomes. For example:
Characterisation
development* you should be careful not
by value: acting
to set module learning outcomes related By the end of this module you should
consistently with
the new value; to attitudes and values at too high a be able to…:
level. This is particularly the case if your
Organisation:
module falls within the early years of a 1. list some factors which may affect
integrating a new
degree programme. student learning;
value into one’s
general set of 2. distinguish between deep and surface
Valuing: values, giving it * See Table 1.4’ on the next line after
approaches to learning;
showing some ranking ‘Degree programme’
some definite among one’s 3. discuss the implications of students’
involvement or general priorities; learning approaches for teaching;
Responding: commitment;
4. write appropriate learning outcomes for
showing some
new behaviours your modules;
Practical Advice on Writing
as a result of
Module Learning Outcomes 5. empathise with the challenges facing
experience;
Receiving: students whose first language is not
being aware of You should check whether your institution English.
or attending to
has formal specifications on how to write
something in the
environment. outcomes but the following template will
give you a general guide.

30 31
AISHE Academic An Introduction
Practice Guides to Module Design

Summary
– Note that the first word in each of the – Statements of what students must do to Thinking Points
outcomes statements is a verb. The use of a achieve grades higher than a pass are matters Traditionally, module design in universities has
1. Does your module aim provide
verb here is intentional because it indicates of assessment criteria which should be made emphasised acquisition of intellectual skills
students with a useful introduction
what students will need to do to demonstrate explicit to students but they should not be (knowledge). Recently however, pressure from
to the module and its place in the
their learning. included in the learning outcomes. We shall
programme? employers and governments has led to a greater
discuss assessment criteria in Part 6.
– We strongly suggest you do not commence and more explicit emphasis on the development
your outcomes statements with verbs such – There is no ‘right answer’ to the question 2. Do your module learning outcomes of practical skills and appropriate attitudes
as ‘understand’, ‘appreciate’ or phrases of how many learning outcomes to specify indicate to students what they need
and values, but not however, at the expense of
such as ‘be familiar with’. These otherwise for a module. The number of outcomes to learn in order to pass the module?
knowledge. Module designers therefore, need
useful verbs and phrases are not assessable, listed should depend on a range of factors
that is, they do not tell students what they including the length of the module, the 3. Do your learning outcomes cover the to ensure that practical skills, attitudes and
must actually be able to do, in order to amount of time students can reasonably be range of intellectual skills, practical values are included as learning outcomes at
demonstrate their learning. How do you expected to spend on this module outside of appropriate levels.
skills (generic and discipline specific)
demonstrate ‘understanding’, ‘appreciation’ class, the complexity of the subject material,
and attitudes and values that are
or ‘familiarity’? the resources available to students, and less
essential to the module?
tangible factors such as student motivation
3. Learning outcomes are and their levels of intellectual development. Further Reading
As a broad guide however, if the learning 4. Have you avoided using words such
statements of what students must
outcomes address the three areas; intellectual as ‘understand’ and ‘appreciate’ and Anderson, L. W. and Krathwohl, D. (eds) (2001)
demonstrate to pass a module and
skills, practical skills and attitudes and values phrases such as ‘be familiar with’ in A Taxonomy for Learning, Teaching and
represent the minimum acceptable
there should be no more than ten. your list of learning outcomes? Assessing: A Revision of Bloom’s Taxonomy of
standard.
Educational Objectives (New York: Longman).
5. Do your learning outcomes conform
to institutional requirements and
preferred format? Kennedy, D. (2007) Writing and Using Learning
Outcomes: A Practical Guide (Cork: University
Top Tip 6. Have you checked your institution’s College Cork).
If you find yourself writing a learning website for guidance on writing aims
outcome that commences with and outcomes? Moon, J. (2002) The Module and Programme
‘understand’, ask yourself what your Development Handbook. (London: Kogan Page),
students will have to do to demonstrate
Chapter 5.
their understanding? The answer to this
question should give you a more specific
and therefore more useful learning SEEC (2010) Credit Level Descriptors for Higher
outcome. Education. Southern England Consortium for
Credit Accumulation and Transfer (online)
Available www.seec.org.uk (16th June, 2015).

Trinity College Dublin Careers Service Transferable

Skills (online) Available https://www.tcd.ie/Careers/
downloads/Transferable_Skiills_flyer.pdf (16th
June, 2015).

32 33
Part 4.
An Introduction
to Module Design

Content Selection Reader Learning Outcomes

–– Modules are divided into topics based
around important information, facts

and Sequencing
By the end of Part 4 you should and concepts and structured in some
be able to:
rational manner such as chronological
1. assess the impact of your discipline’s or causal.
curriculum approach to content
–– Breadth of content is desirable, as
selection and structuring;
undergraduate students are expected
2. recognise the need to select content to acquire a broad picture of the field.
rather than simply accept it as a given;

3. discuss the role of content selection

2. The Socially Critical Approach
in influencing students’ approaches to
Figure 4.1
learning; –– This approach seeks to develop a
Model (Content Selection and Sequencing)
critical consciousness in students.
4. distinguish between content which is
essential to know and that which is –– Students become aware of the present
nice to know in the context of learning
ills of our society and are motivated
outcomes;
to alleviate them.
1.
5. select content which is most likely to
Students –– Content is drawn from the pervasive
and Context
assist students to achieve the module
learning outcomes. and significant problems of the day.
2.
Graduate
–– Content is usually organised around
6. Attributes investigations, themes or projects.
Assessment and Programme (Toohey, 1999:49-50, 63-65)
Goals Having written your module aim and learning
outcomes, your next step having due regard
to the resources available to you is to choose
7. Thinking Point
Evaluation appropriate content.
Which of these ‘ideologies’ characterises
5. 3. the approach to curriculum design for
Module Aims
Selection Versus Assumption
Methods undergraduate programmes in your
and Resources and Learning of Content
Outcomes
discipline? If neither fits, how would you
The two following ‘curriculum ideologies’, describe your discipline’s approach?
“discipline-based” and “social critical” are those
which we believe to be most prevalent in higher
4.
Content education.
Another way of characterising different approaches
to curriculum design and in particular, the selection
1. The Discipline-based Approach
and structuring of content is by way of analysing
–– Most university modules follow fundamental differences between disciplines.
the structure of knowledge in the Becher and Trowler (2001), distinguish between
discipline. groups of disciplines as either hard-pure, hard-
applied, soft-pure or soft-applied.

34 35
AISHE Academic An Introduction
Practice Guides to Module Design

Neumann, Parry and Becher (2002) have used The following points summarise this Soft-applied Disciplines
these distinctions to examine the implications for diagram in relation to curriculum design. 1. Where should the module begin
–– The characteristics of soft–pure
curriculum design. The following diagram plots a. Intellectual origins of fascism?
disciplines are embodied but with an
the positions of the major disciplines in relation Hard-pure Disciplines b. World War 1 and the Treaty of
applied focus.
to Becher and Trowler’s distinctions. Note that Versailles?
–– Knowledge is cumulative.
some disciplines, for example, Nursing, Economics –– Techniques are developed through a c. Events of 1939?
and Geography, may exhibit both hard and soft –– In the junior years of undergraduate reiterative process.

characteristics. programmes the focus is traditionally 2. When should the period covered end
(Neumann et al 2002).
on providing students with a knowledge a. Events of 1945?
base, the focus being on recall and b. Rise of the Cold War?
These distinctions may provide module designers
comprehension of key facts and
Figure 4.2 with broad guidance about the selection of
concepts. 3. Which important battles should
Disciplinary Differences content. For example, an introductory physics
be included
(Adapted from Becher –– In senior years of undergraduate module would be unlikely to include the most
a. El Alamein?
and Trowler,2001:36). programmes, students acquire recent advances in quantum theory simply because
b. Midway?
disciplinary understanding with a focus the students would not have the mathematical
c. Stalingrad?
on analysis, synthesis and evaluation. base to handle the content. On the other hand
SOFT d. Others?
an introductory module in English (a soft-pure
Humanities, Social Professions
Social Sciences. for example discipline) could well introduce students to the
Soft-pure Disciplines 4. How much attention should be given
Economics, latest theories in literary criticism. to social and political aspects?
Education, –– During their undergraduate
Geography,
Law, Nursing,
programmes, students may return to Analysing one’s disciplinary predisposition in 5. How much attention should be given
Social Work. similar areas of content with increasing relation to curriculum design is necessary but to the ‘great leaders’ - Churchill,
degrees of subtlety and insight. not sufficient to ensure the appropriate selection Roosevelt, Stalin, Mussolini, Tito
PURE APPLIED
and Hitler?
–– Students may be confronted in their of content for two reasons. Firstly, you may find
Mathematics, Science-based
Natural Sciences. Professions, junior years with current debates in the yourself in an academic unit which does not
6. How much attention should
for example, follow a traditional discipline-based approach to
discipline or recent theorising. be given to the Holocaust?
Computer
curriculum design as outlined above. Problem–
Science, –– The process of understanding the
Economics, based Learning for example, which is used most 7. How much attention should be given
Engineering,
discipline begins in the junior years. to the role of neutral countries?
often in ‘hard-applied’ disciplines turns the
Geography,
traditional approach on its head by introducing
Nursing.
Hard-applied Disciplines students to higher order problem solving in the
HARD
–– Knowledge is cumulative as in the hard- junior years of the programme. Secondly, whether

pure disciplines. you choose to follow disciplinary tradition or

In science-based disciplines the problem is both
not, you are still left with little guidance on the
–– Techniques are mastered progressively, simpler and more complex. On the one hand it is
quantity of content to include in your module.
in linear sequence. relatively easy to exclude out of date knowledge. No
Take for example an Introductory Module on
physics module would now include the characteristics
World War Two.
of electronic valves in detail and no chemistry module
would deal with the finer points of phlogiston theory.
On the other hand, on what basis can we exclude
knowledge which is not out of date?

36 37
AISHE Academic An Introduction
Practice Guides to Module Design

The explosion of knowledge in the sciences is Sources of Assistance –– The Profession

reflected in modules with ever more content which Programme: Information on the current requirements
Having identified your disciplinary predisposition
is increasing in complexity. Thus, for example, fifty BSc in Science (Nursing), TCD. for professional accreditation varies
in relation to content selection and sequencing, and
years ago basic quantum mechanics was taught greatly in detail. Discussions with
Target group: referred back to the module learning outcomes for
in final year physics modules. The topic is now Undergraduate nursing students who employer groups can highlight useful
more specific guidance in content selection, you
frequently found in introductory modules. will be registered as nurses in Ireland. information related to graduate
can find other sources which should be exploited
destinations, future trends for the
to further refine your selection.
Failure to face these issues leads to an inevitable Module: profession and changing graduate
NU1S06 Sociology of Health and Illness
result – curricula become ever more crowded as requirements.
new material is added with older material being Outcome: –– Academic Colleagues –– Students and Graduates
retained. And, as noted in Part 1, overcrowded By the end of this module, students
Academic colleagues will have ideas Student feedback from previous cohorts
curricula are one of the main causes of surface should be able to critically explore how
about what they consider to be core can uncover issues related to the
approaches to learning which do not promote social factors such as class, ethnicity
and gender affect health and life span. content which students need to know. quantity and complexity of content as
retention of knowledge in the longer term.
Where your module is a pre-requisite for well as identifying topics students find
Content: others, it is important to discover what particularly interesting, relevant and
How then should you select module content? We Students need to know about Travellers your colleagues believe your students challenging.
assert that content should be selected on the basis as an Irish minority ethnic group. [While
should learn in order to prepare them
of what students need to know and need to be able it would be nice for them to have an –– Your Own Research Interests
for those later modules. You may also
to do in order to achieve the learning outcomes, international perspective on ethnicity
This should not be your prime
as a factor affecting health and life find it useful to contact colleagues
that is, to pass the module. Undoubtedly there is consideration but if you can select
span of ethnic minority groups in other teaching similar modules in other
always content which it would be nice for students content which you are enthusiastic
countries, the inclusion of such topics institutions
to know, particularly the more able students, but does not directly address the needs of about, you are more likely to pass this
such content should be introduced with care. The the target student group who wish to –– Textbooks can be another useful source enthusiasm on to your students.
following example demonstrates this distinction. become registered nurses in Ireland. but you should be careful to choose
Hence, the health problems of Australian content which matches your module
Aborigines could be mentioned in this learning outcomes.
context but they would not be the main Sequencing Content
focus of attention]. –– Client Academic Units
The primary consideration in sequencing content
(Service Modules)
should be to use the approach which is most likely
The distinction between ‘essential to
Adapted from Brennan, 2014. to assist your students to achieve the specified
know’ content and ‘nice to know’
learning outcomes.
content is particularly important in
Another way of looking at this issue is to ask what service modules where it is essential that
content can be left out rather than what needs to Approaches to sequencing content which
the service provider liaise with the client
be put in. you may find useful*:
unit to discover just what it is that their
students need to know. –– Time, for example, chronological
sequencing;
Top Tip
Choose only that content which will –– degree of complexity, for example,
enable students to achieve the desired from simple to complex where content
learning outcomes. learned later in the module subsumes
earlier content;

38 39
 Part 5.
AISHE Academic
Practice Guides

–– degree of difficulty, for example,

commence with simple skills and move 5. Is your module a pre-requisite and if
Teaching and
Learning Methods
on to more difficult ones; so what content will your students be
expected to know and what should
–– forms of expression, for example, they be able to do in later modules?
literature module divided into poetry,
6. Have you checked with colleagues,
prose and drama; employers, students, graduates to
maximise selection of appropriate,
–– functional systems, for example, systems
relevant and interesting content?
of the human body;
7. What approaches will you use to
–– significant processes, for example, life sequence content?
cycle of an employee from recruitment
Figure 5.1
to retirement. Model (Teaching and Learning Methods)

(Toohey, 1999:92-93).

Note: These approaches are not mutually exclusive,

Further Reading
for example, a literature module may be divided
1.
by forms of expression with each form treated Becher, T. and Trowler, A. (2001) Academic Tribes
Students
chronologically. and Territories, 2nd edn (Buckingham: SRHE and and Context
Open University Press), Chapters 2 and 3.
2.
Graduate
Nelson Laird, T. F. Shoup, R. Kuh, G.D. Schwarz. 6. Attributes
Assessment and Programme
Thinking Points M.J. (2008) ‘The effects of discipline on deep
Goals
approaches to student learning and college
1. How would you describe your
outcomes’, Research in Higher Education 49,
discipline or teaching area in terms
of Becher and Trowler’s (2001) 469-494. 7.
Evaluation
categories – soft or hard, pure or
applied? Neumann, R. Parry, S. and Becher, T. (2002)
5. 3.
‘Teaching and learning in their disciplinary Methods Module Aims
2. In what ways might this description
contexts: a conceptual analysis’, Studies in Higher and Resources and Learning
influence the choice of content in your Outcomes
proposed module? Education 27 (4), 405-417.

3. Given your proposed learning

Toohey, S. (1999) Designing Modules for Higher
outcomes what content do you need 4.
Education (Buckingham: SRHE and Open
to include and what can you safely Content
reject? University Press), Chapter 4.

4. What can you expect students to have

learned from previous modules?

40 41
AISHE Academic An Introduction
Practice Guides to Module Design

Figure 5.2.
Reader Learning Outcomes Thinking Point Taxonomy of Intellectual Skills Development
By the end of Part 5 you should Examples of passive methods would be (Adapted from Anderson et al 2001).
be able to: the traditional expository lecture and
demonstrations. You may have noted
1. recognise a range of teaching and that in both these instances, while the
learning methods widely used in students may be passive, the teacher Evaluation:
higher education; is likely to be extremely active. Who do judging the
you think is likely to be doing the most Active Or Active
value of
2. identify the factors which may Passive Methods
learning – teacher or students? information;
influence your choice of teaching Methods Only Synthesises:
and learning methods; arranging
information
3. compare strengths and weaknesses in new ways;
Analysis:
of traditional lectures and problem-
identifying
based learning. component
Methods for the Acquisition of parts of
Application:
Intellectual Skills information;
using
information
You may recall Figure 5.2 from Part 3. This in problem-
As with the selection of content there is a range of version shows the links between the various levels Comprehension: solving;
interpreting
factors in addition to learning outcomes which will of learning outcomes and teaching and learning
information;
influence choice of teaching and learning methods. methods. Broadly, learning outcomes focussing
Recall:
on recall and comprehension of material can
remembering
be achieved through active or passive learning information
methods. Higher order skills on the other hand without
Factors which May Affect Selection
necessarily
of Teaching and Learning Methods require active methods of learning.
understanding it.

The primary consideration in selecting teaching

and learning methods should be the extent
to which they assist students to achieve the
learning outcomes. Other considerations include Lectures The table below adapted from Race (2007) as
disciplinary traditions that favour particular As early as 1972, Bligh (1998) found in his review well as from our own experiences, provides some
teaching and learning methods as well as the of the research literature on the efficacy of lectures salutary insights on what students actually do in
availability of resources such as appropriate that the evidence overwhelmingly indicated that lectures.
physical spaces. while the traditional fifty minute expository lecture
was as effective as other means in imparting
The extent to which teaching and learning methods information, it was much less effective than other
may be considered to promote active or passive means at encouraging students to learn actively
learning should also be a consideration. Ideally and to develop higher order intellectual skills,
we want all our students to be active learners. We practical skills and values.
want them to engage with the module material,
with other students and with us in an active search
for meaning and understanding.

42 43
AISHE Academic An Introduction
Practice Guides to Module Design

Thus, changing student activity regularly The following list, while not exhaustive,
Table 5.1 during the fifty minute lecture restores learning describes a range of fairly straightforward
Student Activities in Lectures
performance – at least temporarily. active learning techniques which can
(Adapted from Race, P. 2007:109)
be easily incorporated into lectures.

Fantasise Doodle Copy from the lecturer

Table 5.2
Active Learning Techniques for Lectures
Sleep Watch the clock Send notes to other students

Look at other students Gaze out of window Think about assignments

Interactive Handouts: Read a Handout or PowerPoint Slide: invite
Read irrelevant things Copy from the Screen Do assignments for other modules these contain skeletal notes and diagrams which students to read a quotation and note their views
students complete during the lecture. on it.
Listen to their IPods Summarise Worry about personal matters
Read your Notes: Share your Notes:
Read and send texts Feel unwell Whisper to other students give students time to check their notes and fill in ask students to explain their notes to the person
any gaps. next to them and highlight differences for plenary
discussion.

Ask your Questions: Set a Test:

ask students to write precise questions about the set a few short questions on the lecture material.
Which of the activities above is likely to result
Figure 5.3 lecture material. Invite them to ask their questions You can use multiple choice questions. Present the
in students’ learning from such lectures?
Student Performance Levels of the people around them. Invite a few questions questions visually, for example, on PowerPoint or
‘Summarising’ which requires the student to engage from the whole class. Do this at the end of a a flip chart.
in Lectures
actively with the material is the only activity listed section of the lecture rather than at the end.
(Adapted from Bligh, 1998:56)
above which may result in higher level learning.
Set a Problem: YouTube:
Student Performance Level set a simple problem based on the principles you show a clip – with instructions about what to
Bligh (1998) citing a study by Lloyd provides
have just taught them. look for.
another way of considering this issue. Lloyd
Wide
conducted an observational study in which he Awake Hands Up: Ask About It:
plotted student learning performance against have a vote on a contentious issue. invite students to ask about the implications of
Performance what you have dealt with so far in the lecture.
time in a typical 50 minute expository lecture. Level
The study results summarised in Figure 5.3 are Summarise: What Next:
certainly depressing. Unconscious Time 55 mins
give students time to summarise the lecture for invite students to consider what they need to do
themselves. to further their knowledge of this topic and when
they might do it.

Lloyd’s conclusions, although based on research

Brainstorming: Buzz Groups:
conducted 40 years ago still present real challenges divide the class into groups of 3-6. The groups divide the class into groups of 2-3 students to
for the module designer today, particularly as generate ideas on a topic then bring them back discuss a topic or question for a short period.
lecturing continues to be the most popular teaching to the class for discussion. Brainstorming is This activity builds the confidence of shy students.
method used in universities. A partial solution, and particularly useful for generating ideas and
it is only partial, is to make lectures less expository encouraging students to talk.
and more interactive.

44 45
AISHE Academic An Introduction
Practice Guides to Module Design

Finally, it should be noted that even lectures PBL is used primarily in professional education In laboratory classes favoured by the ‘hard’
which incorporate active learning techniques where the efficient application of knowledge to disciplines, students commonly work in small Thinking Points
will generally only improve students’ recall and complex problems is required as well as skills groups to acquire those team working skills which
1. What are the most appropriate
comprehension of material. To assist students in team working and lifelong learning. Students are required by employers. But, from a different teaching and learning methods to
to attain higher order intellectual skills and develop practical skills in team work, such as, perspective, through working in teams, students assist your students to achieve higher
practical skills and values we need to consider team leadership, negotiation, giving and receiving are enabled to engage in higher order intellectual order intellectual skills, practical
other teaching and learning methods such as feedback and time management and discipline skills such as research (the sciences) or design skills and values?
laboratories, tutorials, seminars, e-learning, specific practical skills in information retrieval and (architecture or engineering). 2. Are your proposed teaching and
projects, case studies, field work and work-based analysis. learning methods outside the range
learning to name but a few. Because practical skills are both a means and an normally used in your academic unit?
end, it is vitally important that module designers If so, how will you justify their use to
It is beyond the scope of this guide to explore select teaching and learning methods which your colleagues?
Thinking Points
these methods however some useful references support students to develop relevant practical skills 3. Will your choice of teaching and
1. How will you ensure that the teaching
are supplied under ‘Further Reading’. Instead, we in addition to the discipline-based intellectual ones. learning methods encourage your
and learning methods employed are
propose to examine Problem-Based Learning or students to engage actively with the
responsive to the diverse needs of
PBL which, in terms of student activity is the polar content?
students studying your module?
opposite of the traditional lecture. PBL is the best Summary
2. How can you capitalise on the diverse
known and most widely used of the Enquiry-Based
range of knowledge and skills that Teaching and learning methods should be selected
Learning or EBL methods. EBL is a broad umbrella
your students bring to the module? primarily on the basis that they will assist students
term used in higher education to describe a range
to achieve the module learning outcomes. Students
of methods including PBL, fieldwork, case studies 3. Will the learning activities enable all
students’ to develop skills to meet the are more likely to achieve higher order learning
and individual and group projects that share as
module learning outcomes? outcomes if they are provided with opportunities
their defining feature a process of student–led
for active learning. While there are techniques for
enquiry (Barrett et al, 2005).
encouraging students to engage actively with the
material presented in the traditional lecture format,
In its pure form the PBL process commences with
in general lectures are useful only in assisting
the presentation of an authentic, open-ended
students to recall and comprehend information.
and often ill-defined problem to students before
An Alternative View of Practical Skills They are of little use in assisting students to
they receive any related curriculum inputs such
achieve learning outcomes relating to practical
as lectures or directed readings. Problems are We have hitherto described the acquisition of
skills and values. We would therefore encourage
designed to motivate and guide students to achieve generic and discipline specific practical skills as
teachers to consider enquiry-based learning
the required learning outcomes by resolving the ends in themselves. Another perspective however,
methods such as PBL when designing modules.
problem. The process is student-centred and is that they are enabling skills, through the practice
group-based. Learning is characterised by a of which students acquire and demonstrate the
specific type of small group tutorial in which the higher order intellectual skills. Thus in a tutorial
student groups work collaboratively assisted by a for a ‘soft’ discipline such as English Literature,
tutor who acts as facilitator and guide (Dochy et students exercise oral communication skills and
al, 2003: 553-554). work co-operatively to analyse disciplinary issues
and they demonstrate their competence in analysis
through written communication skills.

46 47
 Part 6.
AISHE Academic
Practice Guides

Further Reading
Barrett, T. Mac Labhrainn, I and Fallon, H. (eds)
Hazel, E. and Baillie, C. (1998) Improving
Teaching and Learning in Laboratories
Assessment
(2005) Handbook of Enquiry and Problem-based (Milperra: HERDSA).
Learning Irish Case studies and International
Perspectives (Dublin: Centre for Learning and Hertel, J.P. and Mills, B. J. (2002) Using
Teaching Excellence NUI Galway and All Ireland Simulations to Promote Learning in Higher
Society for Higher Education (online). Available: Education (Sterling: Stylus Publishing).
http://www.aishe.org/readings/2005-2/ (20TH
June, 2015). Jacques, D. and Gilly, S. (2006) Learning in
Groups: A Handbook for Face- to- Face and On-
Bradshaw, M. and Lowenstein, A. J. (eds) (2007) line Environments, 4th edn (London: Routledge).
Innovative Teaching Strategies in Nursing and Figure 6.1
Related Health Professions 4th edn (London: Jones Jenkins, A. (1997) Fieldwork with More Students. Model (Assessment)
and Bartlett). (Oxford: OCSLD).

Foster, F. Hounsell, D. and Thompson, S. (eds) Maskall, J and Stokes, A. (2008) Designing
(1995) Tutoring and Demonstrating: A Handbook Effective Fieldwork for the Environmental and
1.
(Edinburgh: UCOSDA) Natural Sciences (University of Plymouth: The Students
Higher Education Academic Subject Centre for and Context
Facilitate – the Irish Network for Enquiry/ Geography, Earth and Environmental Sciences)
2.
Problem-based Learning (2015) An Introduction (online). Available: http://www.gees.ac.uk/pubs/ Graduate
to Enquiry/Problem-based Learning, also in the guides/eesguides.htm (20th June, 2015). 6. Attributes
Assessment and Programme
AISHE Academic Practice Guide Series.
Goals
Scottish Clinical Skills Network (online) Available:
http://www.scsn.scot.nhs.uk/ (20th June, 2015).
7.
Evaluation
Trinity College Dublin (2011) National Digital
Learning Repository (online). 3.
5.
Available: http://www.ndlr.ie/ (20th June, 2015). Methods Module Aims
and Resources and Learning
Outcomes

4.
Content

48 49
AISHE Academic An Introduction
Practice Guides to Module Design

To paraphrase Biggs (2003), students learn what The table below lists a range of possible purposes Where the only assessment task is summative, such
Reader Learning Outcomes they think will be assessed therefore we should for formative and summative assessment. as an end of module examination, students may
By the end of Part 6 you should make sure that we assess what it is important for find it difficult to accurately evaluate their progress
be able to:
them to learn. which can lead to unnecessary stress. On the other
Table 6.2
1. list the purposes of assessment in hand regular feedback, including positive feedback,
Assessment Purposes
higher education; may increase students’ confidence and hence their
What are the Purposes of Assessment? motivation.
2. recognise and begin to apply a range
of innovative assessment methods; Formative Assessment Summative
Assessment may have summative and formative
Assessment It is possible to set purely formative assessment
purposes. Harvey (1998:7) has defined this
3. select assessment methods which tasks. In practice however, students may not
distinction as follows: “When the cook tastes the As a learning To grade or mark.
are aligned with your module learning
activity. engage with tasks that do not contribute towards
outcomes. soup it is formative: when the guest tastes the soup
a final mark or grade, despite their value as
it’s summative.” To give feedback To pass or fail. learning experiences. It is, therefore, important
to students.
that summative assessment tasks are accompanied
More formally, the following table draws out
To give feedback A licence to by formative feedback, which implies that such
some of the key differences.
to staff. practice. assessment takes place during the module as well
as at its end. Alternatively students could receive
To enhance student To allow students feedback on assignment drafts before submitting
motivation. to proceed.
Table 6.1 the final product for summative assessment.
Formative and Summative Assessment Characteristics
To diagnose To predict student
students’ strengths. success.

Issue Formative Assessment Summative Assessment Top Tip

To diagnose Peer
students’ benchmarking. Assessment should provide feedback
Primary Purpose Provides feedback to Determines the extent to which weaknesses. to students to help them to improve
students and suggests students have achieved the learning their learning as they progress towards
improvement. outcomes. The results of summative To Improve Public relations, the outcomes as well as a fair and
assessment are the basis for teaching. respectability and transparent measure of their final
administrative decisions such as accountability. achievement.
grading student achievement or
determining levels of honours.
An assessment task may be a learning activity
Timing During module. During module and /or at the end
of the module. in itself, provided adequate and timely feedback Thinking Points
is given to assist the student to improve future
1. How many of the formative purposes
Processes Formal or informal. Formal performance. Such assessment also provides you
of assessment listed in Table 6.2 are
with feedback which may highlight the need for addressed by the assessment tasks
changes during the module such as spending more on your module?
time on a topic than was originally planned or
Note: the distinction between formative and
modifying a teaching or learning approach.
summative assessment is not entirely clear cut as
summative assessment may provide the student with
feedback, although this is not its primary purpose.

50 51
AISHE Academic An Introduction
Practice Guides to Module Design

Grading Systems Adapted from Walters, M. and Pawsey, R, In reality students respond in one of two ways:
Norm and criterion-referencing are the two most Honours Level 1. 2001:175-176 they take a gamble on what will appear in the
commonly used assessment systems in higher – Demonstrates knowledge of the sensory examination only learning that material or in
education. Norm-referencing distributes marks principles and techniques. attempting to ‘learn’ everything they are forced
along a bell-shaped curve which assumes a normal – Applies knowledge skilfully to solve Top Tip into surface approaches to learning.
sensory problems. Publishing specific grading criteria
distribution of achievement regardless of the
for each assessment task is helpful The final problem with this approach is that
student cohort. In an extreme case all students on a – Selects the most appropriate for students and staff. Students are
module may achieve the learning outcomes but, if techniques to solve sensory problems attempting to assess students’ recall and
more likely to understand the level of
norm referencing is applied, then a predetermined including: comprehension of all module content leaves little
achievement required. Consistency
proportion of them will be awarded a fail grade. – collecting experimental data, between markers is improved and it is room for assessing higher order intellectual skills,
Such a system does not improve the motivation of – analysing and drawing conclusions easier to justify grades awarded and to practical skills and values.
weaker students. from the data, write meaningful feedback.
– reporting the results clearly and concisely
in a written report,
Criterion referencing on the other hand assesses Top Tip
– reflecting on how effective the experiment
student achievement against a set of predetermined You can’t assess students’ knowledge
was in solving the
criteria which should be based on the module Thinking Point of all content in a module but you can
problem and making adjustments
learning outcomes. Using this approach it is and should assess their achievement of
and improvements where necessary.
1. What grading system is used all the learning outcomes
possible for the whole class to achieve a pass grade
in your academic unit?
or better. Honours Level 2. 1
and Honours level 2.2 2. Is the marking criteria used
You may also find that your programme has in your module specific to each
– As above.
assessment task and readily How Should We Assess?
a generalised set of grading criteria which is
– Failure to select the appropriate available to students?
applicable to all summative assessment tasks technique and an inability to reflect We have encouraged you to consider using the
in the programme. Ideally you should use this upon and improve the sensory full range of learning outcomes covering the
information to assist you in developing specific procedure will downgrade the mark acquisition of intellectual skills, practical skills and
assessment criteria for each assessment task from a First to a Second.
values. The next challenge is to select the methods
in your module. Pass What Should We Assess?
which will best assess these outcomes.
– Demonstrates knowledge of sensory An obvious answer may be that our task is to
The following excellent example from a module principles and techniques. assess students’ retention and understanding of the
in Sensory Analysis demonstrates how use of module content. There are a number of difficulties
– Attempts to apply the knowledge
assessment criteria assists in determining grades. skilfully to solve sensory problems with this approach.

– Produces a clear and concise written

report of attempts to solve the sensory Firstly, it is impossible to assess students’ recall
problem. let alone comprehension of every item of content

Fail taught in a typical university or college module.

The common answer to this problem is to assess
– If you fail to learn the basic sensory
a selection of content in the form of an unseen
principles or do not make an attempt to
satisfactorily complete the project work examination on the basis that students will be
then you will fail this module. forced to ‘learn’ everything on the module.

52 53
AISHE Academic An Introduction
Practice Guides to Module Design

Assessing Intellectual Skills Outcomes We have recommended that your list of module Course Work
learning outcomes at university and college level Essays written during a module are much more
should include some or all of the higher order likely to be learning activities than unseen
Figure 6.2 intellectual skills from analysis to evaluation and examinations provided the appropriate questions
Levels of Intellectual Skills Development and Assessment Methods have argued that these skills are not adequately are set, that is, questions which require students
(Adapted from Anderson and Krathwohl (2001)
assessed by traditional unseen examinations to research, analyse and synthesise information to
including most objective tests. produce a coherent and sustained argument.

How then can such skills be adequately assessed? One of the major disadvantages of essays is the
Figure 6.2 provides some possibilities which we amount of time they take to mark. Asking students
Unseen Exams Modified exams
– essay exam – Module Work shall consider in turn. to submit an essay plan rather than a complete
– short answer – essay
essay still requires them to research the topic and
– objective test – project
– portfolio Evaluate to set out their argument, albeit in point form. The
– dissertation –judging Modified Examinations limitation of such a modified essay is that it does
the value of
information The most common form of modified examination not assess higher order writing skills.
Synthesise
is the Open Book Examination where students
–arranging
information in have access to sources of information such as Projects, whether individual or group, should
new ways primary sources, textbooks and their own lecture enable students to engage actively with the
Analyse
–identify notes. It is important that the question(s) set do not discipline. The project topics, either set or
component parts simply require students to retrieve the right answer negotiated, should be complex and wherever
of information
Apply – from the resources they have brought into the possible authentic, that is, reflecting ‘real life’
using examination. Rather the purpose of these resources issues. Alternative approaches and solutions should
information
in problem- should be to assist students to demonstrate their be possible and projects should require original
Comprehend solving higher order thinking. Open book examinations or creative thinking. More sophisticated projects
– interpret
reduce, but do not entirely eliminate the stress are normally set in the later years of a programme
information
associated with any kind of formal examination. when students have acquired a substantial
Recall –
knowledge and skills base. Dissertations are
remembering
information Seen examinations where students are given the essentially extended projects involving research.
without necessarily questions in advance can do much to alleviate
understanding it
examination related stress. In our experience There are advantages, however, to introducing
they have the added advantage of discriminating less sophisticated projects early in the programme.
between students who take a surface approach and They are highly motivating and should enable
those who take a deeper approach. The former will students to get a feel for what it is to practice their
We used a version of the figure above to introduce be used to assess the lower order skills (from recall attempt to memorise (often unsuccessfully) a model chosen discipline or profession. Thus for example,
the idea of levels of intellectual skill development. to application). Conversely, unseen examinations answer in preparation for the examination while first year engineering students can be set the
Here it is used to summarise the relationship in their various forms are not an effective way of the latter group will have used the preparation project of designing and building a simple object
between those levels and assessment methods. Just assessing the higher order skills, although essay time to consider the question from different and presenting the object to their peers.
as the higher levels of intellectual skills subsume type unseen examinations may adequately assess perspectives in order to deepen their understanding
the lower, so the methods suggested for assessing students’ ability to recall and organise material of the topic.
the higher level skills (analysis and above) can also under time constraints.

54 55
AISHE Academic An Introduction
Practice Guides to Module Design

Portfolios may take a number of different forms intellectual skills related to researching the project The two previous examples were drawn from
from collections of artefacts which demonstrate topic. In the case of discipline specific practical Assessors: different aspects of one multi-faceted assessment -
students’ achievement of particular learning skills an essay will assess information retrieval Formative (peers), Summative (teacher) a final year research project for an undergraduate
outcomes such as those prepared by students in along with information analysis and evaluation. science module. There are, however, discipline-
Feedback:
the visual arts, to a series of structured reflections A complex case study in engineering, medicine Formative assessment will be provided specific practical skills which are usually assessed
on critical incidents occurring during the module. or business can involve ethical dilemmas which to each student by their peers in separately such as laboratory, fieldwork and
The latter type of portfolio is used extensively in students must resolve with reasons for their the form of completed presentation clinical skills.
professional disciplines such as education to assist decisions. checklists based on the assessment
students to link theory to the development of their criteria. Summative assessment in the
form of a grade will be provided by the
own practice. Effective implementation of such Whatever the assessment task, it is important
teacher. Individual grades will be based
portfolios relies heavily on provision of adequate to allocate marks for successful demonstration
on how well each student presentation Discipline-Specific Practical
training and feedback for students’ particularly of practical skills, values and attitudes based on addressed the assessment criteria. Skill Outcome:
around the process of reflection. explicit criteria and followed up with relevant
by the end of this module, students
feedback on performance. The following examples Discipline-Specific Practical
should be able to safely apply the
Portfolios can be a particularly useful method for provide a good demonstration of the relationship Skill Learning Outcome:
principles of Cardiopulmonary
by the end of this module students
encouraging students to develop beyond the formal between a practical skill outcome, assessment task, Resuscitation (CPR) in the practice
should be able to use a range of
learning outcomes for example, to explore areas of associated criteria and feedback. setting.
statistical analyses and apply them to
particular interest to themselves. Enabling students real data sets. Assessment Task:
to have at least some choice over what they study individually, students will perform
is a key feature of assessment which promotes a Assessment Task:
Generic Practical CPR on the manikin provided.
Each student will produce a written
deep approach to learning. Skill Learning Outcome:
research report representing a
by the end of this module students
compilation of the research process
should be able to communicate the
experienced by each student from
findings of their research to a peer
Thinking Point the initiation of a hypothesis to the
group scientific audience.
For your learning outcomes beyond statistical analysis and presentation Trends in Assessment
recall, comprehension and possibly Assessment Task: of data.
Student assessment in higher education has
application what types of assessment Each student will give a 15 minute
Assessment Criteria: undoubtedly evolved over the past twenty or so
tasks are you using to capture student presentation of their research project
appropriate range of statistical years both in terms of purpose and method. The
learning? findings and be prepared to answer
methods employed; statistical analyses following table indicates some of these trends.
audience questions.
performed accurately; statistical data You should note that we are not suggesting
Generic Practical Skill presented clearly. Assessors: Formative
that assessment practices we have labelled as
|Assessment Criteria: and summative (teacher)
traditional will or should disappear. Both ends of
Assessing Practical Skills, Quality of oral presentation – clarity,
Feedback: the assessment spectrum have their strengths and
Values and Attitudes Outcomes pace, audibility; use of audio-visual
Summative assessment in the form of weaknesses.
aids; sequencing of material; level of
Wherever possible you should integrate the a grade based on the extend to which
difficulty of material in relation to the
assessment of intellectual and practical skills the student meets the assessment
audience expertise; keeping within
outcomes and values into a single assessment task. criteria and formative assessment
the allotted time.
consisting of written comments
Thus, for example a poster project may assess
including identification of statistical
generic practical skills in time management and
errors will be provided to each student.
oral and written presentation as well as those

56 57
AISHE Academic An Introduction
Practice Guides to Module Design

Students are much more likely to be motivated Implicit and Explicit Criteria Contextualised assessment on the other hand tests
Table 6.3 when they have some influence over selection of students’ capacity to do things. Such assessment
It may well be true that we, as teachers know
Trends in Assessment
tasks and they can focus their efforts on areas of a ‘First’ when we see one and that we can may also be ‘authentic’ in the sense that it requires
(Adapted from Brown, Bull
particular interest to themselves. By negotiating the grade accurately on this basis, but our skill and students to do things that they would do in the
and Pendlebury,1997:13; Biggs,
2003:156-159; Race, 2005:95-100). assessment criteria students are forced to confront experience in this regard is of little use to students real world and it may also be ‘integrated’ in the
what it is they are actually expected to do as well when they try to work out what they have to do sense that the task assesses a range of intellectual
as the standard they are expected to achieve. to get a ‘First’. It may also well be the case that and practical skills and attitudes or values. Thus
Traditional Recent the example of de-contextualised assessment given
our ability to recognise a ‘First’ is related to the
Approaches Approaches
The second aspect of student-led assessment time of day when marking is done and the number above could be contextualised by setting it in a
Lecturer-led Student-led is self and/or peer assessment. The main of assignments to be marked. Explicit criteria not simulated or real clinical environment in which the
advantage of each of these approaches is that only assist the teacher to ensure consistency, but student is asked to diagnose and suggest treatment
Implicit Criteria Explicit Criteria
students develop skills in the evaluation of their also inform students about what they need to do for certain symptoms in a fifty year old woman
Content Skills own performance and that of their peers. and the standard required to get good results. who doesn’t speak English and who has a very
As Nightingale (1992) notes: limited income.
De-contextualised Contextualised
Assessment Assessment
“ Many teachers have been struck Content and Skills Assessment
Convergent Divergent by the incongruity of a system which Convergent and Divergent Assessment
The trend towards assessing skills does not
claims to develop professionals capable mean that content is not assessed but rather it is Convergent assessment assumes there is one
Feedback Feed-forward of monitoring their own performance assessed in the context of developing intellectual ‘right’ answer to the question or one ‘right’ way
Marking Templates Assessment and that of their peers but which give and practical skills and values. The purpose of a of performing the task and tends to focus on the
or Schemes Rubrics students the message that they do university education is no longer seen by society assessment of lower order skills. For example,
not have the capacity and cannot be as simply the acquisition of a body of knowledge. ‘what is the chemical composition of water?’
trusted to evaluate their own learning.” In addition to mastery of disciplinary knowledge,
(Nightingale,1992:7) graduates are expected to possess a range of higher Divergent assessment asks questions for which
order intellectual skills and practical skills as well there may be more than one ‘right’ answer or
Lecturer-led and
as professional values and attitudes all of which more than one way of going about the task. For
Student-led Assessment Self and peer assessment may be formative or
contribute to life-long learning. example, ‘how would you set about designing
Traditionally, the teacher sets the assignment task summative but if the latter, marking criteria
a housing development for retired people?’
or examination question, marks and grades the should be very clear. The teacher should carefully
Generally, divergent assessment tasks encourage
work, and returns it to the student with comments. monitor the assessment for consistency and the
De-contextualised and the development of the higher order skills.
This approach to assessment is likely to remain the proportion of marks allocated to the task should
Contextualised Assessment
dominant one for the foreseeable future. not significantly affect the overall grade for the
module. In its simplest form, de-contextualised assessment
Feedback and Feed-Forward
There are two aspects to student-led assessment. tests students’ knowledge about things, that is,
their recall and comprehension of information. Feedback answers the student question ‘How did
The first of these is the situation where students Whether formative or summative, successful self
An example would be being able to recall the I do in that assessment task?’ while feed-forward
negotiate the assessment task and/or marking and peer assessment requires students be trained
symptoms of a stomach ulcer. should answer the question, ‘How can I do better
criteria with the teacher. Advantages of this adequately both to mark their own or others’ work
next time?’ Useful and timely feedback and feed-
approach are improved student motivation and and to give and receive useful formative feedback.
forward are both essential to student motivation
development of reflective skills.
and learning.

58 59
AISHE Academic An Introduction
Practice Guides to Module Design

Marking Templates or Schemes Assessment Rubric – Communication and Essential Skills for Nurses
and Rubrics Table 6.4
Example Assessment Rubric. Rubric based on a grid developed by Margaret Price
The main purpose of a marking template or Adapted from Neill and Timmons (2014). and Chris Rust, Oxford Brookes University.
scheme is to provide guidance to markers but not
to students. Rubrics on the other hand are useful
CRITERION 100-70 (1.1) 69-65 (2.1) 64-60 (2.2) 59-50 (3rd) REFER/FAIL (49-0)
for both markers and students. They describe
the levels of performance for a particular task
Presentation & style
which are derived from explicit, predetermined
1 Presentation of assignment Shows a polished and imaginative approach Carefully and logically organised Shows organisation and coherence Shows some attempt to organise in a Disorganised/ incoherent
assessment criteria and they can be designed to to the topic logical manner

assess outcomes across a range of disciplines. 2 Clarity of expression (incl. Fluent writing style appropriate to Language fluent. Grammar and Language mainly fluent. Grammar and Meaning apparent, but language not Meaning unclear and/or grammar
accuracy, spelling, grammar, document. Grammar and spelling accurate. spelling accurate. spelling mainly accurate. always fluent Grammar and/or spelling and/or spelling contain frequent
punctuation). contain errors errors
Rubrics can be useful in promoting a unified
Conforming to instructions/clarity of objectives.
feedback / feed-forward approach. Students receive
4 Attention to purpose Has addressed the purpose of the Has addressed the purpose of the Has addressed the main purpose of the Some of the work is focused on the Fails to address the task set
clear and concise feedback on their performance of assignment comprehensively and imaginatively assignment coherently and with some assignment aims and themes of the assignment
attempt to demonstrate imagination
the completed task as well as information on the
skills and knowledge they should bring forward
to their next task and what they need to do better
or differently next time. With requirements for fast
turnaround of marked work and feedback, rubrics 5 Referencing Referencing is consistently accurate Referencing is mainly accurate Some attempt at referencing Referencing is absent/
unsystematic
are adaptable to online learning platforms such
Content and knowledge
as blackboard where they are easily stored and
6 Use of literature/ evidence of Has developed and justified using own ideas Able to critically appraise the literature Clear evidence and application of Literature is presented uncritically, in Either no evidence of literature
accessible to teachers, students and moderators
reading based on a wide range of sources which have and theory gained from variety of readings relevant to the subject; uses a purely descriptive way and indicates being consulted or irrelevant to the
(Cox et al, 2015). been thoroughly analysed, applied and sources, developing own ideas in the indicative texts identified limitations of understanding. assignment set.
discussed process

Practical/Interpersonal/Interpersonal Skills
The following rubric is from a first year nursing
7 Performance Skills Can perform complex skills consistently When given a complex task can choose Able to perform basic skills with Able to perform basic skills with Fails to perform even basic skills.
module: Communication and Essential Skills with confidence. Able to choose an and perform an appropriate set of awareness of the necessary techniques guidance on the necessary technique.
for Nurses. Students are filmed performing appropriate response from a repertoire actions to complete it adequately. Can and their potential uses and hazards. Needs external evaluation.
of actions, and can evaluate own evaluate own performance. Needs external evaluation.
clinical skills in a simulated ward environment. performance.

Individually, they review their performance using 10 Self-criticism (include. Is confident in application of own criteria Is able to evaluate own strengths and Is largely dependent on criteria set by Dependent on criteria set by others. Fails to meaningfully undertake
reflection on practice) of judgement and in challenge of received weaknesses; can challenge received others but begins to recognise own Begins to recognise own strengths and the process of self criticism.
relevant clinical research literature as a guide opinion in action and can reflect on opinion and begins to develop own strengths and weaknesses. weakness.
and submit a short written reflection. The main action. criteria and judgement.

focus of this assessment is to test students’ ability 11 Independence/ Autonomy With minimum guidance can manage Identifies strengths of learning needs Can work independently within a Can undertake clearly directed work Unable to work independently,
(include. planning and own learning using full range of resources and follows activities to improve relevant ethos and can access and use a independently within a relevant ethos needing significant guidance on
to perform a clinical skill, to evaluate their own managing learning) for discipline; can seek and make use of performance; is autonomous in straight range of learning resources. and, with some guidance, use the methods and resources.
feedback. forward study tasks. standard learning resources.
performance against the relevant literature, and
12 Self Presentation Adopts a style of self presentation Can be flexible in the style of Can adopt both a formal and informal Can adopt both a formal and informal No obvious sense of self and/ or
to organise their evaluation using a structured
and selects from a range appropriate presentation adopted and interpersonal style, and uses basic interpersonal skills style, and uses basic interpersonal skills interpersonal skills and/or skills
reflective framework. interpersonal skills consistent with the skills used. appropriately. but not always matching the needs of used inappropriately.
individual’s aims and the needs of the the situation.
situation.

13 Time management/self Plans well ahead, sets self determined Always meets deadlines. Plans Almost always meets deadlines. Makes Usually meets important deadlines, but Rarely meets deadlines. Unable to
management deadlines, and uses contingency planning. management of work and monitors plans and implements them in a often despite lack of planning. make and implement plans.
progress against plan. satisfactory manner.

60 61
AISHE Academic An Introduction
Practice Guides to Module Design

Griffiths, S. (2010) Teaching for Inclusion in

Thinking Point Thinking Point Higher Education: A Guide to Practice (Dublin:
Higher Education Academy, AISHE, HEA) 46-47.
1. What online learning platform does 1. Does your proposed assessment
your institution support? scheme adequately address all the (online). Available: http://www.aishe.org/resources/
module learning outcomes? griffiths-2010/
2. What support is available from
your academic development unit or 2. Which of the proposed assessment
Huber, M and Freed, J.E. (2000) Learner-Centered
information and technology services tasks is a learning activity in itself?
to develop an online rubric for your Assessment on College Campuses (Boston: Allyn
3. Are there formative as well as and Bacon).
module?
summative tasks in your assessment
scheme?
O’Neill, G. Huntley-Moore, S. and Race, P
4. Does the assessment advantage or (eds) (2007) Case Studies of Good Practice
Summary disadvantage any particular group of in Assessment of Student Learning in Higher
students?
The way we assess students has a profound Education. (Dublin: AISHE) (online). Available:

influence on what they learn and how they learn http://www.aishe.org/readings/2007-1/

it. We need to recognise that it is not feasible to (29th September, 2011).

assess all the content covered in a typical university

or college module. What we can and should do Pickford, R. and Brown, S. (2006) Assessing Skills
Further Reading
is assess our students’ achievement of all the and Practice. (Abingdon: Routledge).
Biggs, J and Tang, C. (2007) Teaching for Quality
module learning outcomes. To do this, we must
Learning at University, 3rd edn (Maidenhead: Race, P. (2007) The Lecturer’s Tool Kit: A
ensure that the assessment tasks are aligned with
SRHE and Open University Press). Chapters Resource for Developing Assessment, Learning and
the learning outcomes, that is, that they actually
9, 10 and 11. Teaching, 3rd edn (London: Routledge).
assess students’ achievement of the outcomes. One
assessment task may be designed to assess multiple
Boud, D. and Falchikov, N. (eds) (2007) Rethinking Toohey, S. (1999) Designing Modules for Higher
outcomes, and where possible, feedback to students
Assessment in Higher Education (Abingdon: Education (Buckingham: SRHE and Open
should be timely and useful in assisting them to
Routledge). University Press), Chapter 9.
improve their future performance.

Brown, G., Bull, J. and Pendlebury, M. (1997)

Assessing Student Learning in Higher Education
(London: Routledge).

Generic Centre, LTSN (2001) Assessment Series

(Higher Education Academy) (online) Available:
http://hca.ltsn.ac.uk/resources/detail/assessment/
assessment_series (29th September, 2011)

62 63
Part 7.
An Introduction
to Module Design

Evaluation Reader Learning Outcomes

–– teaching and learning methods
and resources;
By the end of Part 7 you should
–– assessment.
be able to:

1. identify the purposes of module

It is important that stage 1 evaluation occurs at
evaluation;
each step in the design process rather than at the
2. apply some fundamental concepts end. It is unlikely that you will achieve the best
and methods of module evaluation to
fit or alignment between each step in the design
improve your own module design and
process by taking a wholly linear approach. For
implementation;
example if you select a group project as the major
Figure 7.1 assessment task you may need to go back a step
Model (Evaluation) and include in the teaching/learning methods
some small group activities to accustom students
The final part of our model concerns evaluation to working in groups. You may then need to
which has three stages. The first stage is conducted go back a further step to content selection and
as an integral part of each step in the module include topics such as group dynamics and project
1. design process. The second stage is undertaken management.
Students
during module delivery and the third after the
and Context
module has run.
2. Sources of Evaluative Information
Graduate
6. Technically speaking, we are proposing that you
Attributes The main informal source will be members of
Assessment and Programme conduct a formative evaluation with the primary
your collaborative network such as academic
Goals purpose of improving your module for the ultimate
unit colleagues, professional staff from your
benefit of your students.
institution’s academic development unit, colleagues
7. from other institutions teaching similar modules
Evaluation and external examiners. We appreciate that your

3.
time frame for module design will probably be
5. Stage 1: Pre-Implementation Evaluation
Methods Module Aims limited and that the evaluative part of the process
and Resources and Learning The main purpose of stage 1 evaluation is to ensure will need to be fairly informal and efficient. Hence
Outcomes
as far as possible and prior to implementation, that your main evaluative tool is likely to be discussion
the module design is student-centred, outcomes- either face to face or by email.
based and that there is strong alignment between
4.
the constituent parts: Your institution’s module approval process will
Content
be your main tool for formal evaluation. It is
–– students and context;
important that you familiarise yourself with the
–– graduate attributes
relevant documentation before starting the module
and programme goals;
design process to ensure that your module meets
–– module aims and learning outcomes; institutional requirements.
–– content;

64 65
AISHE Academic An Introduction
Practice Guides to Module Design

Feedback from Students –– If you are inexperienced in leading

Thinking Point In general, students can provide useful information Top Tip structured discussions or fear that
Your academic development unit students may not be frank in front of
1. How will you integrate Stage 1 on the following matters:
or quality unit may be able to assist
evaluation into your module design you, ask a colleague from your academic
–– clarity of module expectations including you in questionnaire design,
process? unit or one of the professional staff from
learning outcomes; administration and analysis.
your institution’s academic development
2. Have you allocated sufficient
–– clarity of module requirements, unit to facilitate the group.
time to allow for effective stage 1
for example, assessment;
evaluation?
–– Open the discussion by asking an
–– quality of classroom teaching; open-ended question such as, ‘What
3. Who will you invite to participate in Focus Groups
the stage 1 module evaluation? –– adequacy of assessment feedback; are the strengths and weaknesses of the
Focus groups enable structured discussions
module?’ or ‘What areas of the module
4. What aspects of the module design –– accessibility of learning resources about modules and teaching. They overcome
will you ask them to comment on? need improvement?’
and support. some of the disadvantages of questionnaires by
5. Do you understand your institution’s permitting students to comment on matters which –– Set an agenda involving no more than
module approval process? are of major interest to them and, in addition, five or six broad questions.
The best known method of obtaining student
students are able to explain the reasons for their
6. Who will you invite to check that opinion is the questionnaire but focus groups and –– Choose a neutral and comfortable
opinions. In addition, focus groups may be used
your module meets the formal classroom assessment are increasingly popular location (not your office).
requirements for approval? to follow-up issues which have been uncovered by
alternatives.
questionnaires or other means. –– Restrict the group size to about ten
students chosen at random.
Questionnaires
On the other hand, some students may feel
The usefulness of questionnaires depends inhibited in expressing their opinions freely, –– Where the class size is large, you may
largely on their design. The following points and as focus groups may consist of only a consider a larger focus group divided
may be helpful. small proportion of the class they may be into sub-groups.
Stage 2: Implementation Evaluation unrepresentative. Finally, teachers may be
–– Questionnaires should be anonymous
The main purpose of stage 2 evaluation is to so that students can express their inexperienced in leading structured discussions and Classroom Assessment
improve the learning environment for the current opinions freely. may find it difficult to elicit useful responses from
“Classroom assessment helps individual
cohort of students by monitoring the module the students.
–– Wherever possible they should be college teachers obtain feedback on what,
during implementation.
piloted with peers and a small group how much, and how well their students
Maximising the advantages of focus groups and
of students to avoid ambiguous or are learning. Faculty can then use this
minimising the disadvantages requires some care.
irrelevant questions. information to refocus their teaching to
SOURCES OF EVALUATIVE INFORMATION The following points may be useful.
help students make their learning more
The most obvious difference between stage 1 and –– Both closed and open questions efficient and more effective.”
should be used. –– Make sure each student in the group
stage 2 evaluations is that in this phase you have (Angelo & Cross, 1993:3)
understands its purpose.
students studying your module and they should be
–– Questionnaire fatigue can occur if
your primary source of information. –– Set a few ground rules such as:
students are asked to complete them
too frequently without receiving • everyone should contribute;
feedback and particularly where they • no one should dominate the discussion;
see no improvement in areas they have • we shall keep to an agenda.
identified as problematic.

66 67
AISHE Academic An Introduction
Practice Guides to Module Design

Angelo & Cross (1993) attribute the following –– The Minute Paper –– The observer should not interact with
advantages to classroom assessment: a. At the very end of a lecture, ask the either the teacher or the students by way Thinking Point

students to write down (a) the three of interruption or intervention. 3. What resources for Stage 2
–– it benefits both students and teacher; most important things they learned evaluations are available from
–– It is good practice (resources permitting)
–– it is formative rather than summative in the lecture and (b) any area which for the observer to be present in a your academic unit and from
needed clarification. your institution’s academic
– classroom assessments are seldom number of classes.
development unit?
graded and almost always anonymous; b. Collect and analyse the responses.
4. What kind of information
–– assessment can be tailored to specific c. React appropriately during It is always necessary for a peer to be informed
do you want to collect?
situations; the next lecture. about the information the teacher is seeking. In the
context of class observations, this is best done by 5. When do you plan to collect
–– it is ongoing;
the information?
providing the peer with a checklist to be completed
–– it is rooted in good teaching practice. Note that the amount of time involved in during the class. 6. How will you use this information
preparation and collection of information is to improve the learning environment
minimal, although analysis may take longer. for the current student cohort?
Angelo and Cross (1993) provide a large number
of classroom assessment techniques and case
Top Tip
studies spread over a wide range of disciplines.
Checklists and proformas are useful
However they recommend that teachers should Feedback from Colleagues
resources for peer observation of
start by using the simplest techniques possible. The In stage 2 evaluation, students are the main source teaching. The following checklists Some Ethical Considerations
following examples are two simple techniques that of information but academic colleagues and other and proformas are copyright free. 1. If the teaching on your module is shared
can be adapted for use in a range of disciplinary peers can provide a useful additional perspective,
http://webfuse.cqu.edu.au/ with colleagues (including postgraduate
contexts. particularly in relation to your classroom
Courses/2009/T1/EDED20484/ teaching assistants) you should gain
performance.
Resources/Peer_Observation_ their permission before asking students
–– The Classroom Quiz Resources/HERDSA_Peer_Obs_ to comment on their performance.
• Set 10 (or fewer) simple questions Extract.pdf
2. Ensure that your colleagues understand
based on previous lecture material. Peer Observation of Teaching
the purpose of the evaluation and who
• Reveal the questions to the students. The following guidelines are offered to maximise will have access to the evaluation results.
the benefits of peer observation.
• The students answer the questions 3. In general, the results of formative
in the first 5 minutes of the lecture. Another useful tool is the video camera. Giving evaluations should remain confidential
–– The teacher and observer should agree
feedback is much more effective when the observer to those being evaluated, for example,
• The students exchange papers on procedures.
can point out behaviours as seen from the camera’s you and fellow teachers.
and mark them.
–– The observer should be introduced to (i.e. the students’) perspectives.
• By show of hands, the teacher discovers the students and the reason for his/her
which questions caused the most presence explained. Whatever the method used, both teachers and
problems and hence the material which Thinking Point
observers should be careful not to confuse
–– The observer (and any recording At what point will you involve
may need revision or clarification. effectiveness with style. There is no one ‘best’
equipment) should be located a discreet your teaching colleagues
• The students also discover their weak personal style where teaching is concerned. in the evaluation process?
location but one from which both
areas of knowledge. the teacher and most students can
be observed.

68 69
AISHE Academic An Introduction
Practice Guides to Module Design

Stage 3: Post Implementation Evaluation Feedback from External Examiners Summary Further Reading

Post implementation evaluation is conducted External Examiner feedback for stage 3 Evaluation should be an integral part of the Angelo, T.A. & Cross, K.P. (1993) Classroom
towards the end of the module or shortly after evaluation will focus primarily on the quality of module design process to ensure the best possible Assessment Techniques: A Handbook for College
completion. The primary purpose is to improve the outputs or products of student learning from alignment between each of the steps described in Teachers, 2nd edn (San Francisco: Jossey-Bass).
the module learning environment for the next your module (essays, posters, laboratory reports, our model. This approach is likely to highlight
student cohort. A secondary purpose may be to examination scripts). problems or issues relating to one or more of Bell, M. (2012) Peer Observation Partnerships 2nd
meet institutional quality assurance requirements the steps which may require some redesign to edn (Milperra: HERDSA).
which typically include some form of end of year To make an informed evaluation the External maximise alignment.
student evaluation. Examiner will need some or all of the following Benton,S.L., & Cashin, W. E.(2012), Student Ratings
information. The major sources of evidence for stage of Teaching: A Summary of Research and Literature.
1 evaluation will be members of your IDEA Paper No. 50. The IDEA Center: Manhattan,
–– Programme goals and structure
Sources of Evaluative information collaborative network. KS (online) Available: http://ideaedu.org/wp-content/
–– Module descriptor listing learning uploads/2014/11/idea-paper-no-50/ (18th November,
Students and External Examiners are the key
outcomes, teaching and learning When the module is implemented for the 2015).
information sources for final stage evaluation.
methods and assessment tasks. first time, it will be necessary to evaluate the
–– Assessment criteria for each task effectiveness of the module design in practice. Gibbs, G. Habeshaw, S. & Habeshaw, T. (1989) 53

Feedback from Students This, we have called stage 2 evaluation and the Interesting Ways to Appraise Your Teaching (Bristol:
–– Institutional grading system
major source of evidence will be your students. Technical and Educational Services).
Where the evaluation is conducted at the –– Spreadsheet of marks awarded to each Academic colleagues may also be a useful source
end of term after classes have ceased, online student for this module of feedback, in particular for commenting on Higher Education Academy Resources Website
questionnaires are the most efficient method of
–– An indicative sample of student work classroom activities. Students should always be (nd) Evaluation (online). Available: http://www.
capturing student feedback. Survey software such
from each grade band. informed of the results of evaluation as soon as heacademy.ac.uk/resources (28th September, 2011).
as Survey Monkey also makes data analysis and
possible even if the changes (to which they may
reporting relatively easy.
have contributed ideas) cannot be implemented Huntley-Moore, S. and Panter, J.R. (2006) A Practical
Thinking Point until the following year. Manual for Evaluating Teaching in Higher Education
Depending on the focus and level of detail in
What resources for stage 3 evaluations AISHE Readings 1 (Dublin: AISHE) (online).
your stage 2 evaluation you may only need are available from your academic unit In stage 3 evaluation students are best placed Available: http://www.aishe.org/readings/2006-1/
feedback on a small number of global questions. and from your institution’s academic
to give feedback respectively on the quality of aishe-readings-2006-1.html (18th August, 2008).
development unit?
the learning process as a whole while External
What kind of information do you want to Examiners can feedback on the quality and McMahon, T. Barrett, T. and O’Neill, G. (2007)
Thinking Point
What aspects of the module worked collect? standard of the products of learning. ‘Using observation of teaching to improve quality-
well for you? finding your way through the muddle of competing
When do you plan to collect
conceptions, confusion of practice and mutually
What aspects of the module didn’t work the information?
exclusive intentions’, Teaching in Higher Education
so well for you?
12 (4) 499-511.
Please suggest how the module could
be improved.

70 71
Conclusion
An Introduction
to Module Design

References Biggs, J and Tang, C. (2007) Teaching for Quality

Learning at University, 3rd edn (Maidenhead: SRHE
Anderson, L. W. and Krathwohl, D. (eds) (2001)
and Open University Press).
A Taxonomy for Learning, Teaching and
Assessing: A Revision of Bloom’s Taxonomy of
A Framework for Qualifications of the European
Educational Objectives (New York: Longman).
Higher Education Area (Bredgade: Ministry of
Science, Technology and Innovation) (online).
Angello, T and Cross, P.K (1993) Classroom
Available: http://www.ehea.info/article-details.
Assessment Techniques, 2nd edn (San Francisco:
aspx?ArticleId=65 (19th June, 2015).
Jossey-Bass).
Our purpose in writing this guide was to provide
Bligh, D.A. (1998) What’s the Use of Lectures?
Barrett, T. Mac Labhrainn, I and Fallon, H. (eds)
a systematic approach to module design for early (2005) Handbook of Enquiry and Problem-based
5th edn (Exeter: Intellect).

career academics and their more experienced Learning Irish Case studies and International
Bloom, B. S. Krathwohl, D.R. and Masia, B. B.
Perspectives (Dublin: Centre for Learning and
(1956-1964) Taxonomy of Educational Objectives
colleagues who don’t have time to read the vast Teaching Excellence NUI Galway and All Ireland
: the Classification of Educational Goals, 2 vols
Society for Higher Education (online). Available:
and often confusing literature on module design http://www.aishe.org/readings/2005-2/
(London: Longmans).

(20th June, 2015).

in higher education. We have tried to simplify the Boud, D. and Falchikov, N. (eds) (2007) Rethinking
Assessment in Higher Education (Abingdon:
key issues while fully acknowledging the complex Barry, S. and Prosser, M. (eds) (2004) Generic
Routledge).
Graduate Attributes: Citizens for an Uncertain
range of factors influencing the process. Future, Higher Education Research and Development
Bradshaw, M. and Lowenstein, A. J. (eds) (2007)
23 (3).
Innovative Teaching Strategies in Nursing and
Related Health Professions 4th edn (London: Jones
Barry, T. (2008) The Archaeology of Medieval
We believe that designing or redesigning a module Warfare (online). Available: http://www.tcd.ie/history/
and Bartlett).

should be an enjoyable and creative part of the undergraduate/modules/sophister/medieval-warfare.

Brennan, D. (2014), Module NU1S06 Sociology of
php (19th June, 2015).
Health and Illness (online). Available: http://nursing-
teaching role and hope you will find it so too. midwifery.tcd.ie/undergraduate/pre-registration/
Baxter Magolda, M. B. (1992) Knowing and
We hope that you will be encouraged to explore Reasoning in College (San Francisco: Jossey-Bass).
udergrad-bsc-cur-modules.php (20th June, 2015).

in greater detail the issues you personally Becher, T. and Trowler, A. (2001) Academic Tribes
Neill, F. And Timmins, F. Module NU1S04
Communication and Essential Skills for Nursing
identified while reading this guide and designing and Territories, 2nd edn (Buckingham: SRHE
(online). Available: http://nursing-midwifery.tcd.ie/
and Open University Press).
undergraduate/pre-registration/udergrad-bsc-cur-
or redesigning your module. modules.php (20th June, 2015).
Bell, M. (2012) Peer Observation Partnerships
2nd edn (Milperra: HERDSA).

72 73
AISHE Academic An Introduction
Practice Guides to Module Design

Brown, G. and Atkins, M. J. (1988) Effective Teaching Donnelly, R. Fitzmaurice, M. (2005) ‘Designing Foster, F. Hounsell, D. and Thompson, S. (eds) (1995) Heywood, J. (2000) Assessment in Higher Education:
in Higher Education modules for learning’ in: O’Neill, G. Moore, S. and Tutoring and Demonstrating: A Handbook Student Learning, Teaching, Programmes and
(London: Routledge). McMullin B. (eds) Emerging Issues in University (Edinburgh: UCOSDA) Institutions (London: Jessica Kingsley).
Teaching and Learning (Dublin: AISHE) (online).
Brown, G., Bull, J. and Pendlebury, M. (1997) Available: http://www.aishe.org/readings/2005-1/ (19th Generic Centre, LTSN (2001) Assessment Series Huber, M and Freed, J.E. (2000) Learner-Centered
Assessing Student Learning in Higher Education June, 2015). (Higher Education Academy) (online) Available: http:// Assessment on College Campuses (Boston: Allyn
(London: Routledge). www.bioscience.heacademy.ac.uk/ftp/Resources/gc/ and Bacon).
Dublin City University (2015) Generation 21 assess07Keyconcepts%5B1%5D.pdf (19th June, 2015).
Carnegie Foundation for the Advancement of Teaching Programme (online). Available: http://www.dcu.ie/ Huitt, W. (2001). Krathwol et al.’s Taxonomy of the
(online). Available: www.carnegiefoundation.org (19th generation21/index.shtml (19th June, 2015). Gibbs, G. (1992) Improving the Quality Affective Domain (online). Available: http://www.
June, 2015). of Student Learning (Bristol: Technical edpsycinteractive.org/topics/affect/affdom.html (19th
Engineers Ireland (2007) Accreditation Criteria for and Educational Services). June, 2015).
Cashin, W.E. (1995) ‘Student ratings of teaching: the Engineering Education Programmes (Ballsbridge:
research revisited’, Idea Paper No. 32 (Kansas State Engineers Ireland) (online). Gibbs, G. and Coffey, M. (2004) ‘The impact of training Huntley-Moore, S. and Panter, J.R. (2006)
University: IDEA Center) (online). Available: http:// of university teachers on their teaching skills, their A Practical Manual for Evaluating Teaching
ideaedu.org/wp-content/uploads/2014/11/idea- European Commission/EACEA/Eurydice, approach to teaching and the approach to learning of in Higher Education AISHE Readings 1
paper_50.pdf (19th June, 2015). 2015. The European Higher Education Area their students’, Active Learning in Higher Education (Dublin: AISHE) (online). Available:
in 2015: Bologna Process Implementation 5 (1), 87-100. http://www.aishe.org/readings/2006-1/aishe-
Clinical Skills Network Ireland (online) Available: Report. Luxembourg: Publications Office of the readings-2006-1.html (19th June, 2015).
http://clinicalskillsnetwork.ie/ (19th June, 2015). European Union. Gibbs, G. Habeshaw, G. and Habeshaw, S. (1984) 53
Interesting Things to Do in Your Lectures (Bristol: Jacques, D. and Gilly, S. (2006) Learning in Groups:
Cox, G.C, Morrison, J. Brathwaite, B.H. (2015) The Felder, R. M. and Brent, R. (2005) ‘Understanding Technical and Educational Services). A Handbook for Face- to- Face and On-line
rubric: an assessment tool to guide students and student differences’, Journal of Engineering Environments, 4th edn (London: Routledge).
markers, 1st International Conference on Higher Education 94 (1), 57-72. Griffiths, S. (2010) Teaching for Inclusion in Higher
Education Advances, HEAd’15 Universitat Politècnica Education: A Guide to Practice (Dublin: Higher Jenkins, A. (1997) Fieldwork with More Students
de València, 2015. (online) Available: http://dx.doi. Fink, D.L. (2003) Creating Significant Learning Education Academy, AISHE, HEA) (online). Available: (Oxford: OCSLD).
org/10.4995/HEAd15.2015.414 (20th June, 2015). Experiences: An integrated Approach to Designing http://www.aishe.org/resources/griffiths-2010/ (19th
College Modules (San Francisco: Jossey-Bass). June, 2015). Kennedy, D. (2007), Writing and Using Learning
Diamond, R.M. (2008) Designing and Assessing Outcomes a Practical Guide (Cork: University
Modules and Curricula: A Practical Guide, 3rd edn Fink, D.L. (2005) ‘Integrated module design’, IDEA Harvey, J. (1998) Evaluation Cookbook (Edinburgh: College Cork).
(San Francisco: Jossey-Bass). Paper 42 (Kansas State University: IDEA Center) LTDI, Herriot-Watt University).
(online). Available: http://ideaedu.org/wp-content/ King, P.M. and Kitchener, K.S. (1994) Developing
Dochy, F. Segers, M. Van den Bossche, P., and uploads/2014/11/Idea_Paper_42.pdf (19th June, 2015). Hazel, E. and Baillie, C. (1998) Gold Guide 4. Reflective Judgement: Understanding and
Gijbels, D. (2003) ‘Effects of problem-based Improving Teaching and Learning in Laboratories Promoting Intellectual Growth and Critical
learning: a meta-analysis’, Learning and (Milperra: HERDSA). Thinking in Adolescents and Adults (San Francisco:
Instruction. 13 (5), 533-568. Jossey-Bass).
Hertel, J.P. and Mills, B. J. (2002) Using Simulations to
Promote Learning in Higher Education (Sterling:
Stylus Publishing).

74 75
AISHE Academic An Introduction
Practice Guides to Module Design

Light, G. and Cox, R. (2001) Learning and Teaching Perry, W.G. (1999) Forms of Intellectual Sharp, M. (2011) Statistical Analysis 1 (online).
in Higher Education: the Reflective Professional Nelson Laird, T. F. Shoup, R. Kuh, G.D. Schwarz. M.J. and Ethical Development in the College Years: Available: http://www.scss.tcd.ie/undergraduate/babc/
(London: Paul Chapman). (2008) ‘The effects of discipline on deep approaches A Scheme (San Francisco: Jossey-Bass). current/Module_Desc/ST100210910.pdf (19th June,
to student learning and college outcomes’, Research 2015).
Lublin, J. (2003) Deep, Surface and Strategic in Higher Education 49, Pickford, R. and Brown, S. (2006) Assessing Skills
Approaches to Learning: Good Practice in 469-494. and Practice (Abingdon: Routledge). Toohey, S. (1999) Designing Modules
Teaching and Learning (Dublin: Centre of Teaching for Higher Education (Buckingham:
and Learning, UCD) (online). Available: http:// Neumann, R., Parry, S. and Becher, T. (2002) ‘Teaching Prosser, M. and Trigwell, K. (1999) Understanding SRHE and Open University Press).
www2.warwick.ac.uk/services/ldc/development/ and learning in their disciplinary contexts: a Learning and Teaching (Buckingham: SRHE and
pga/introtandl/resources/2a_deep_surfacestrategic_ conceptual analysis’, Studies in Higher Education 27 Open University Press). Trinity College Dublin Careers Service
approaches_to_learning.pdf (19th June, 2015). (4), 405-417. Transferable Skills (online) Available https://
Race, P. (2005) Making Learning Happen: A guide www.tcd.ie/Careers/downloads/Transferable_
Marshall, L. A. and Rowland, F. (2006) A Guide to Nightingale, P. ed. (1996) Assessing Learning in for post-compulsory education (London: Sage). Skiills_flyer.pdf (16th June, 2015).
Learning Independently, 4th edn (French’s Forest: Universities (Sydney: University of New South
Pearson Longman). Wales Press). (online) Available: http://citeseerx.ist. Race, P. (2007) The Lecturer’s Tool Kit: a Resource Trinity College Dublin (2011) National
psu.edu/viewdoc/download?doi=10.1.1.122.5749 for Developing Assessment, Learning and Digital Learning Repository (online).
Maskall, J and Stokes, A. (2008) Designing Effective &rep=rep1&type=pdf. (19th June, 2015). Teaching, 3rd edn (London: Routledge). Available: http://www.ndlr.ie/ (19th June, 2015).
Fieldwork for the Environmental and Natural
Sciences (The Higher Education Academic Subject Nursing and Midwifery Board of Ireland Ramsden, P. (2003) Learning to Teach in Higher Trinity College Dublin (2014) Two Subject
Centre for Geography, Earth and Environmental (2014) 4th edn Standards and Requirements Education, 2nd edn (London: Routledge Falmer). Moderatorship Learning Outcomes (online).
Sciences: University of Plymouth) (online). Available: for Nursing Education Registration Programmes Available: https://www.tcd.ie/TSM/about-tsm/
https://www.heacademy.ac.uk/sites/default/files/GEES_ (Dublin: NMBI) Rose, J. (2001) The Mature Students’ Guide (20th June, 2015).
guides_jmas_designing_effective_fieldwork.pdf (19th to Writing (Basingstoke: Palgrave MacMillan).
June, 2015). O’Brien, J.G. Millis, B.J. and Cohen, M.W. (2008) The Tully, R. (2011) Product Design and Development
Module Syllabus: a Learning-Centered Approach Ryan, J. (2007) A Guide to Teaching International (online). Available: http://www.electronics.dit.ie/
Marton, F. and Säljö, R. (1976a) ‘On qualitative (San Francisco: Jossey-Bass). Students (Oxford Brookes University: OCSLD). descriptors/PDDV3411/PDDV3411.pdf
differences in learning 1: outcome and process’, (19th June, 2015).
British Journal of Educational Psychology 46, 4-11 O’Neill, G. Huntley-Moore, S. and Race, P. (eds) (2007) Scottish Clinical Skills Network (online). Available:
Case Studies of Good Practice in Assessment of http://www.scsn.scot.nhs.uk/ (19th June, 2015). Turner, D. (2002) Designing and Delivering Modules
Marton, F. and Säljö, R. (1976b) ‘On qualitative Student Learning in Higher Education (Dublin: (Oxford Brookes University: OCSLD).
differences in learning 2: outcome as a function of AISHE) (online). Available: http://www.aishe.org/ Southern England Consortium for Credit
the learner’s conception of the task’, British Journal readings/2007-1/ (19th June, 2015). Accumulation and Transfer (SEEC). (2010) Walter, M. and Pawsey, R. (2001) Personal Skills:
of Educational Psychology. 46, 115-27 Credit Level Descriptors for Further and An Integrated Component of Food Science
Palfreyman, D. and McBride, D. (eds) (2007) Learning Higher Education (Brentwood: SEEC) (online). Modules (Socrates Thematic Project on Food Studies
Marton, F. Hounsell, D. and Entwistle, N. (eds) (1997) and Teaching Across Cultures in Higher Education Available: http://www.seec.org.uk/seec-credit-level- No: 55792-CP-3-00-FR-ERASMUS-ETN).
The Experience of Learning , 2nd edn (Edinburgh: (New York: Palgrave MacMillan). descriptors-2010/ (19th June, 2015). download?doi=10.1.1.122.5749&rep=rep1&type=pdf.
Scottish Academic Press).   (19th June, 2015).

Moon, J. (2002) The Module and Programme

Development Handbook. (London: Kogan Page).

76 77
AISHE Academic
Practice Guides

Nursing and Midwifery Board of Ireland (2014) Rose, J. (2001) The Mature Students’ Guide to Tully, R. (2011) Product Design and Development
4th edn Standards and Requirements for Nursing Writing (Basingstoke: Palgrave MacMillan). (online). Available: http://www.electronics.dit.ie/
Education Registration Programmes (Dublin: NMBI) descriptors/PDDV3411/PDDV3411.pdf
Ryan, J. (2007) A Guide to Teaching International (19th June, 2015).
O’Brien, J.G. Millis, B.J. and Cohen, M.W. (2008) Students (Oxford Brookes University: OCSLD).
The Module Syllabus: a Learning-Centered Turner, D. (2002) Designing and Delivering
Approach (San Francisco: Jossey-Bass). Scottish Clinical Skills Network (online). Available: Modules (Oxford Brookes University: OCSLD).
http://www.scsn.scot.nhs.uk/ (19th June, 2015).
O’Neill, G. Huntley-Moore, S. and Race, P. (eds) (2007) Walter, M. and Pawsey, R. (2001) Personal Skills:
Case Studies of Good Practice in Assessment of Southern England Consortium for Credit An Integrated Component of Food Science
Student Learning in Higher Education (Dublin: Accumulation and Transfer (SEEC). (2010) Modules (Socrates Thematic Project on Food Studies
AISHE) (online). Available: http://www.aishe.org/ Credit Level Descriptors for Further and No: 55792-CP-3-00-FR-ERASMUS-ETN).
readings/2007-1/ (19th June, 2015). Higher Education (Brentwood: SEEC) (online).
Available: http://www.seec.org.uk/seec-credit-level-
Palfreyman, D. and McBride, D. (eds) (2007) Learning descriptors-2010/ (19th June, 2015).
and Teaching Across Cultures in Higher Education
(New York: Palgrave MacMillan). Sharp, M. (2011) Statistical Analysis 1 (online).
Available: http://www.scss.tcd.ie/undergraduate/
Perry, W.G. (1999) Forms of Intellectual babc/current/Module_Desc/ST100210910.pdf
and Ethical Development in the College Years: (19th June, 2015).
A Scheme (San Francisco: Jossey-Bass).
Toohey, S. (1999) Designing Modules
Pickford, R. and Brown, S. (2006) Assessing Skills for Higher Education (Buckingham: SRHE
and Practice (Abingdon: Routledge). and Open University Press).

Prosser, M. and Trigwell, K. (1999) Understanding Trinity College Dublin Careers Service
Learning and Teaching (Buckingham: SRHE and Transferable Skills (online) Available
Open University Press). https://www.tcd.ie/Careers/downloads/
Transferable_Skiills_flyer.pdf (16th June, 2015).
Race, P. (2005) Making Learning Happen: A guide
for post-compulsory education (London: Sage). Trinity College Dublin (2011) National Digital
Learning Repository (online).
Race, P. (2007) The Lecturer’s Tool Kit: a Resource Available: http://www.ndlr.ie/ (19th June, 2015).
for Developing Assessment, Learning and Teaching,
3rd edn (London: Routledge). Trinity College Dublin (2014) Two Subject
Moderatorship Learning Outcomes (online).
Ramsden, P. (2003) Learning to Teach in Higher Available: https://www.tcd.ie/TSM/about-tsm/
Education, 2nd edn (London: Routledge Falmer). (20th June, 2015).

78 79
 ISBN 9780955013454
90000 >

9 780955 013454

80