Preparing to Teach in HE - University of Worcester

Acknowledgements 

The authors would like to thank Tim Johnson & John Peters 

for preparing some of the original resources that have been 

used in this publication. In addition we would like to thank 

Mark Tymms for the graphic design. We would also like to 

thank UW staff and partners who have contributed to this 

handbook. 

preparing to teach 

in higher education 

A Guide for UW Partner Tutors 

Kim Russell 

Louise Martin 

Ian Scott 

Lorraine Thomas 

For more information about this booklet, contact: 

Ian Scott 

Academic Development and Practice Unit 

University of Worcester 

Henwick Grove 

Worcester 

WR2 6AJ 

Tel: 01905 542 191 

Email: i.scott@worc.ac.uk 

http://www.worcester.ac.uk/adpu/ 

© University of Worcester 2012

Contents 

Introduction 1 

Section 1: 

The Higher Education Sector 1 - 4 

1.1 What are the differences in HE teaching 

1.2 What do HE tutors expect from students 

1.3 What do HE students expect from tutors 

Section 2: 

Working in Partnership with UW 5 - 6 

2.1 Link Tutors 

2.2 HE Managers, Registered Lecturers & Administrators 

2.3 The New Partner Staff Induction Day 

2.4 Student Services 

Section 3: 

Teaching for learning in Higher Education 7 - 8 

3.1 Ways to approach HE 'teaching' 

3.2 Teaching for diversity 

3.3 Teaching for learning 

Section 4: 

Planning for teaching and learning in HE 8 - 11 

4.1 Aligning your session 

4.2 Large group teaching 

4.3 Don't just lecture 

4.4 Promoting active learning in large student groups 

4.5 Small group teaching 

4.6 Using Socratic questioning techniques 

Section 5: 

Designing teaching and learning resources 12 - 13 

5.1 Using presentation software: some common 

issues for tutors 

5.2 Designing your PowerPoint slides 

5.3 Inclusive learning with PowerPoint 

5.4 Using the virtual learning environment 

5.5 Using handouts and effective note taking 

Section 6: 

Incorporating Research into your Teaching 13 

Section 7: 

Assessing Student Learning 14 - 17 

7.1 Learning outcomes 

7.2 Constructive alignment 

7.3 Formative assessment 

7.4 Summative assessment 

7.5 Helping students avoid plagiarism 

7.6 Reducing plagiarism in written assessments 

7.7 How can I prevent students using fellow 

students' work 

7.8 How else can I deter plagiarism 

7.9 The assessment process 

7.10 The generic grade descriptors 

7.11 Giving student feedback and marking work 

7.12 First year assessment principles 

Section 8: 

Practical support 17 - 19 

8.1 Day-to-day information 

8.2 Submitting grades 

8.3 The life of a module 

Section 9: 

The Postgraduate Certificate in Learning 

and Teaching in Higher Education 19 - 20 

References: 21 - 22 

Appendix: 23 - 25 

Descriptors for level 4 - 8 qualifications (FHEQ) 

Introduction 

The aim of this guide is to support you as partner colleagues 

in schools and further education (FE) colleges delivering 

higher education (HE) programmes with learning, teaching 

and assessment in HE and practices at the University of 

Worcester (UW). This guide has been prepared by the 

Academic Development and Practice Unit of the University 

of Worcester, which provides resources and events through 

which you can enhance your skills, abilities and 

understanding of HE practice to develop and improve your 

teaching expertise in the coming years. In writing this guide 

we recognise that many practices will be already wellestablished 

within your context and aim to highlight 

differences regarding HE teaching and particular UW 

practices. 

Section 1: 

The Higher Education Sector 

1.1 What are the differences in HE teaching 

There are many differences in HE teaching, in comparison 

with teaching in schools and FE colleges. On a practical level, 

whereas schools and FE colleges are organised across three 

terms (the Autumn, Spring and Summer Terms), universities 

tend to operate across two semesters: semester 1 runs from 

September - December and semester 2 runs from January - 

July. At university classes are often larger than in other 

settings. Universities design their own curricula and are 

responsible for the assessment of students through the 

operation of examination boards, with tutors undertaking 

both teaching and examining roles, which naturally alters the 

relationships with students, in comparison with the 

relationships between students and teachers/ lecturers in 

schools and FE colleges, for which exam boards are more 

often external bodies. At university tutors do know which 

exam questions will come up (they wrote the exam paper) 

and will determine grades on most assessed work. 

There are many differences in the culture, learning 

environment, expectations and standards in HE. In particular, 

HE teaching has greater expectations regarding students' 

skills in criticality and independent learning. It also needs to 

recognise the increasing diversity of the UK student body and 

respond effectively to the wide range of ways in which people 

undertake HE study e.g. many students are now likely to 

combine academic study with work and family 

commitments, some students undertake HE study within 

school-centred programmes or in FE colleges in partnership 

with a university as the validating body. One of the main 

functions of any HE system is to provide society with welleducated 

people with the skills to enable society to function 

and thrive. In particular, HE teaching in the UK is informed by 

research and promotes the active engagement of the student 

as learner. 

The Robbins Report (1963) set out the aims of Higher 

Education as: 

• instruction in the skills suitable to play a part in the 

general division of labour; 

• what is taught should be taught in such a way as to 

promote the general powers of the mind. The aim should 

be to produce not mere specialists but cultivated men and 

women; 

• the advancement of learning [and] search for truth; and 

• the transmission of a common culture and common 

standards … to provide … that background of culture and 

social habit upon which a healthy society depends. 

Barnett (2000) considers HE as a threefold educational 

process, in which HE has to: 

• create disturbance in the minds and beings of students. 

Students have to come to feel in every sense the utter 

insecurity of the post-modern world; 

1

• enable students to live at ease with this perplexing and 

unsettling environment; and 

• enable them to make their own positive contributions … 

while being sensitive to the unpredictability and 

uncontrollability of the consequence of what they say 

and do. 

More recently, Barnett (2009, 432) has highlighted the 

difference between ‘knowledge’ - “a collectively attested set 

of understandings in the world” and 'knowing' - “an 

individual's personal hold on the world”, emphasising the 

distinction that “it is precisely the mind, and ideas in the 

mind, that the educator is wanting to see develop, not 

knowledge as such.” The second distinction made is around 

“the issue as to how the student reaches that state of 

knowing”, purporting that “Coming to know brings forward 

desirable human qualities ... as if the journey is at least, if not 

more, important than the arrival” and that “the processes of 

coming to know can have worthwhile educational effects in 

themselves” (Barnett 2009, 433). In such processes of 

'coming to know', Barnett suggests that there are certain 

dispositions and qualities which are called for and that 

knowledge needs to be augmented with these - see figure 1. 

Overall, the common themes regarding the nature of HE are: 

• developing the individual; 

• a focus on improving cognitive abilities - 'the powers 

of the mind'; 

• encouraging a different, more challenging, way of seeing 

and thinking; and 

• producing individuals equipped to play a full and 

pro-active part in society. 

For those of you who teach on school-centred HE 

programmes, but mostly teach children, it is worth 

highlighting that some HE tutors subscribe to the concept of 

andragogy (teaching strategies focused on adults), rather 

than pedagogy (teaching strategies focused on children). For 

Knowles (1990), andragogy is a theoretical and practical 

approach, based on a conception of self-directed and 

autonomous learners and teachers as facilitators of learning, 

since learners' independence and autonomy are of 

paramount importance in HE. Knowles' theory (1990) 

regarding andragogy is a useful model to support your 

planning and delivering HE sessions and can be stated with 

six assumptions (most contestable) related to motivation of 

adult learning: 

1. adults need to know the reason for learning something 

(Need to Know); 

2. experience (including error) provides the basis for learning 

activities (Foundation); 

3. adults need to be responsible for their decisions on 

education; involvement in the planning and evaluation of 

their instruction (Self-concept); 

4. adults are most interested in learning subjects having 

immediate relevance to their work and/or personal lives 

(Readiness); 

5. adult learning is problem-centred rather than contentoriented 

(Orientation); and 

6. adults respond better to internal versus external 

motivators (Motivation). 

Some HE tutors also subscribe to the notion of heutagogy - 

the study of self-determined learning. The notion is an 

expansion and reinterpretation of andragogy. However, there 

are several differences between the two that mark one from 

the other. Heutagogy places specific emphasis on learning 

how to learn and true learner self-direction. It is a non-linear 

process and whereas andragogy focuses on the best ways for 

people to learn, heutagogy also requires the improvement of 

people's actual learning skills themselves, as well as just 

learning a given subject itself. 

1.2 What do HE tutors expect from students 

HE tutors expect students to develop higher order and 

academic skills. The Quality Assurance Agency for HE (QAA) 

(2008) has described higher level skills as: 

• analysis and synthesis of a range of knowledge acquired by 

research skills; 

• critical reflection on conflicting sources of knowledge; 

• problem solving, evaluation and application of appropriate 

solution; and 

• developing and communicating complex arguments. 

For the Higher Education Funding Council for England (HEFCE) 

(2009) academic skills are considered to be: 

• independent learning - confidence and ability to operate 

independently; 

• critical analysis - evaluating evidence; 

• academic discourse - language and communication; 

• research - generation of knowledge; 

• referencing & awareness of plagiarism - attribution of 

argument and detection of failure to do so [TurnitinUK]; 

and 

• examination skills. 

In particular, HE tutors aim to develop and enhance students' 

skills in criticality and independent learning, which are 

essential skills in HE learning. Both are discussed further 

below. 

Criticality 

Criticality refers to critical thinking and critical reflection, 

encompassing a variety of skills such as: critical reasoning (the 

ability to assess reasons properly), a critical disposition (such 

as scepticism and a tendency to ask probing questions) 

(Mason, 2008). For Gault (2011, in McGregor and Cartwright, 

2011), critical reflection is moving students beyond the 'who 

what and when' to the 'why and how' and encouraging 

them to incorporate others' perspectives alongside their own 

and linking these to theory. Criticality is also about 

questioning and challenging assumptions and 'accepted 

wisdoms', solving problems, evaluating arguments and 

evidence, and developing a critical stance in reading and then 

applying this in assessments. Two models of learning 

development to support students' criticality are discussed 

below. 

Brookfield (1995) offers a model of critical reflection, focusing 

on the same event from a range of perspectives - these 

'critical lenses' suggest that reflection should be viewed from 

your own perspective, the perspective of others and the 

perspectives of theoretical literature. More recently, 

Brookfield (2012) has explored what tutors can do to help 

students develop criticality and outlines critical thinking as a 

learning process that focuses on uncovering and checking 

assumptions, exploring alternative perspectives, and taking 

informed actions as a result. 

2 

Figure 1 

3

Bloom (1956) divided learning into three types: cognitive, 

affective and psychomotor. For each he produced a hierarchy, 

with increasing demand at the top. These hierarchies can be 

used to help design activities that move through the lower 

order skills to those at the higher end. Bloom's system 

(taxonomy) is often used to develop learning outcomes for 

modules and programmes (courses). 

You may want to consider what types of learning opportunity 

you could provide for students in Higher Education in relation 

to each of the stages of one of Bloom's (1956) hierarchies. 

2. it includes freedom of choice in determining those 

objectives, within the limits of a given project or program; 

3. it requires freedom of process to carry out the objectives; 

and 

4. it places increased educational responsibility on the 

student for the achieving of objectives. 

To what extent are Candy's definitions of independence 'lived' 

in the HE programmes that you teach on 

Section 2: 

Working in partnership 

with UW 

The University of Worcester works in partnership with a range 

of institutions. These pages are intended as a reference guide 

for colleagues at all our partner institutions and any 

University of Worcester staff who are involved in partnership 

work: http://www.worc.ac.uk/partners/index.htm 

1.3 What do HE students expect from tutors 

2.1 Link Tutors 

Student expectations of HE somewhat differ from studying in 

other parts of the education sector. In the 2012 Student 

Experience Research report produced by the QAA and the 

National Union of Students (NUS), students consistently 

commented that, in particular, they felt that they wanted 

more interactive sessions and tutorials. 

Link Tutors provide an important service between the 

University and partner institutions and are your first 

point of contact regarding UW HE programmes and to 

support you with UW processes. A guidance pack, including 

the role of the Link Tutor, can be accessed via: 

http://www.worc.ac.uk/partners/657.htm. 

This was not just so that they could practically learn about 

their subject area, but also to develop peer relationships with 

their classmates. In rank order, students said they wanted: 

Summary of the Link Tutor Role 

Monitoring of Quality Assurance and Enhancement 

Providing quality oversight 

Figure 2: Bloom's hierarchy for the cognitive domain of 

learning 

Independence 

One of the main aims of higher learning is to foster learner 

independence and autonomy, so that students can adapt to 

and respond to different contexts and changing contexts i.e. 

students need to engage actively in their own learning, 

acquire a range of learning strategies and develop positive 

learning dispositions. In order to ensure students actively 

engage in their learning, tutors need to give students 

opportunities to move beyond memorizing, note-taking and 

description to higher order learning, such as relating, applying 

and theorizing within a positive learning environment (Biggs, 

2003). 

• more interactive group teaching sessions/tutorials; 

• more individual teaching sessions/tutorials; 

• more contact time with personal tutor; 

• lecturers/tutors with better teaching skills; 

• additional support, such as study skills training; 

• more lectures; 

• availability of facilities for practical work; 

• subject-based clubs and societies; 

• internet discussion forums; 

• library support; 

• wider range of lecturers/tutors; 

• more flexible timetable, e.g. evenings and weekends; and 

• lecturers/ tutors with better academic qualifications 

(QAA and NUS, 2012). 

Students want tutors to develop their teaching styles to be 

more engaging and interactive and to use technology to make 

the subject more accessible and interesting. Students also 

want to develop transferable skills for future employment and 

need more careers advice and more opportunities to interact 

with industry in order to build up their confidence and have a 

better understanding of their future employment prospects in 

order to set realistic employment goals (QAA and NUS, 

2012). 

• Check that appropriate arrangements are in place 

for obtaining student feedback. 

• Confirm that satisfactory and timely moderation of 

marking has taken place. 

• Remind the course team that all teaching staff 

must be set up as Registered Lecturers. 

Attendance at meetings 

• Attend Link Tutor Forums. 

• Attend course committee meetings. 

• Attend course team meetings. 

• Attend Examination Boards. 

Providing a link for partner students 

• Participate in student induction. 

• Promote progression and support transition. 

• Ensure that the course is operating in accordance 

with the Course Agreement. 

• Produce an annual Link Tutor report (for the 

template see: 

http://www.worc.ac.uk/partners/657.htm). 

• Support the course team in the production of the 

Annual Evaluation Report. 

Providing support to Course Leader 

• Support the course team in the implementation of 

University regulations and processes. 

• Respond to issues raised by course team and liaise 

with other University staff to elicit responses. 

• Direct the course team to staff development 

opportunities. 

• Play an active role in course enhancement. 

• Support the course team in preparing for course 

re-approvals, periodic reviews and partnership 

reviews. 

Candy (1991, p 13) defines independent learning/study as: 

1. 'a process, a method and a philosophy of education: 

in which a student acquires knowledge by his or her own 

efforts and develops the ability for inquiry and critical 

evaluation; 

4 

5

2.2 HE Managers, Registered Lecturers & 

Administrators 

'HE Manager' is the term UW uses to refer to the individuals 

in partner organisations who have an oversight of and/or coordinating 

and management role for HE. They are often 

members of the senior management in partner institutions 

with designated responsibility for HE provision. The scope of 

the role will vary depending on the nature of the partner 

institution; some partners will not have an HE Manager 

within their organisation but the equivalent role is taken on 

by an appropriate member of the management team for the 

purposes of liaising with the University. We meet twice 

yearly with HE Managers through the HE Managers' Forum to 

discuss pertinent issues and provide updates of relevant 

policies and procedures at the University and, as with all our 

partner colleagues, HE Managers are invited and welcome to 

attend all University staff development events. 

Colleagues in partner institutions working on courses run in 

collaboration with the University of Worcester are required 

to gain Registered Lecturer Status or Registered 

Administrator/ HE Manager Status, depending on their role 

within the course team. Registered Lecturer Status and 

Registered Administrator/ HE Manager Status gives access to: 

• library facilities (limited borrowing facilities) via the 

Information & Learning Services (ILS); 

• IT - Network Account/ UW email address/ ID and 

photocopy card. Everything else is negotiable, i.e. 

hardware/network/telephone & IT support provision is 

agreed if on-site accommodation is required; 

• the virtual learning environment (VLE): Blackboard; 

• staff rate fees for the University sports facilities; 

• 50% discount on higher-level programmes offered by UW. 

All partner Registered Lecturers are also curently eligible for 

fee waiver on the University's Postgraduate Certificate in 

Learning and Teaching in Higher Education when delivered at 

the University. This PGCert is highly recommended and will 

also be highly valuable for FE colleges expanding their HE 

offer in the coming years. Please see section 9 of this 

handbook for more information. 

For information regarding gaining Registered Lecturer or 

Registered Administrator/ HE Manager Status, please go to 

http://www.worc.ac.uk/ils/684.htm. 

2.3 The New Partner Staff Induction Day 

The New Partner Staff Induction Day is held annually for any 

partner staff who are new to working with UW provision - 

either on new courses or new staff on existing teams. The day 

is designed to introduce new colleagues from partner 

institutions to the University, UW systems and the support 

we can offer to both partner staff and students, and serves as 

a useful induction for these colleagues. The event is also open 

to any colleagues who would welcome a reminder of UW 

processes and systems. 

2.4 Student Services 

Please also note that UW Student Services supports all of our 

students who are indirectly funded, enabling them to fulfil 

their potential and succeed both during their study and after 

graduation. Student Services provides a confidential, 

impartial and non-judgmental service and includes specialist 

teams made up of qualified and experienced staff, offering 

support to students in a wide range of areas, such as a careers 

advisory service, student achievement, disability and dyslexia, 

chaplaincy, counselling and mental health, welfare and 

financial advice, and study skills. For further information, see: 

http://www.worcester.ac.uk/student-services/index.htm. 

Section 3: 

Teaching for Learning in 

Higher Education 

3.1Ways to approach HE 'teaching' 

Recognising and understanding how students learn is 

fundamental to the design of effective learning activities. At 

the University of Worcester we promote the 'Learning 

Paradigm'; the emphasis in this paradigm is to generate 

'learning' and empower students as learners. It contrasts with 

the 'instructional or lecturing paradigm' that puts emphasis 

on content delivery (Barr and Tagg, 1995). A consequence of 

the learning paradigm is that we increasingly recognise 

students as discoverers and finders of knowledge and that 

constructing discovered knowledge assumes a far greater 

prominence than that of 'content'. Construction is the 

process through which individuals actively fit new knowledge 

and understanding into their existing knowledge, changing 

and extending this knowledge as they progress (Fry et al, 

2007). 

As lecturers and tutors we need to consider how to create 

opportunities for knowledge discovery and construction. 

Experimentation, active enquiry, research, reflection, 

experiential learning and problem-based learning are all 

approaches to learning based on the ideas of knowledge 

discovery and constructivism (based on learning as an active, 

constructive process). Curricula that over-emphasise content 

tend to generate low levels of student motivation. The role of 

others in learning is also an important consideration when 

designing learning activities. Social interaction between 

tutor-learner, learner-learner, learner-worker will all affect 

the way knowledge is constructed. Interaction will provide a 

learner with a range of diverse perspectives and experiences 

that will influence how they shape and develop knowledge 

and understanding. Therefore, activities that promote 

discussion, debate, self-reflection, and raise an awareness of 

other viewpoints are important to effective learning. 

Research is now increasingly demonstrating that the greater 

the level of social interaction with tutors and fellow students, 

the more likely a student is to stay at university, which is 

important for student retention. 

3.2 Teaching for diversity 

consistent practice rather than 'bolt on' or ad hoc provision. 

Inclusive teaching and learning practice requires that we 

consider the individual needs of students when designing 

courses/modules and recruiting our future students (Tennant 

et al, 2010). 

The University of Worcester recognises that the provision of 

equal opportunity includes learning and teaching, curriculum 

design and treating students and staff with dignity and 

respect (see the UW Diversity and Equality web pages for 

more detail, http://www.worcester.ac.uk/personnel/655.htm). 

We also provide a range of resources to help tutors to engage 

with these agendas: http://www.worc.ac.uk/adpu/913.htm 

and http://www.scips.worc.ac.uk respectively. 

3:3 Teaching for learning 

When designing learning sessions it is important to focus on 

the learner: (i) Think: what are the students doing and what 

opportunities are being provided for thinking, reflection and 

interaction with others (ii) Include activities which 

encourage students to 'engage' with learning and draw upon 

their experiences to support learning (iii) Place learning in an 

authentic (real-world) context as this helps learning to be 

more meaningful and improves student motivation, and (iv) 

Recognise the impact of assessment on students' motivation 

and attitude towards learning (Fry et al, 2007). 

Kolb and Fry's model of learning (1975) is based on 

observations of how adults learn; it does have its critics, but 

nevertheless it provides a useful starting point when 

designing new learning activities (Figure 3). 

Figure 3 Kolb's Learning Cycle 

Car parking permits are also available at an additional charge. 

Access to and use of UW facilities means that you agree to 

follow and abide by the conditions for their use and that you 

agree to comply with UW procedures relating to health and 

safety, equal opportunities, data protection and the 

Regulations for the Use of IT & Communication Facilities at 

UW. 

Over the past decade an increasing number of students from 

ethnic minority and disadvantaged groups are studying at UK 

universities (Waterfield and West, 2006). A diverse student 

population presents the HE tutor with challenges such as how 

to ensure that all students integrate fully with academic and 

social aspects of HE life (Biggs and Tang, 2007). Waterfield 

and West (2006) recommend that tutors reflect upon 

whether the current teaching styles, course materials and 

assessment tasks allow ALL students the necessary 

opportunities to demonstrate their acquisition of the 

learning outcomes, in a way that is perceived as 'a level 

playing field'. They suggest that emphasis needs to be upon 

parity of experience through strategic change and embedded, 

6 

7

Also, Kolb (1984) supports the view that effective learning 

takes place if students are: 

• involved in a new experience; 

• able to reflect on their experience from different 

perspectives; 

• encouraged to form and reform their ideas and 

integrate into logical theories; and 

• able to apply new knowledge in new situations to test 

their understanding. 

According to the model all four stages of the process are 

necessary for effective learning to take place. For all stages to 

take place, content knowledge of a session usually needs to 

be reduced to allow time for reflection, discussion and 

application. As such, sessions should include small 'chunksize' 

activities that alternate the presentation of new theory 

with activities that provide the learner with an opportunity 

for reflection, discussion, applying and generating personal 

understanding of the new knowledge. 

Section 4: 

Planning for Teaching and 

Learning in Higher Education 

4.1 Aligning your session 

As with all learning opportunities, before designing your 

activity it is necessary to decide what that opportunity is 

for. Once you have a good understanding of what you 

want to achieve you can then design an appropriate 

learning opportunity and determine if you are using your 

contact time in the most appropriate way. So, for 

example, if your aim is to convey information and facts to 

your students, then you may well decide that the best 

method for disseminating this type of knowledge is to 

give the students your notes; if, however, you are 

interested in the understanding of this information then 

the best use of your large group contact time may be to 

construct activities that allow students to interact with 

this material. 

4.2 Large group teaching 

It is likely that at some point in your HE teaching you will 

be responsible for providing learning opportunities for a 

large group of students. What constitutes a large group is 

variable and will to some extent depend on your 

perception. In general, however, we would regard a group 

as large when it is unlikely that you will know students' 

names and the chance of all students having the 

opportunity to have an individualised input from you is 

low. A traditional lecturing approach has been shown to 

be useful for: 

• conveying the tutor's enthusiasm for subject and 

inspiring students; 

• helping students to organise subject matter in a way 

that is best suited for course objectives; and 

• developing a subject culture and language. 

4.3 Don't just lecture 

With a large group of students it is easy to defer to the 

lecture; after all how can you get significant active 

student engagement with such a large group of students 

to manage It is important to remember, however, that 

use of lectures evolved as a means of teaching at a time 

when there were few books, and instructors may well 

have read aloud from the books and the students will 

have made notes to generate their own resource. 

Unfortunately this method of delivery does not always 

promote effective learning because prolonged levels of 

inactivity tend to negatively affect students' 

concentration levels and attention span (Biggs and Tang, 

2007). Furthermore, unless the learner is actively engaged 

the chance of the intended learning becoming embedded 

is limited. 

However, the lecture is still a typical mode of learning that 

students are likely to experience. Thus, if you are placed in 

the position of leading the learning of a large group of 

students we would ask you 'not' to see it as a signal to 

lecture, but as a situation in which you need to provide the 

most appropriate learning opportunity, albeit not necessarily 

in the 'most perfect' of situations. In particular, it is important 

to provide students with an opportunity to engage with 

material rather than simply passively listening (Horgan, 

2007). 

4.4 Promoting active learning in large 

student groups 

Active learning in large classes can be encouraged by 

incorporating a range of teaching and learning activities into 

the lecture format (Mazur, 1998; Biggs and Tang, 2007) such 

as: problem-solving, application of knowledge gained, quizzes 

and pre-session reading. Gibbs and Jenkins (1992) 

recommend introducing different learning activities every 15 

minutes, to promote high levels of concentration and student 

participation. For example: 

• pose a question for students to answer either on their own 

or in pairs; 

• get students to tell their neighbour what they have just 

learned, and to identify important points/ arguments; and 

• get students to write down a question or comment for 

their partner to respond to and then ask them to hand the 

papers in. These can be read quickly by the lecturer and 

used as the basis of a group discussion or as feedback on 

your teaching. 

Other suggestions include: 

One/three minute essay: get students to write short answers 

to specific questions at different times during the lecture e.g. 

What do I want to find out from today's session What is the 

main point I have learnt from today's session What aspect/ 

points remain unanswered after today The responses are 

then handed in at appropriate points during the lecture. This 

work can be used as feedback on learning for you and the 

students, to inform your future planning and/ or as a way of 

checking attendance (Biggs and Tang, 2007). 

Concept Maps: ask students in small groups to create a 

concept map to summarise key learning points for an 

assignment, end of module evaluation, concept, physiological 

process, etc. This can be done by asking them to arrange their 

ideas on a flip chart or writing key points on individual cards 

(Biggs and Tang, 2007). This method helps students to 

identify key concepts and sub-concepts and how they relate 

to each other, within a particular framework/ context (Novak, 

1979). 

As mentioned earlier, elements of Kolb and Fry's (1974) 

learning cycle can be used to structure learning before or 

after the contact session. When applied to a large group 

session/ lecture the application of the model may look 

something like that outlined below: 

1. Directed study prior to lecture: Read article relating to 

new concept. 

2. Lecture Activity: Quick quiz on directed study activity. 

3. Lecture: Tutor identifies key elements of new concept. 

4. Lecture Activity: In small groups, students are asked to 

discuss how new concept is evident in a relevant current 

practice. 

5. Lecture: Tutor provides greater theoretical insight into 

new concept and examples of influence in current 

practice and research. 

6. Lecture Activity: Tutor provides a specific case study/ 

scenario and asks students to consider how the new 

concept may impact/ influence. Discussion and feedback. 

7. Lecture: Short video clip to demonstrate new concept in 

use from different perspectives (consumer, client, 

management, etc). 

8. Lecture Activity: Students write bullet point notes on 

what they have seen and how it relates to theory. 

9. Lecture: Tutor summarises key elements of new concept 

and sets directed study of further reading and application 

task. 

10. Directed Study: Students complete directed reading and 

application task. 

More information 

A large array of information is available to help you develop 

your abilities for working with large groups: 

http://www.keele.ac.uk/depts/aa/landt/links/large_groups.htm, 

http://www.kcl.ac.uk/learningteaching/kings/resources/largegroup 

During semester 1 of each year the University's Academic 

Development and Practice Unit runs a session on large group 

teaching. Look out for the publicity/ ask your Link Tutor about 

these sessions - as a partner colleague you are very welcome 

to join these sessions. 

8 

9

4.5 Small group teaching 

Small group work lends itself well to learning since the 

interactive nature of small groups requires students to 

engage as both learners and as collaborators in their 

development (Griffiths, 2003). The development of key skills 

e.g. communication, teamwork and self-confidence are 

additional benefits of small group learning. Small group 

teaching can be challenging and has been identified as a 

highly-skilled activity where the tutor is required not only to 

have knowledge of a specialist subject, but also to have the 

skills to facilitate small group learning (Griffiths, 2003). You 

need to consider the organisation and composition of groups, 

as well as the method of small group work to be adopted. 

There is a wide range of group methods that can be utilised 

in a range of subject disciplines depending upon group size. 

Small group teaching is broadly defined as a teaching session 

with 2-20 participants. 

Despite the typically informal appearance of small group 

work, planning for group work is as important as any other 

type of learning session. Some groups will function very well 

with little tutor input, but most will need both your input and 

some structured activities that encourage all students to 

engage both with the learning and each other. Fry et al 

(2008) offer the following examples of small group teaching: 

Seminar - group discussion of a paper presented by a 

student. 

Snowballing - activity begins in pairs, pairs become small 

groups and then larger groups. 

Buzz groups - two to three individuals discuss an issue for a 

few minutes before comments are fed back to larger group. 

Fishbowl - small groups are formed within a large 

observation group, followed by discussion and reversal. 

Peer tutoring - students learn from one another and teach 

each other. 

Tutorial group - here the group nominates a leader to report 

back the findings of their discussion or outcome of a task. 

Furthermore, Fry et al (2008) argue that asking questions, 

listening and responding are essential skills for HE tutors and 

are particularly important for small group teaching. 

Questioning - how a question is asked and the type of 

question posed are both important: 

• open, broad questions will generate wide discussion; 

• closed, specific questions will promote the need for a 

narrow response; 

• probing questions are more likely to prompt more detailed 

responses; and 

• reflective questions help to generate personal meaning 

and stimulate wider thinking. 

Listening - listening actively (feeding back what you hear eg 

by way of re-stating or paraphrasing the students' words) to 

students in your group will help your ability to respond 

appropriately and encourage critical analysis and 

comprehension. Listening skills can be developed by 

considering the following: 

• what is said: the content; 

• how it is said: the tone and feelings; 

• when it is said: time and priority; and 

• where it is said: place and environment. 

Responding - active listening enables appropriate and timely 

responses from the tutor. Different responses will be 

appropriate for different types of small groups and contexts 

e.g. a step-by-step discussion tutorial. 

4.6 Using Socratic questioning techniques 

Socrates believed that through questioning it was possible to 

discover the great knowledge. From Socrates' work has grown 

a technique of enquiry called Socratic questioning. 

Questioning is an important teaching technique for both 

small and large groups. When you use questioning consider 

methods that you can use to actively engage as many 

students as possible. When we ask questions to a group we 

often find that only a few individuals will respond. This does 

not automatically mean the others are not engaged, but it 

can eventually establish patterns of passivity. Some of the 

approaches and techniques described for small groups are 

very useful to generate more engagement regardless of the 

size of the group. 

Here are some pointers when using questioning: 

• allow time for thinking - avoid answering your own 

questions; 

• be patient in waiting for responses; 

• re-word your question when responses are not 

forthcoming; 

• avoid the questions “Do you understand” and “Try to give 

me an example so that I can see you can understand”; 

• use closed questions for testing of facts (declarative 

knowledge), to focus, or to direct; and 

• use open questions for helping to discover knowledge and 

explore understanding. 

Below are some common questions used in the Socratic 

technique. Note how they strive towards focussed 

thinking. 

Questions of clarification 

What do you mean by 

What is your main point 

How does x relate to y 

Could you put that another way 

Is your basic point x or y 

Ashma, can you summarise what John has said 

Could you give an example 

Could you explain that further 

Questions that probe assumptions 

What are you assuming 

Could we assume something else instead 

You seem to be assuming ... Do I understand you 

correctly 

Your reasoning is dependent on the fact that ... Why 

What if you base your reasoning on x rather than y 

Questions that probe evidence and reason 

What would be an example 

Why do you say that 

What led you to that suggestion 

How could we find out if that is true 

What would convince you otherwise 

Could you explain your reasons to us 

What extra evidence do you need 

Questions about perspective 

What is an alternative 

How are John's and Ashma's ideas different/ similar 

Would others outside the UK have the same view 

Would a woman from the planet Mars have the same 

view 

Questions about implications 

Problem-based tutorial group - small groups using problembased 

learning, the groups are student-driven, but facilitated 

by tutors. NB sometimes this is the main method of teaching 

in HE. 

What are you implying here 

When you say x are you implying y 

But if that happened, what would happen as a result 

Role-play - facilitated group work using allocated or selfcreated 

roles. 

Step-by-step discussion - as the name suggests groups are 

asked to follow questions or instructions in a systematic way. 

Questions can be led by the students or tutor. 

Syndicate - this is where students work on a mini project and 

then feedback to the whole group. 

Tutorial - this is usually a meeting with a very small number 

of students to discuss an assignment. This term is also used 

to describe one-to-one meetings between students and their 

tutor. 

10 

11

Section 5: 

Designing Teaching and Learning 

Resources 

5.1 Using presentation software: some common 

issues for tutors 

Presentation software is now commonly used throughout the 

UK education system, the most common software being 

Microsoft's PowerPoint. The main benefits of using such 

software are that it: 

• provides structure and in theory can enable sessions 

to flow; 

• facilitates the use of a range of media; and 

• is flexible, portable and easy to update. 

However, it can be all too easy to use such software badly 

and reduce the learning experience. Students will 

often, for example, complain of 'death by PowerPoint' with 

lecturers spending all their time reading from display screens 

and students spending their time copying the content from 

the display screen. The following tips are taken 

from the ADPU good practice guide on using 

PowerPoint effectively, which can be found at 

http://www.worc.ac.uk/adpu/staffguides.htm. 

5.2 Designing your PowerPoint slides 

Keep it simple. Use the same slide design and background 

colour throughout - the Slide Master is great for this. 

• 'Sans Serif' fonts e.g. Arial is easier to read; use a minimum 

font size of 24pt. 

• Some background/ foreground combinations are difficult 

to distinguish (e.g. 10% of males are red/green colour 

blind), so use high contrast colours. 

• Some colours are more conducive to learning - in 

particular, blue is a good colour for the background and 

regarded as conducive to learning; 

• Less is always more! Aim for 2 - 4 bullet points per slide 

and avoid too many slides. Too much text indicates too 

much content. For a session with students a good guide is 

to use a maximum of one learning point per slide and no 

more than 20 slides in an hour. 

• Use images and graphics to illustrate key points and 

processes, but always check the copyright. 

• Don't use images and animation for embellishment 

purposes; only include them if they significantly enhance 

learning. 

• Add web links into your presentation to incorporate a 

wider learning environment to promote discovery, 

discussion and interpretation. 

5.3 Inclusive learning with PowerPoint 

Good practice with PowerPoint includes ensuring that your 

presentation is inclusive for all learner needs. So: 

• use the note facility, because it allows those with visual 

impairment to read and understand the presentation 

better; 

• diagrams should be accompanied by a printed version and 

alternative text that describes the key points being 

illustrated; 

• do not use colour or italics to convey meaning or to 

highlight a key point as some students may have visual 

difficulties - instead use bold; and 

• patterned backgrounds, upper case text and bright red text 

should all be avoided. 

JISC Techdis is a leading UK advisory service on technologies 

for inclusion and provides a wide range of useful guides for 

using commonly available software for education purposes. 

Whilst the aim of Techdis is to enhance our abilities to teach 

disabled individuals, the vast majority of advice is applicable 

to all learners. More information can be found at 

http://www.jisctechdis.ac.uk. 

5.4 Using the virtual learning environment 

Blackboard is the UW's VLE and it is likely that your students 

will expect course materials, resources, web-links to be made 

available on the module Blackboard page. Contact 

eos@worc.ac.uk to request a Blackboard page to be set up for 

your module or to amend which tutors can access the 

existing site. 

Blackboard can also be used relatively simply for e-learning 

activities e.g. podcasts, discussion boards and quizzes.A Guide 

to Blackboard Basics is available as are other guides to 

creatively using digital technologies to enhance learning: 

http://www.worc.ac.uk/ils/cult/cult. 

5.5 Using handouts and effective note taking 

Handouts may be given out during lectures and sometimes they 

are made available to students prior to sessions - in print, or 

electronically. In particular, it is helpful for students with 

disabilities to receive/ be able to access handouts prior to 

sessions. However, some students will tend to switch off 

mentally during lectures if they feel that all of the learning that 

they need to do is encapsulated in your handout and so this 

practice can reduce active learning (Race, 2006). Thus, before 

using a handout you must consider how you will use it, how the 

student will use it and how it enhances the learning experience. 

A handout works best when the material within it needs in some 

way to be manipulated by the students. 

Associated with handouts is the process of note taking/ note 

forming. During sessions students will often be encouraged to 

take notes, often trying to produce shorthand or even a verbatim 

copy of what their tutors say. Unfortunately research suggests 

that this approach does not enhance learning and some research 

has shown that, at least in terms of retention of information, 

students do better when they are given the tutor's notes rather 

than make their own. The work reinforces the notion that 

providing notes and slides prior to a teaching session is good 

practice not only for those who may have disabilities but for 

many students. 

Some authors stress the notion of note forming rather than 

taking. Note forming is a process whereby students 'form' their 

own notes from recollections of what they have learnt rather 

than from what they have 'just' heard. This is a process that 

requires students to construct from their learning activities and 

thus should be highly beneficial to learning (Pauk, 1997). To 

promote note forming try: 

• persuading students not to take verbatim notes during a 

session; 

• every so often during your session, give students a couple of 

minutes to write a summary of what you have been talking 

about; 

• asking students to compare their summaries with others 

sitting close by, and adding to their own notes interesting or 

important points they may have missed; and 

• after introducing new subject-specific terms or definitions, 

asking students to write a narrative story using the terms they 

have been introduced to. 

Section 6: 

Incorporating Research into 

your Teaching 

In today's 'knowledge society', there is an increasing 

importance for students to be able to understand and, to 

an extent, do research. Linking research and teaching, 

therefore, is highly beneficial to students. Students 

studying in research-rich environments perceive that: (i) 

courses are current and up-to-date, (ii) staff are more 

interested and enthusiastic in what they are teaching, and 

(iii) courses are more intellectually stimulating. Jenkins et 

al (2007) recommend the following tips for tutors: 

• Use current research papers as a base for discussion, 

debate and group work. 

• Raise awareness of your own and other tutors' research 

by including a programme of staff research 

presentations within research methods modules. 

• Get students to undertake mini-research projects: 

rather than providing students with a pre-designed 

investigation to follow, give students the freedom to 

choose, design and carry out a research project with 

tutor guidance and support. 

• Support work placements/research assistant posts: 

develop links with local employers to provide students 

with opportunities to work on 'live projects'. 

Alternatively, research assistant posts can be offered 

in research active departments. 

• Organise an internal student conference: some subject 

areas offer annual conferences where students can 

present their research projects. 

• Timetable research seminars: identify key research 

papers for students to discuss and critique in small 

tutorial or seminar groups. 

• Problem/Enquiry Based Learning: The tutor's role is to 

facilitate students' understanding and engagement 

with the research process, rather than imparting 

knowledge to them. 

More information 

Information is available to help you incorporate research 

into your teaching practice regarding research-related 

teaching: www.worcester.ac.uk/adpu/staffguides.htm. The 

following report also contains useful information on how 

to link research and teaching throughout the curriculum: 

http://www.heacademy.ac.uk/assets/York/documents/Lin 

kingTeachingAndResearch_April07.pdf 

12 13

Section 7: 

Assessing Student Learning 

Assessment is central to education and provides tutors with 

a means to evaluate and support student learning. Within a 

wider context assessment may also have a diagnostic role 

e.g. dyslexia, a tool for selection and recruitment, and 

possibly an evaluation of curriculum and teaching! Ramsden 

(1992, 187) reported 'from our students' point of view, 

assessment always defines the actual curriculum'.With this in 

mind, assessment acts as a tool that can impact upon student 

behaviour, attitudes and motivation. Assessment is a very 

powerful tool and, as such, one that we need to develop an 

understanding of to make the most effective use of in a range 

of contexts. The most effective assessments are those that 

engage students with the maximum amount of 'time on task' 

- the task being the entire package of learning held within the 

module. 

7.1 Learning outcomes 

Learning outcomes are statements of what students should 

learn as a result of an experience, programme or event and 

are a useful tool to help in the design of learning activities 

and evaluation. The learning outcomes approach has 

permeated higher education in the UK and elsewhere and it 

is now used as the basis of the academic quality assurance 

system. 

When designing learning activities we need to always ask 

ourselves 'how does this activity help students towards 

achievement of the learning outcomes' Using this approach 

to design, it stands to reason, that the starting point for 

design must be the learning outcomes. 

In the context of a module, the learning outcome is also the 

basis, not only of learning activities but, for assessment as 

well (which in itself is a learning activity). At the University 

of Worcester normally, all module learning outcomes should 

be assessed. 

For modules, learning outcomes should determine the 

minimum that a student should have learnt in order to pass 

the module. Learning outcomes normally include something 

that indicates context, something that indicates what is to be 

learnt and something that indicates how the learning is 

manifested.Within this the 'level' of learning is also expressed 

(see descriptor levels in the appendices). More advice on 

using learning outcomes within an HE context is available 

from: 

http://www.worcester.ac.uk/aqu/658.htm 

http://www.heacademy.ac.uk/assets/ps/documents/primers/ 

primers/ps0091_writing_learning_outcomes_mar_2005.pdf 

7.2 Constructive alignment 

Constructive alignment is a model of curriculum design that 

ensures there is direct agreement between the learning 

outcomes and learning and assessment activities (see Figure 

4) (Biggs, 1999) and underpins much course design within the 

UK HE system. Within the model of constructive alignment, 

Biggs (1999) stresses that students construct their own 

learning for themselves and, therefore, the learning itself can 

only be achieved by the students - ie tutors must be resigned 

to the fact that all they can do is to create an environment 

which encourages and supports students to engage in 

appropriate learning behaviours. 

Learning and teaching activities designed 

to help students achieve 

the learning outcomes 

Intended learning outcomes 

Assessment activities designed to help 

students achieve the learning outcomes 

and to assess learning 

Figure 4 (adapted from Houghton, 2004) 

If you are asked to design assessment some points to 

remember are: 

• recognise that assessment shapes learning; 

• ensure that assessment tasks are matched to 

learning outcomes; 

• match assessment criteria to tasks and learning 

outcomes; 

• keep criteria simple; and 

• provide timely and meaningful feedback. 

(adapted from Brown, 2001) 

A well-designed assessment will allow higher achieving 

students to demonstrate evaluation and synthesis of 

information, whilst lower achieving students will be able to 

demonstrate regurgitation, manipulation and application of 

information (Brown, 2001). This is particularly of concern in 

examinations where there needs to be a range of question 

types that require both the simple reporting of knowledge as 

well as higher level analysis and interpretation. 

7.3 Formative assessment 

Formative assessments are items of assessment that do not 

normally contribute to a learner's final overall grade. Instead, 

formative assessment provides an opportunity for learners to 

develop specific knowledge, skills, etc. and receive feedback 

on these elements, prior to utilising them in a summative 

item of assessment (Fry et al, 2009). Classroom-based tests 

and quizzes may be used as formative assessment prior to 

more formal summative exams. These types of activities 

provide students with an opportunity to test their current 

knowledge, receive immediate feedback and help them to 

become familiar with the way questions are phrased and 

presented (Race, 2006). Similarly, students may be asked to 

submit the results and discussion sections of laboratory 

practical work. This provides an opportunity to practise and 

develop data analysis, presentation and interpretation skills 

prior to completing a full laboratory report on the assessed 

topic (Fry et al, 2009). In some cases, formative and 

summative assessment is combined. Probably the most 

valuable aspects of formative feedback are that it encourages 

students to devote time to learning and it allows them to 

develop a greater understanding of how assignments are 

judged. 

The University of Worcester Assessment Policy recognises the 

value of formative assessment and typically expects some 

type of formative assessment in all UW modules. However, it 

is important to be mindful of demands on learner time and 

the quick turnaround time so that students receive feedback 

in advance of their summative work. 

7.4 Summative assessment 

As already identified, summative assessments are those 

items of assessment that contribute to a learner's final 

overall grade and subsequently degree classification. The 

design of summative assessments requires careful 

consideration and must be aligned to learning outcomes and 

the aims of the programme/course, as well as be valid, 

reliable and fair (Brown, 2001). Assessments must also be 

designed in such a way that disabled students are as likely to 

succeed on them as non-disabled students. 

Typically, in order to prevent over-assessment of students at 

the University, a maximum of two items of assessment per 

module is recommended. Across the assessments, all of the 

module learning outcomes need to be assessed at least once. 

It is unlikely that the two items of assessment will be of the 

same type i.e. two essays or two lab reports. Within a 

programme of study, students will typically encounter a 

broad range of assessment types e.g. essay, oral presentation, 

case study, reflective portfolio, exam, poster presentation, 

media file, laboratory report, literature review, project, 

practical skills, etc. This enables students to develop a range 

of transferable skills and takes into consideration the diverse 

range of learner styles and preferences (Dunn, 2002). 

Students, however, should not encounter too many different 

and unfamiliar assessments, as this can lead to confusion. 

If you are asked to design an assessment a guide to selecting 

appropriate methods within an HE context can be found at: 

http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_ 

papers/methods_assessment.pdf (Dunn, 2002). The 

University of Worcester's assessment policy also provides 

clear guidance: http://www.worc.ac.uk/aqu/documents/ 

AssessmentPolicy.pdf 

7.5 Helping students avoid plagiarism 

Plagiarism has become a major concern in recent years for 

lecturers across all subject disciplines who work in higher 

education. Many authors recognise that students have always 

cheated but that plagiarism is on the increase because of way 

students are now expected to retrieve and manage the 

information they need for their coursework (Errey, 2002). 

When designing assessment you should take into account the 

following key points: 

• be aware of the online essay banks in order to avoid 

introducing/designing assignments that already exist; 

• use a design strategy where cheating on one aspect means 

losing out on the next; and 

• plan authentication exercises to check if students have 

completed the work. 

7.6 Reducing plagiarism in written assessments 

Some suggestions are to: 

• develop tasks that are difficult to reproduce by requiring 

students to make reference to local or recent events, ideas 

or cases/ people; 

• pose questions that require analysis, comparison, 

evaluation or reflection; 

• consider assessing students' learning through the use of 

open book assignments that test skills other than memory; 

• assess the process rather than the product of assessment 

by asking students to submit work throughout their course 

in the form of progress reports, drafts, revisions or 

annotated bibliographies/ reference lists; 

• link different assessments in the same course e.g. refer to 

the course work in the exam and ask them to apply it; and 

• change the assessment task(s) each time you teach a 

course. 

7.7 How can I prevent students using fellow 

students' work 

Carrol and Appleton (2001) suggest the following: 

• ensure group tasks are assessed in ways that makes it 

harder for the whole group to agree to plagiarise e.g. get 

students to submit individual presentation summaries or 

annotated bibliographies a week or so before the task; 

• personalise the task eg asking for individually negotiated 

tasks or asking students to rely on data unique to the 

individual; 

14 

15

• link assessed tasks that produce largely similar answers 

with an authentication process such as an examination; 

and 

• consider using peer-assessment, as this has been shown to 

have a positive impact on student behaviours. 

7.8 How else can I deter plagiarism 

We recommend the following strategies: 

• provide explicit instructions about the assignments and 

tell students exactly where they can seek help and, where 

relevant, provide tutorial support; 

• ensure you have secure systems in place for recording and 

returning marked work to students; 

• don't allow students to change their chosen topic at the 

last minute; and 

• assess the process as well as the product through effective 

use by linking assessments together. In this way you can 

monitor and track the students' work more effectively. 

A useful guide - 'Helping Students Avoid Plagiarism' - has 

been produced by ADPU and can be found at: 


7.9 The assessment process 

Once the assessment is designed, marking criteria should be 

devised and agreed by all marking tutors and then published 

for students to consider whilst working on their assessment. 

Each course at the University will have a detailed marking 

and moderation process. This ensures that a second tutor 

internally moderates a sample of student work for each item 

of assessment. External moderation is achieved by a sample 

of work being considered by an approved external examiner 

who is appointed for each course at the University. 

7.10 The generic grade descriptors 

The University of Worcester has grade descriptors that should 

be used to determine the range of grades for the level of 

attainment in relation to the learning outcomes for each 

assessment task. The grade descriptors are designed for use 

by both staff and students of the University. 

The published grade descriptors are deliberately broad and 

generic in nature, in order to be applicable to all subject areas 

and courses offered by the University. Consequently, subject 

and module tutors are expected to adapt the generic grade 

descriptors into specific marking criteria for each item of 

assessment, which increases their relevance and 

meaningfulness to students. 

The UW generic grade descriptors do not differentiate 

between levels of study, so they need to be used in 

conjunction with level descriptors. Please see the framework 

for higher education qualifications (FHEQ) for descriptors of 

HE qualifications from FHEQ levels 4 - 8 in the appendices of 

this document and at: http://www.qaa.ac.uk/Publications/ 

InformationAndGuidance/Documents/FHEQ08.pdf. 

Do make it clear to students that marking is about the 

learning outcomes and assessment criteria, and focuses on 

their ideas, knowledge and understanding of the subject 

matter and their analytical, critical and evaluative skills, etc. 

Please incorporate the good practice of helping students to 

understand what is expected in assessments and to gain an 

understanding of standards and the difference between a 

bare pass and an A grade, by giving them examples of 

anonymised student work and asking them to mark it and 

give feedback, for example. Assessment should not place 

undue emphasis on technical presentation skills, such as 

spelling, grammar, punctuation and IT unless they are 

described in the assessment criteria and learning outcomes. 

However, students should obviously be encouraged to fully 

proofread their work before submitting assignments for 

assessment, in order to eliminate errors. 

7.11 Giving student feedback and marking work 

For students, receiving informative feedback on their assessed 

work is a critical element of their learning development. The 

Higher Education Academy's project 'Student Enhanced 

Learning through Effective Feedback' (SENLEF) provides a 

resource for practitioners wishing to improve their feedback 

or get some exciting new ideas. The Higher Education 

Academy (HEA) champions excellent learning and teaching in 

higher education and is a national and independent 

organisation, funded by the four UK HE funding bodies and by 

subscriptions and grants. 

The SENLEF project identified that good feedback practice: 

1. facilitates the development of self-assessment (reflection) 

in learning; 

2. encourages teacher and peer dialogue around learning; 

3. helps clarify what good performance is (goals, criteria, 

expected standards); 

4. provides opportunities to close the gap between current 

and desired performance; 

5. delivers high quality information to students about their 

learning; 

6. encourages positive motivational beliefs and self-esteem; 

and 

7. provides information to teachers that can be used to help 

shape the teaching. 

Further guides on effective feedback and using feedback 

to support student learning are available at: 


7.12 First year assessment principles 

The first year of undergraduate study at university forms an 

important transition period. In this year students must adapt to 

huge differences in the way that they are assessed and 

encouraged to learn, in comparison with their experiences at 

school/ FE college. To help this transition and to improve our 

assessment practices the University has adopted some principles 

for first year undergraduate assessment.The principles are that 

assessment: 

• is a key priority in the overall curriculum design process; 

• is fundamentally concerned with assessment for learning; 

• promotes provision of timely feedback that enhances 

learning; 

• encourages dialogue and interaction with peers and tutors so 

that shared conceptions of the subject, criteria and standards 

are developed; 

• prepares students for the methods and modes of assessment, 

as well as the technologies and ways of learning at level 5 

(FHEQ); 

• provides students with some choice as to their mode of 

assessment, within an overall structure; and 

• enhances aspirational engagement and intrinsic motivation. 

A useful guide for level 4 assessment principles has been 

produced: 

http://www.worcester.ac.uk/adpu/ staffguides.htm. 

Section 8: 

Practical support 

8.1 Day-to-day information 

Your UW Link Tutor and members of staff in Registry 

Services will provide you with all day-to-day information 

to support you in teaching-related matters on HE 

awards. If you are unsure about anything, please contact 

your Link Tutor. 

University Referencing Guides: 

The University has published a Harvard referencing guide 

and a Numerical referencing guide for all students on 

UW courses. Students are expected to follow these 

published formats when referencing in all their academic 

work. The guides are available through the ILS website 

and the Student On-line Environment (SOLE) and it is 

always worthwhile to provide a web-link on your module 

Blackboard page. The guides can be found at: 

http://www.worc.ac.uk/ils/documents/Harvard_referencing 

.pdf 

http://www.worc.ac.uk/ils/documents/Numerical_ref_citin 

g.pdf 

Resources for Study: 

The University Library, the Hive, hosts a comprehensive 

collection of printed and electronic resources which can 

be accessed directly from the UW staff homepage via the 

Library Catalogue and the Resources Online link with 

your UW sign-on details. E-resources available include e- 

books, e-journals and other electronic resources as well 

as individual databases and searching tools, such as 

Summon. ILS also provides a digitisation service for staff 

and can scan and make accessible book chapters and 

journal articles under the Copyright Licensing Agency 

(CLA) scanning license. Further details are available here: 

http://www.worc.ac.uk/ils/1271.htm or from your 

Academic Liaison Librarian. A designated librarian works 

with each academic institute - your Link Tutor will let 

you know who this is and provide you with contact 

details. 

8.2 Submitting grades 

A guide to providing feedback and submitting grades 

using the SOLE page 

All summative grades are submitted to Registry Services 

via the electronic mark entry system (ETM) on the staff 

home page. Go to the UW staff portal and sign into SOLE 

using the link: 'Click here for staff access'. Here you log in 

with your user-name and password. Once logged into the 

SOLE, see the tab column to the left of the page and click 

on 'STAFF HOMEPAGE' which takes you to a range of 

functions under the headings: Students, Assessment, 

Useful Links, Feedback and Useful Information. 

16

To upload electronic feedback (word/ audio (eg MP3 etc) 

files) go to the 'Feedback' heading. Under this you will see 

‘Upload Feedback'. Click and select the required module title 

and you will be taken to the required assessment form (eg a 

specified report, essay, etc). Whilst the uploading of each 

student feedback document is relatively straight-forward 

(given it follows the process used when uploading documents 

to Blackboard), a few tips from your Link Tutor with 

experience of this may help facilitate your learning. 

To enter marks, go to the 'Assessment' heading. Under this 

you will see 'Enter marks'. Click this and you will be presented 

with a list of module codes that you teach on. Select the 

desired module code and you will be taken to the specified 

assessment items for your module (under 'Assessment 

Types'). Once you have selected this, you can begin the mark 

inputting process. For more support with this process contact: 

solehelp@worc.ac.uk. Alternatively, you can upload a 

spreadsheet of marks (see Briefing Note RS/12/01 on Registry 

Services webpage). 

8.3 The life of a module 

(Based on an original resource produced by Marilyn Hunt of 

the Worcester Business School) 

UW offers a wide and diverse portfolio of courses ranging 

from HND and Foundation Years, to BA/BSc (hons) and 

MSc/MA degrees.To help you organise your workload we have 

developed a structured series of steps of what you should do 

and when. Some of the details may vary, however, depending 

on the local arrangements established between your 

institution and UW - if so, your Link Tutor will make you 

aware of these. 

8.3a Pre-course delivery 

Step one: Finding your module documentation 

Module documentation is available from your Link Tutor/ 

course leader. 

Step two: Check the assessment and reassessment 

guidelines 

Check that the assessment and reassessment details are 

accurate and familiarise yourself with these. 

Step three: Check your reading lists are up-to-date 

Discuss reading lists with your Link Tutor, who will then 

ensure that your requirements are met and library stocks are 

updated. 

Step four: Check you have included tutorial support 

It is important when planning the module to build in tutorials 

and other support for students. For example, include 

assessment support in your planning eg formative 

assessments (if appropriate); support tutorials/ seminars; 

frequently asked questions on Blackboard page, etc. 

Step five: Check your Blackboard pages 

(see section 5 .4 for more information). 

8.3b: During Course Delivery 

Step six: Complete course documentation 

Issue the module outline in week 1 and the assessment briefs 

by week 2 at the latest. Write draft exam papers, if required, 

by week 8 and produce any re-sit tasks at this stage. Before 

disseminating to students please have all documentation 

approved by your Link Tutor. 

Step seven: Remember to gather on-going feedback 

Do collect feedback from your students during the module. 

There isn't a formal process for doing this but it is obviously 

good practice to give students an opportunity to provide you 

with some information regarding the module so far and how 

their learning is developing. As appropriate, changes/ 

interventions can then be implemented to enhance students' 

learning further. 

Step eight: Marking and moderation 

Students should use an assessment tracking sheet (available 

from the SOLE page) when submitting their work. We 

recommend that tutors use an electronic marking form for all 

formal feedback - these can be obtained from your Link Tutor 

or from Registry. 

Mark and moderate the grades so that feedback can be 

returned to students within 20 working days. Marking should 

be done in accordance with the module learning outcomes 

and assessment criteria. Some students are entitled to 

sensitive marking and this will be flagged by a signed 

'sensitive marking' form with their submission (this should be 

clearly identified as an addition to the assessment tracking 

sheet, with guidelines to sensitive marking attached). 

Guidance on sensitive marking and arrangements for 

disabled students can be found at: http://www. 

worcester.ac.uk/registryservices/649.htm. Please organise 

moderation with your Link Tutor and use the module results 

moderation form, which can be obtained from your Link 

Tutor. 

Step nine: Grade entry via SOLE Staff Page 

Please see section 8.2 for instructions. The submitted grades 

will then appear automatically on the students' individual 

SOLE pages for them to access. These will be shown as 

provisional grades until confirmed by a Board of Examiners. 

Step ten: Identify a sample of marked work to go to the 

external examiner 

External examiners help to ensure the standards of the 

University's awards. You need to identify a sample of marked 

and moderated work in accordance with University policy 

that will be sent to the external examiner. Please ensure 

samples include the completed module results moderation 

form. 

Step eleven: Make sure you obtain student feedback on your 

module 

You will already have collected informal feedback during your 

course. Please also collect formal feedback during the last two 

weeks of the course via the departmental module feedback 

questionnaire - this is available in a paper or electronic format. 

Individual institutes vary in how end of module feedback is 

collected; there is, however, a standard University module 

feedback form. You can add additional questions to the form, but 

the standard set questions must be asked. 

8.3c: Post-course Delivery 

Step twelve: Attend Exam Boards 

As a UW partner tutor you will be expected to attend Exam 

Boards - the meetings of Boards of Examiners at which the 

results of assessments are agreed. You may also be asked to 

attend pre-boards, which are internal meetings with the UW 

team. If you are unable to attend a board you must ask a 

representative (usually a member of your institution tutor team) 

to present the grades on your behalf. Following the Board, final 

grades are published on the student's SOLE page. Please discuss 

dates for exam boards with your Link Tutor. 

Step thirteen: Complete an end of module evaluation 

summary 

A formal end of module evaluation is to be carried out by every 

module leader. Check with your Link Tutor on what format the 

evaluation is to take and the arrangements for when and where 

it is to be submitted. Generally, student feedback is used in 

conjunction with the results and your reflections on the module. 

This evaluation informs the next iteration of the module and 

identifies areas which need to be addressed for future 

improvement purposes. Please send the end of module 

evaluation to your Link Tutor. 

Section 9: 

Postgraduate Certificate in 

Learning and Teaching in 

Higher Education 

“68% of [HE] students ... said that tutors' and lecturers' 

academic qualifications were important when thinking 

about the quality of the teaching” 

(QAA and NUS, 2012) 

The University offers a wide range of relevant and 

interesting staff development, in areas such as Large 

Group Teaching, Effective Feedback, Academic Tutoring 

and Inclusivity. Partner colleagues are welcome to attend 

all staff development events arranged by the University. 

Further details of the University's staff development 

opportunities can be found at: http://www.worc.ac.uk 

/adpu/index.htm. 

We highly recommend the PGCert in Learning and 

Teaching in HE for partner colleagues teaching on UW HE 

programmes. This qualification will also be highly valuable 

for FE colleges expanding their HE offer in the coming 

years. The PGCert in Learning and Teaching in HE is 

delivered by the Academic Development and Practice 

Unit. This is a highly-regarded masters level programme, 

which is particularly beneficial to those who are new to 

teaching HE courses. The PGCert in Learning and Teaching 

in Higher Education usually takes participants up to 2 

years to complete and comprises of 3 modules: 

1. Supporting Student Learning (MEDD4144) (This 

module is also accredited by the Higher Education 

Academy against level 1 of the UK Professional 

Standards for Teachers in HE and as a route to 

associate HEA fellowship status.) 

2. Learning, Teaching and Assessment (MEDD4142) 

3. Introduction to Academic Practice (MEDD4143) 

Completion of the PGCert meets level 2 of the UK 

Professional Standards for Teachers in HE and is accredited 

by both the Staff and Educational Development 

Association (SEDA) and the Higher Education Academy. 

The PGCert is accredited at Fellowship level with the 

Higher Education Academy. 

Experience Counts 

Prior experience is valued on the PGCert. Those course 

members who have the equivalent of three years' fulltime 

experience in a related educational setting may be 

able to gain accreditation of prior learning (APL) against a 

module towards the PGCert. 

18 

19

Related Courses 

You can also go on from the PGCert to obtain a Postgraduate 

Diploma/ MA Education in HE by undertaking further modules 

with an HE focus or to complete an MA Education on the basis of 

generic modules. 

Entry Requirements for the PGCert 

You will normally have the following: 

• A first or second class honours degree 

• Current and ongoing experience of supporting the 

learning of students undertaking HE courses 

• Current experience, or anticipated experience during the 

period of the programme, of curriculum and assessment 

design at HE level. 

Quotations from previous participants 

"Engagement with the PG Certificate course ... has been highly 

beneficial in enabling me to gain not only an enhanced 

understanding of my current practice, and development needs, but 

has also given me a different perspective on assessment. ... I have 

become aware of an exciting array of potential changes to my 

practice which can be explored ... to further promote student 

engagement and empowerment." 

"This course has been the beginning of a journey of enlightenment 

for me! ... In school I was awarded an excellent by OFSTED, 

however, the move to university work has led to a shift in my 

perception as to what good teaching is." 

In-depth, sustained programmes are excellent professional 

development (Boyle et al, 2005) and the PGCert in Learning and 

Teaching in HE is an excellent example of this. For further 

information about the PGCert in Learning and Teaching in HE, 

please see: http://www.worc.ac.uk/adpu/631.htm 

Student Profile: 

Jay Garratt 

Programme: 

PGCert in Learning & 

Teaching in HE 

Employment: FE Course Leader & HE 

Lecturer, Kidderminster College 

Why did you decide to do the PGCert 

In 2009 I started teaching on a new HE course, which is 

run in conjunction with Worcester University. My Section 

Manager at the time suggested the PG Cert to me and a 

colleague had started the course the previous year and 

spoke highly of the modules and the teaching. 

What did you gain from undertaking the 

programme 

The programme offers three modules which introduced 

me to a wide range of teaching theories and concepts 

which, through module assessment, I've been able to 

explore and transfer into my own practice. The first 

module 'Supporting Student Learning' enabled me to 

develop my teaching and lesson design, the second 

module 'Learning, Teaching and Assessment' allowed me 

to develop my module and course design and the third 

module 'Introduction to Academic Practice' afforded me 

the chance to carry out a piece of academic research in 

my own teaching practice, which I found very interesting. 

What advice would you give to other FE 

lecturers undertaking the programme this 

year 

All the modules are related to FE and you will develop 

new skills and knowledge which you'll be able to use to 

improve your teaching and learning on FE courses. Above 

all if you want to spend time contemplating your own 

teaching and learning and your goal is to further yourself 

as lecturer then I would highly recommend the PGCert to 

you. 

Are you completing any other modules this 

year 

Yes, through studying the PGCert I have gained a keen 

interest in academic research within my field. This has 

inspired me to continue my studies at the University by 

undertaking a MA in Higher Education, which is enabling 

me to explore, develop and hone my skills as an 

academic researcher. 

References 

Barnett, R. (2000) Realizing the university in an age of 

supercomplexity SRHE/Open UP 

Barr, R.D. and Tagg, J. (1995) “From teaching to learning - A 

new paradigm for undergraduate education” Change 

Magazine Vol. 27, pp. 13-25 

Biggs, J. (1999) Teaching for Quality Learning at University: 

What the student does The Society for Research into Higher 

Education and Open University Press: Buckingham 

Biggs, J. (2003) Teaching for Quality Learning at University 

(2nd ed) Open University Press: Buckingham 

Biggs, J. and Tang, C. (2007) Teaching for quality learning at 

University (3rd ed) Open University Press: Maidenhead 

Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. and 

Krathwohl, D.R. (1956) Taxonomy of Educational Objectives, 

The Cognitive Domain Longmans: New York 

Boyle, B., Lamprianou, I. and Boyle, T. (2005) “A Longitudinal 

Study of Teacher Change: What makes professional 

development effective Report of the second year of the 

study” School Effectiveness and School Improvement Vol. 16, 

No.1,pp.1 - 27 

Brookfield, S. D. (2012) Becoming a Critically Reflective 

Teacher Jossey-Bass: San Francisco 

Brookfield, S. D. (1995) Teaching for Critical Thinking: Tools 

and Techniques to Help Students Question Their Assumptions 

Jossey-Bass: San Francisco 

Brown, G. (2001) Assessment: A guide for lecturers. LTSN 

Generic Centre, Assessment Series no.3. Higher Education 

Academy. Available at: 

http://www.bioscience.heacademy.ac.uk/ftp/Resources/gc/as 

sess03Lecturers.pdf 

Browne-Ferrigno, T. (2003) “Becoming a Principal: Role 

Conception, Initial Socialization, Role-Identity 

Transformation, Purposeful Engagement” Education 

Administration Quarterly Vol. 39, No. 4, pp. 468 - 503 

Candy, P. (1991) Self-direction for lifelong learning: a 

comprehensive guide to theory and practice Jossey-Bass: San 

Francisco 

Carrol, J. and Appleton, J. (2001) Plagiarism, a Good Practice 

Guide Joint Information Systems Committee, Oxford 

Brookes University: Oxford 

Dunn, L. (2002) Selecting methods of assessment. Oxford 

Centre for Staff and Learning Development. Available at: 

http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing 

_papers/methods_assessment.pdf 

Errey, L. (2002) “Plagiarism: Something Fishy...or Just a Fish 

Out of Water” Teaching Forum Vol. 50, Autumn, pp. 17-20 

Fry, H., Ketteridge, S. and Marshall, S. (2008) “Understanding 

Student Learning” in Fry, H. Ketteridge, S. and Marshall, S 

(eds.) A Handbook for Teaching and Learning in Higher 

Education (3rd ed) Kogan Page: London 

Gault, A. (2011) “How does your Teacher Identity fit with 

the Culture of Teaching” in McGregor, D. and Cartwright, L. 

(eds) (2011) Developing Reflective Practice: A guide for 

beginning teachers Open University Press: London 

Gibbs, G. and Jenkins, A. (eds) (1992) Teaching Large Classes 

in Higher Education Kogan Page: London 

Griffiths, S. (2003) “Teaching and learning in small groups” 

in Fry, H., Ketteridge S. and Marshall, S. A. Handbook for 

Teaching & Learning in Higher Education: Enhancing Academic 

Practice (2nd ed) pp. 91 - 104 Kogan Page: London 

HEFCE (2009) Supporting HE in FECs 

Horgan, J. (2003) “Lecturing for learning In A Handbook for 

Teaching & Learning in Higher Education: Enhancing 

Academic Practice” in Fry H., Ketteridge S. and Marshall S. A 

Handbook for Teaching & Learning in Higher Education: 

Enhancing Academic Practice (2nd ed) pp. 75 - 91 Kogan 

Page: London 

Houghton, W. (2004) Engineering Subject Centre Guide: 

Learning and Teaching Theory for Engineering Academics HEA 

Engineering Subject Centre: Loughborough 

Jenkins, A., Healey, M. and Zetter, R. (2007) Linking teaching 

and research in disciplines and departments Available at: 

http://www.heacademy.ac.uk/assets/York/ 

documents/LinkingTeachingAndResearch_April07.pdf 

Knowles, M. S. (1990) The Adult Learner: A Neglected Species 

(4th ed) Gulf Publishing Company, Book Division: Houston 

Kolb, D. A. and Fry, R. (1975) “Toward an applied theory of 

experiential learning” in Cooper, C. (ed) Theories of Group 

Process John Wiley: London 

Kolb, D. A. (1984) Experiential Learning Englewood Cliffs, 

Prentice Hall: New Jersey 

Mason, M. (ed) (2009) Critical Thinking and Learning 

Blackwell Publishing Ltd: Oxford 

Mazur, E. (1998) Peer Instruction: A User's Manual Englewood 

Cliffs Prentice-Hall: New Jersey 

Novak, J.D. (1979) “Applying psychology and philosophy to 

the improvement of laboratory teaching” The American 

Biology Teacher Vol. 41, pp. 466-70 

20 

21

22 

Pauk, W. (1997) How to Study in College (6th ed) Houghton 

Miffin: New York 

QAA (2008) Learning from academic review of HE in FECs in 

England 2002-2007 

QAA & NUS (2012) Student Experience Research report 

London: NUS 

Race, P. (2006) In at the deep end - starting to teach in higher 

education Leeds Metropolitan University: Leeds 

Ramsden, M. (1992) Preparing to teach in Higher Education 

Routledge: London 

Robbins ([1963] 1965) Committee on HE report HMSO: 

London 

Tennant, M., McMullen, C. and Kaczynski, D. (2010) Teaching, 

Learning and Research in Higher Education. A Critical 

Approach Routledge: Oxon and New York 

Waterfield, J. and West, B. (2006) SPACE project Inclusive 

Assessment in Higher Education: A resource for change 

University of Plymouth: Plymouth 

http://www.qaa.ac.uk/Publications/InformationAndGuidance 

/Documents/FHEQ08.pdf 

Appendix: 

Descriptors for level 4 - 8 qualifications (FHEQ) 

Descriptor for a higher education qualification at level 4: 

Certificate of Higher Education 

The descriptor provided for this level of the FHEQ is for any 

Certificate of Higher Education which should meet the 

descriptor in full. This qualification descriptor can also be 

used as a reference point for other level 4 qualifications. 

Certificates of Higher Education are awarded to students 

who have demonstrated: 

• knowledge of the underlying concepts and principles 

associated with their area(s) of study, and an ability to 

evaluate and interpret these within the context of that 

area of study 

• an ability to present, evaluate and interpret qualitative and 

quantitative data, in order to develop lines of argument 

and make sound judgements in accordance with basic 

theories and concepts of their subject(s) of study. 

Typically, holders of the qualification will be able to: 

• evaluate the appropriateness of different approaches to 

solving problems related to their area(s) of study 

and/or work 

• communicate the results of their study/work accurately 

and reliably, and with structured and coherent arguments 

• undertake further training and develop new skills within a 

structured and managed environment. 

And holders will have: 

• the qualities and transferable skills necessary for 

employment requiring the exercise of some personal 

responsibility. 


Foundation Degree 


Foundation Degree which should meet the descriptor in full. 

This qualification descriptor can also be used as a reference 

point for other level 5 qualifications, including Diplomas of 

Higher Education, Higher National Diplomas, etc. 

Foundation Degrees are awarded to students who have 

demonstrated: 

knowledge and critical understanding of the well-established 

principles of their area(s) of study, and of the way in which 

those principles have developed 

• ability to apply underlying concepts and principles 

outside the context in which they were first studied, 

including, where appropriate, the application of those 

principles in an employment context 

• knowledge of the main methods of enquiry in the 

subject(s) relevant to the named award, and ability to 

evaluate critically the appropriateness of different 

approaches to solving problems in the field of study 

• an understanding of the limits of their knowledge, and 

how this influences analyses and interpretations based 

on that knowledge. 


• use a range of established techniques to initiate and 

undertake critical analysis of information, and to propose 

solutions to problems arising from that analysis 

• effectively communicate information, arguments and 

analysis in a variety of forms to specialist and nonspecialist 

audiences, and deploy key techniques of the 

discipline effectively 

• undertake further training, develop existing skills and 

acquire new competences that will enable them to 

assume significant responsibility within organisations. 



employment requiring the exercise of personal 

responsibility and decision-making. 


Bachelor's degree with honours 


bachelor's degree with honours which should meet the 

descriptor in full. This qualification descriptor can also be 

used as a reference point for other level 6 qualifications, 

including bachelor's degrees, graduate diplomas etc. 

Bachelor's degrees with honours are awarded to students 

who have demonstrated: 

• a systematic understanding of key aspects of their field 

of study, including acquisition of coherent and detailed 

knowledge, at least some of which is at, or informed by, 

the forefront of defined aspects of a discipline 

• an ability to deploy accurately established techniques of 

analysis and enquiry within a discipline 

• conceptual understanding that enables the student: 

- to devise and sustain arguments, and/or to solve 

problems, using ideas and techniques, some of which are 

at the forefront of a discipline 

- to describe and comment upon particular aspects of 

current research, or equivalent advanced scholarship, in 

the discipline 

- an appreciation of the uncertainty, ambiguity and limits 

of knowledge 

- the ability to manage their own learning, and to make 

use of scholarly reviews and primary sources (for 

example, refereed research articles and/or original 

materials appropriate to the discipline). 


• apply the methods and techniques that they have 

learned to review, consolidate, extend and apply their 

knowledge and understanding, and to initiate and carry 

out projects 

23

• critically evaluate arguments, assumptions, abstract 

concepts and data (that may be incomplete), to make 

judgements, and to frame appropriate questions to 

achieve a solution - or identify a range of solutions - to a 

problem 

• communicate information, ideas, problems and solutions 

to both specialist and non-specialist audiences. 



employment requiring: 

- the exercise of initiative and personal responsibility 

- decision-making in complex and unpredictable contexts 

- the learning ability needed to undertake appropriate 

further training of a professional or equivalent nature. 


Master's degree 

The descriptor provided for this level of the framework is for 

any master's degree which should meet the descriptor in 

full. This qualification descriptor can also be used as a 

reference point for other level 7 qualifications, including 

postgraduate certificates and postgraduate diplomas. 

Master's degrees are awarded to students who have 

demonstrated: 

• a systematic understanding of knowledge, and a critical 

awareness of current problems and/or new insights, much 

of which is at, or informed by, the forefront of their 

academic discipline, field of study or area of professional 

practice 

• a comprehensive understanding of techniques applicable 

to their own research or advanced scholarship 

• originality in the application of knowledge, together with 

a practical understanding of how established techniques 

of research 

• and enquiry are used to create and interpret knowledge 

in the discipline 

• conceptual understanding that enables the student: 

- to evaluate critically current research and advanced 

scholarship in the discipline 

- to evaluate methodologies and develop critiques of them 

and, where appropriate, to propose new hypotheses. 


• deal with complex issues both systematically and 

creatively, make sound judgements in the absence of 

complete data, and communicate their conclusions 

clearly to specialist and non-specialist audiences 

• demonstrate self-direction and originality in tackling and 

solving problems, and act autonomously in planning and 

implementing tasks at a professional or equivalent level 

• continue to advance their knowledge and understanding 

and to develop new skills to a high level. 



employment requiring: 

• the exercise of initiative and personal responsibility 

• decision-making in complex and unpredictable situations 

• the independent learning ability required for continuing 

professional development. 


Doctoral degree 


doctoral degree which should meet the descriptor in full. 

This qualification descriptor can also be used as a reference 

point for other level 8 qualifications. 

Doctoral degrees are awarded to students who have 

demonstrated: 

• the creation and interpretation of new knowledge, 

through original research or other advanced scholarship, 

of a quality to satisfy peer review, extend the forefront 

of the discipline, and merit publication 

• a systematic acquisition and understanding of a 

substantial body of knowledge which is at the forefront 

of an academic discipline or area of professional practice 

• the general ability to conceptualise, design and 

implement a project for the generation of new 

knowledge, applications or understanding at the forefront 

of the discipline, and to adjust the project design in the 

light of unforeseen problems 

• a detailed understanding of applicable techniques for 

research and advanced academic enquiry. 


• make informed judgements on complex issues in 

specialist fields, often in the absence of complete data, 

and be able to communicate their ideas and conclusions 

clearly and effectively to specialist and non-specialist 

audiences 

• continue to undertake pure and/or applied research and 

development at an advanced level, contributing 

substantially to the development of new techniques, 

ideas or approaches. 



employment requiring the exercise of personal 

responsibility and largely autonomous initiative in 

complex and unpredictable situations, in professional or 

equivalent environments. 

Doctoral degrees are awarded for the creation and 

interpretation, construction and/ or exposition of 

knowledge which extends the forefront of a discipline, 

usually through original research. 

Holders of doctoral degrees will be able to conceptualise, 

design and implement projects for the generation of 

significant new knowledge and/or understanding. Holders of 

doctoral degrees will have the qualities needed for 

employment that require both the ability to make informed 

judgements on complex issues in specialist fields and an 

innovative approach to tackling and solving problems. 

Doctoral programmes that may include a research 

component but which have a substantial taught element 

(for example, professional doctorates), lead usually to 

awards which include the name of the discipline in their 

title (for example, EdD for Doctor of Education or DClinPsy 

for Doctor of Clinical Psychology). Professional doctorates 

aim to develop an individual's professional practice and to 

support them in producing a contribution to (professional) 

knowledge. 

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Preparing to Teach in HE - University of Worcester

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