pgcap - handbook for programme participants 2019-20...pgcap - handbook for programme participants...

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PGCAP - Handbook for Programme Participants 2019-20

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STUDENT HANDBOOK

Welcome

POSTGRADUATE CERTIFICATE ACADEMIC PRACTICE

2019-20

On request, information in this Handbook can be made available in an alternative format. Please

contact the administration team by emailing [email protected]

On behalf of everyone here, a very warm welcome to Academic Development in the Academy. This Handbook has been written to provide all the information you need to help you understand how Academic Development is organised, where you can obtain further information and assistance, what you can expect from the Academic Development team, and what we expect from you. You should read it thoroughly during the early weeks of your programme, and keep it handy for reference during your time as a participant. With every good wish for happy and successful studies. Dr Sue Bolt (PFHEA) Head of Academic Development Director of Studies, PGCAP

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Table of Contents Welcome ..................................................................................................................... 2

Information about Academic Development ................................................................. 4

Professional Recognition and Qualifications for Teaching in HE ................................ 5

The UK Professional Skills Framework ................................................................... 6

Descriptor 2 of the UKPSF ...................................................................................... 7

Level 7 Academic Professional Apprenticeship Standard ....................................... 7

Figure 1. The University of Liverpool Framework for Academic Development Taught Programmes to Enhance Learning and Teaching in Higher Education ...................... 8

PGCAP Programme Information ................................................................................. 9

The Aims of the PGCAP Programme ...................................................................... 9

The Intended Learning Outcomes of the PGCAP ................................................... 9

The Programme Structure ..................................................................................... 10

ADEV700/ADEV710 Developing Academic Practice ......................................... 10

ADEV701 Individual Investigation to Inform Innovation and Excellence ............ 10

Module Information: ADEV700/710 Developing Academic Practice ......................... 11

Module Information: ADEV701 Individual Investigation ............................................ 15

Assessment and Grading Criteria ............................................................................. 18

Table 1. Summary of PGCAP Assessment Items ..................................................... 18

Table 2: Broad criteria for Level 7 programme assessments .................................... 19

Table 3: Key Dates for Cohort 1 2019-2021 ............................................................. 20

Table 4: Key Dates for Cohort 2 2019-2021 ............................................................. 21

Sources of support for programme participants ........................................................ 21

Procedures for handling absences and extenuating circumstances claims .............. 22

Recognition of Prior Learning ................................................................................... 22

Quality Assurance Processes ................................................................................... 23

Recognition for Fellowship of the Higher Education Academy .................................. 23

Appendix 1: Fees, Registration and Bookings .......................................................... 24

Appendix 2: Task 1 - Reflection on Online Discussions Marking Guides .................. 25

Appendix 3: Task 2 - Case Study Marking Guides ................................................... 27

Appendix 4: Task 3 - Written Submission Marking Guides ....................................... 29

Appendix 5: Task 4 - Oral Dialogue Marking Guides ................................................ 31

Appendix 6: Vlog Marking Guides ............................................................................. 33

Appendix 7: Written Paper Marking Guides .............................................................. 35

Appendix 8: UKPSF Mapping and Reflection Template ........................................... 38

Appendix 9: Peer Observation of Teaching Report Template ................................... 40

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Information about Academic Development

Since 1 August 2017 Academic Development has been situated within the Leadership, Organisational, Staff and Academic Development Academy (the Academy) within HR. Academic Development hosts accredited and non-accredited programmes to support the development of learning and teaching at the University of Liverpool. Please see Table 1 for an overview of taught programmes designed for the University of Liverpool’s teaching staff. Key Contacts for the Postgraduate Certificate Academic Practice (PGCAP) Programme: Dr Sue Bolt PFHEA Director of Studies [email protected] Dr Eli Saetnan FHEA [email protected] Judith Schoch SFHEA [email protected] Dr Shelly M. Kemp SFHEA [email protected] Programme Administrator [email protected] Dr Nigel Russell PFHEA External Examiner If you have any questions about the programme, please firstly view the programme handbook as we have

aimed to address all programme details here. If you have any further questions about particular modules,

please post in the Discussion Forum for the relevant module. This way, questions can be answered by

staff directly and this ensures equality of opportunity for all students enrolled to access any further

clarification or help. If you have any personal concerns specific to you, then please do email the relevant

staff member directly.

For all administrative queries including registration, bookings and access to VITAL please contact the

Programme Administrator via email ([email protected]) or phone 0151 794 2490.

Please log on to VITAL (https://vital.liv.ac.uk ) if you have already registered for the programme.

After the Boards of Examiners meetings in May and October the Administrator will enter the names of

graduates on the Advance HE database and the Advance HE will email participants explaining how to

access their Fellowship of the Higher Education Academy (FHEA) certificates.

mailto:[email protected]






https://vital.liv.ac.uk/

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Professional Recognition and Qualifications for Teaching in HE The Postgraduate Certificate Academic Practice (PGCAP) is a Level 7 qualification offered by the

Academy and can be taken as an exit award, or part of the University’s PG Dip/MA in Learning and

Teaching in Higher Education . The University of Liverpool expects all staff with substantive teaching

roles to achieve professional recognition at the category of Fellow of the Higher Education Academy

(FHEA). Participants must successfully demonstrate all aspects of Descriptor 2 (D2) of the UK

Professional Standards Framework (UKPSF) to be awarded the PGCAP and the FHEA. If participants do

not demonstrate D2 of the UKPSF they will not be awarded a PGCAP or a FHEA.

The PGCAP is accredited at the category of FHEA through Advance HE. Advance HE is dedicated to

helping higher education shape its future by providing insight, creating support, hosting networks and

accrediting achievement so those who teach and support learning in higher education can be recognised.

The UKPSF is a nationally-recognised framework for teaching and learning support in higher education.

We believe that the UKPSF is essential to driving improvement in, and raising the profile of, learning and

teaching in HE. A comprehensive set of professional standards and guidelines for everyone involved in

teaching and supporting learning in HE, it can be applied to personal development programmes at

individual or institutional level to improve teaching quality.

The UKPSF for teaching and supporting learning in higher education (2011) states the following aims:

The UKPSF:

1. Supports the initial and continuing professional development of staff engaged in teaching and

supporting learning.

2. Fosters dynamic approaches to teaching and learning through creativity, innovation and

continuous development in diverse academic and/or professional settings.

3. Demonstrates to students and other stakeholders the professionalism that staff and

institutions bring to teaching and support for student learning.

4. Acknowledges the variety and quality of teaching, learning and assessment practices that

support and underpin student learning.

5. Facilitates individuals and institutions in gaining formal recognition for quality enhanced

approaches to teaching and supporting learning, often as part of wider responsibility that may

include research and/or management activities.

The UKPSF identifies the diverse range of teaching and support roles and environments. These are

reflected and are expressed in the Dimensions of Professional Practice (see overleaf). The UKPSF

outlines the Dimensions of Professional Practice within HE teaching and learning support as:

1. Areas of activity undertaken by teachers and support staff.

2. Core knowledge needed to carry out those activities at the appropriate level.

3. Professional values that individuals performing these activities should exemplify.

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The UK Professional Skills Framework

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Descriptor 2 of the UKPSF

The PGCAP learning outcomes, activities and assessments have been designed to enable participants to

demonstrate a broad understanding of effective approaches to teaching and learning support as key

contributions to high quality student learning at D2 of the UKPSF by providing evidence of:

1. Successful engagement across all five Areas of Activity.

2. Appropriate knowledge and understanding across all aspects of the Core Knowledge.

3. A commitment to the Professional Values.

4. Successful engagement in appropriate teaching practices related to Areas of Activity.

5. Successful incorporation of subject and pedagogic research and/or scholarship within the

above activities, as part of an integrated approach to academic practice.

6. Successful engagement in continuing professional development in relation to teaching,

learning and assessment and, where appropriate, related professional practices.

Please see Appendix 8 for a sample of the UKPSF Mapping and Reflection Template you will be required to use to reflect on your practice and show where you demonstrated evidence of the Dimensions of the UKPSF throughout your studies in the PGCAP. The final assessment at the end of the programme (ADEV701) requires you to map and reflect on your demonstration of the UKPSF to provide overall evidence of your achievement.

Level 7 Academic Professional Apprenticeship Standard

The Academic Professional Apprenticeship (APA) Standard is aligned to the UKPSF and to Vitae’s Researcher Development Framework (RDF) and sets out core and specialist knowledge, skills and values that enable early career academics to demonstrate professional competence.

The PGCAP is aligned to the Level 7 APA Standard core and teaching specialist knowledge, skills and values in relation to learning and teaching in higher education.

Although the University of Liverpool does not currently offer this pathway we believe that alignment with the Standard is of value and will contribute to enabling PGCAP participants with three years or less prior teaching experience in higher education to develop their teaching and demonstrate their competence as professional academics.

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Figure 1. The University of Liverpool Framework for Academic Development Taught Programmes to Enhance Learning and Teaching in Higher Education

Foundations of Learning and Teaching in Higher Education

(FLTHE)

Postgraduate Certificate Academic Practice

(PGCAP)

Non-credit bearing blended workshops, online resources, support and workplace

learning

2 compulsory modules

60 credits at level 7

Associate Fellow of the HEA

Fellow of the HEA

Please note:

Programmes are discreet and do not imply exemptions from subsequent programmes.

The FLTHE and PGCAP were new programmes offered in 2018-19. The FLTHE replaces the

previous Teaching for Researchers and GTA programmes; the PGCAP replaces the previous

PGCertLTHE programme. The CPS programme has been phased out.

The PGDipLTHE and MALTHE will be revised and no registrations will be taken this year.

ADEV700 Autumn cohort or

ADEV710 Spring cohort

Developing Academic Practice

(40 credits)

ADEV701 Individual Investigation

(20 credits)

Introduction to Supporting Student Learning

Developing Reflective Practice

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PGCAP Programme Information

The Aims of the PGCAP Programme The overall aim of the PGCAP is to support and enhance the development of a rich, diverse learning and

teaching culture at the University of Liverpool by:

1. Encouraging the development of high quality academic practice that enables staff to gain a teaching

qualification and professional recognition.

2. Supporting staff to develop the knowledge, skills, expertise and values necessary to sustain effective

academic practice and support student learning in line with the University of Liverpool’s Strategic

Educational objectives.

The educational aims of the PGCAP are to:

1. Enable participants to demonstrate effective academic practice at D2 of the UKPSF and in line with

the Level 7 APA Standard.

2. Fulfil the University of Liverpool’s requirements in relation to probation and teaching qualifications

and professional recognition.

3. Engage participants in high quality professional development in support of excellence in learning and

teaching.

4. Develop reflexive learning that supports the continuous enhancement of participants’ academic

practice.

The Intended Learning Outcomes of the PGCAP

1. Critically evaluate relevant HE theoretical, institutional and external frameworks to integrate

appropriate knowledge, skills and values in academic practice.

2. Apply appropriate knowledge, skills and values to show respect for individual learners and diverse

learning communities within the context of global Higher Education.

3. Use appropriate methods, evidence-based knowledge and scholarship to critically reflect upon,

evaluate, enhance and assure professional practice in relation to learning, teaching and assessment

strategies in Higher Education.

4. Design effective curricula that support high quality learning, enabling students to demonstrate

University of Liverpool graduate attributes.

5. Critically reflect on current practice to identify and investigate opportunities to enhance innovation

and excellence in learning and teaching in higher education.

6. Effectively communicate relevant information with appropriate audiences using diverse and suitable

media.

7. Critically reflect on how learning and development during the programme has enabled fulfilment of D2

of the UKPSF.

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The Programme Structure The PGCAP is comprised of the two compulsory modules, shown in Figure 1, which must be completed

in order ADEV700/710 then ADEV7011. ADEV700 or ADEV710 refers to the same module from two

different cohorts. There are two intakes per year; Semester 1 and Semester 2. The first module,

ADEV700/710 is taken over two semesters and ADEV701 is taken over one semester, enabling

participants to complete the PGCAP within 18 months. The programme is facilitated using a blended

learning approach.

ADEV700/ADEV710 Developing Academic Practice ADEV700/ADEV710 is a 40 credit module focused on enabling participants to reflect on, evaluate and

improve their knowledge, skills and values in relation to learning, teaching, assessment and curriculum

design in HE in light of theoretical, institutional and external frameworks and drivers for change. It is

cohort-based and follows a blended pedagogy, comprised of six 1-day workshops, spaced workplace

learning and online resources supporting an interactive community of practice.

ADEV701 Individual Investigation to Inform Innovation and Excellence

ADEV701 is a 20 credit module designed to provide participants with choice to investigate a selected

area of academic practice aligned with the University Education Strategy, in order to explore, enhance

and disseminate innovation and excellence in learning and teaching in higher education. It is cohort-

based and comprised of six half-day workshops which underpin individual investigations, supported by

online resources and an interactive community of practice.

1 Full programme specifications for our programmes may be viewed here A-Z Programme Specifications

https://www.liverpool.ac.uk/aqsd/programme-specifications/

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Module Information: ADEV700/710 Developing Academic Practice Module Coordinator for ADEV700: Judith Schoch (SFHEA) [email protected] Module Coordinator for ADEV710: Dr Shelly Kemp (SFHEA) [email protected] Assessors: Dr Sue Bolt (PFHEA) [email protected] Dr Eli Saetnan (FHEA) [email protected] Programme Administrator: [email protected] Module Aims To support staff to develop the knowledge, skills, expertise and values necessary to sustain effective

academic practice and support student learning in line with the University of Liverpool’s Strategic

Educational objectives.

ADEV700 Learning Outcomes

1. Critically evaluate relevant HE theoretical, institutional and external frameworks to integrate

appropriate knowledge, skills and values in academic practice.

2. Apply appropriate knowledge, skills and values to show respect for individual learners and

diverse learning communities within the context of global Higher Education.


evaluate, enhance and assure professional practice in relation to learning, teaching and

assessment strategies in Higher Education.

4. Design effective curricula that support high quality learning, enabling students to demonstrate

University of Liverpool graduate attributes.

5. Effectively communicate relevant information with appropriate audiences using diverse and

suitable media.

6. Critically reflect on how learning and development during the programme has enabled fulfilment

of D2 of the UKPSF.

Learning Activities

Facilitated developmental workshops (2 half days and 5 full days)

Online fora (e-tivities, resources, discussions)

Communities of Practice (online and face-to-face)

Work-based learning (reflection on practice/peer observation)

Case-based learning (development, dissemination, reflection)

Self-directed learning (reading, viewing, completing assessments)

Key Concepts and links to the UKPSF

1. Introduction to the PGCAP (A 1-5; K 1-6; V1-4)

2. The Higher Education Environment (A4, A5, K1, K2, V 1-4)

3. Teaching and supporting learning (A2, K 1-4, V1, V2)

4. Planning and designing curriculum (A1, K 1-4, V 1-4)

5. Assessing and giving feedback to students (A3, K 1-4, V 1-4)

6. Fostering effective learning environments (A4, K 1-4, V 1-4)

7. Enhancing learning and teaching in HE (A1, A2, A3, A4, A5, K5, K6, V 1-4)






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Introduction to PGCAP Assessment Your successful completion of the assessments and demonstration of D2 of the UKPSF will lead to the

award of PGCAP and recognition as a Fellow of the Higher Education Academy (FHEA). The UKPSF

criteria are embedded in the assessment tasks, and marking guides. You are required to reference the

UKPSF in all your assessments. You may complete the mapping exercise as you move through the

programme to track your progress.

ADEV700/710: Patchwork Assessments: (all dimensions of the UKPSF)

Your assessed work will be based around Patchwork Assessment, which enables you to bring together

evidence from a wide range of different activities undertaken during the module and reflect on your

cumulative learning.

“The essence of a patchwork is that it consists of a variety of small sections, each of which is

complete in itself, and that the overall unity of these component sections, although planned in

advance, is finalized retrospectively, when they are ‘stitched together’.” Winter (2003: 112).

Please refer to the Patchwork Assessment Practice Guide for further information about completing this

task https://www.heacademy.ac.uk/knowledge-hub/patchwork-assessment-practice-guide

Task 1: Reflection on Online Discussions (weighting 20%) (All dimensions of the UKPSF)

Participation in the e-tivities and online discussions around the around the Key Concepts linked to the

UKPSF, in the PGCAP VITAL site is necessary but not assessed.

What is assessed?

Two x 500 word reflective statements referencing the UKPSF, one at the end of Day 3 and the other at

the end of Day 6. Both will be submitted through Turnitin.

In each reflective statement identify at least one aspect of your online learning and engagement with the

relevant topics discussed during the workshops. Explain how and why it was significant for your teaching

development and students’ learning. Reflect on how you might further develop your practice, for

example, your own development in digital learning, or that of colleagues or students or the development

of curriculum resources or scholarship of learning and teaching. You must underpin your reflection with

theory and references to the UKPSF.

Task 2: Case Study (weighting 20%) (All dimensions of the UKPSF)

The aim of this task is to enable you to contribute to a vibrant and authentic community of practice by

creating case studies of your own academic practice in learning and teaching in higher education, and

sharing these with peers using appropriate digital media.

What is assessed?

1. A short digital case study presentation (for example, 2-3 minute video clip, webpage, blog, vlog,

podcast, pen cast, virtual reality simulation or other relevant format). For your presentation you

should identify an exemplary aspect of your practice in relation to one or more of the themes in

this module. Use digital technologies to create a case study that effectively communicates to

peers and showcases an exemplary aspect of your academic practice.

2. A 500 word reflective commentary that articulates your rationale for highlighting this specific

example of your academic practice in your case study and evidence of the impact your academic

https://www.heacademy.ac.uk/knowledge-hub/patchwork-assessment-practice-guide

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practice has had on student learning. Please use and evidence-based approach by integrating

references to relevant theory and data to support your commentary. Your work should be

underpinned by relevant theory and references to the UKPSF.

Task 3: Written Submission (5000 words maximum) (weighting 30%) (All dimensions of the UKPSF)

The aims of this task are to provide you with opportunities to progressively:

1. Reflect on your own pivotal learning moments in light of the UKPSF, policy and theory

2. Collect evidence of your own professional growth and effectiveness; and

3. Synthesise topic ‘patches’ to develop a cohesive written submission which showcases your own

high quality academic practice.

4. Confidently engage in professional dialogue to effectively communicate your integration of

theory, practice and professional growth to enhance student learning.

What is assessed? Eight (8) critically reflective patches, 3 of which are self-selected:

Three (3) patches from Tasks 1a and 1b plus Task 2. These patches will have already been

assessed, and should be included in the 5,000 work assessment. Think about reflecting on

the feedback offered through assessment and how you might have done things differently.

One (1) patch critically reflecting on one of the responses to your developmental peer

observations of teaching.

One (1) patch reflecting on your own continuing professional development (CPD) in both your

subject discipline and teaching and learning.

Three (3) self-selected patches relating to the Key Concepts and links to the UKPSF, ensuring

that all the dimensions have been covered throughout your work.

You also need to:

Conclude with a wraparound reflection synthesising pivotal learning from your patches

Demonstrate D2 of the UKPSF.

Meet the learning outcomes and integrate relevant policy and theory throughout written

submission.

Think about:

1. Relevant theory and practice as outlined in the Introduction to the PGCAP workshop to create a

plan to guide your continuing professional development (CPD) throughout ADEV700/710 to meet

your own and institutional needs.

2. Seeking and responding to formative feedback from PGCAP tutors and colleagues.

3. Noting your own pivotal learning moments in light of the UKPSF, policy and theory, which may be

in response to your engagement with the PGCAP programme, work-based, self-directed, or other

learning.

4. Integrating evidence of your effectiveness as a practitioner, which does not mean that you have to provide evidence of perfection, but showing evidence of improvement as a result of innovation, response to student and/or peer feedback.

Task 4: Dialogue (up to one hour) (weighting 30%) (All dimensions of the UKPSF) Based on your learning in this programme, confidently engage in a professional dialogue with the assessor to articulate your pivotal learning moments in light of the UKPSF, policy and theory and evidence of your effectiveness as a HE academic practitioner.

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How to do it?

1. Use the dialogue guide available on the VITAL site to inform your preparation for the dialogue.

2. Email [email protected] to book an appointment for your dialogue.

Required: Two Developmental Peer Observations of Teaching (all dimensions of the UKPSF) You are required to provide evidence that your teaching has been peer observed on two occasions during your PGCAP registration. Peer Observation of Teaching is part of the University of Liverpool’s quality enhancement processes providing both the Observee and Peer Observer with the opportunity to discuss teaching practice and reflect on teaching methods used. The process is meant to be developmental and collegial. https://www.liverpool.ac.uk/eddev/supporting-teaching/peer-observation-of-teaching/ You can download a copy of the suggested peer observation pro-forma from the peer observation webpage: https://www.liverpool.ac.uk/eddev/supporting-teaching/peer-observation-of-teaching/ Please submit a copy of the Summary Report Form for each observation (not the Peer Observation form) through VITAL (see PGCAP Handbook p. 39). Please note that your own reflections about what you learned and what you will do in response to peer feedback to enhance your academic practice should be included in your Patchwork Written Assessment and discussed in the Patchwork Oral assessment. Authentication of practice is integral to demonstration of D2 of the UKPSF and essential for recognition as a Fellow of the Higher Education Academy. The idea of ‘peer’ observation is that it is undertaken by someone who is acting as an equal, and offering suggestions for further development of your practice rather than judging your teaching competence. Your observations should be undertaken by peers who have undertaken the Peer Observation Training, and at least one of your teaching observations must be assessed by someone who holds a minimum of FHEA. If you have any queries about the peer observation policy and procedures please consult the University of Liverpool website or contact the Director of Studies who will connect you with staff who coordinate peer observation of teaching at the University of Liverpool.


https://www.liverpool.ac.uk/eddev/supporting-teaching/peer-observation-of-teaching/




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Module Information: ADEV701 Individual Investigation Module Coordinator: Dr Eli Saetnan (FHEA) [email protected] Assessors: Dr Susan Bolt (PFHEA) [email protected] Judith Schoch (SFHEA) [email protected] Dr Shelly Kemp (SFHEA) [email protected] Programme Administrator: [email protected] Module Aims To enable participants to investigate a selected area of academic practice aligned with the University Education Strategy, in order to explore, enhance and disseminate innovation and excellence in learning and teaching in higher education. ADEV701 Learning Outcomes


evaluate, enhance and assure professional practice in relation to learning, teaching and

assessment strategies in Higher Education.

2. Critically reflect on current practice to identify and investigate opportunities to enhance innovation and excellence in learning and teaching in higher education.

3. Effectively communicate relevant information with appropriate audiences using diverse and suitable media.

4. Critically reflect on how learning and development during the programme has enabled fulfilment of D2 of the UKPSF.

Learning Activities

Facilitated developmental workshops (6 half days)

Online fora (e-tivities, resources, discussions)

Communities of Practice (online and face-to-face)

Self-directed learning (reading, viewing, completing assessments)

Key Concepts and links to the PSF

1. Introduction to conducting educational research in HE A5, K1-6, V3, V4

2. Action research A5, K1-6, V3, V4

3. Reviewing the literature for HE studies A1-5, K1-6, V1-4

4. Considering ethical issues A5, K5-6, V1, V3, V4

5. Individual enquiry A1-5, K1-6, V1-4

6. Shut up and write A5, K1, V3, V4






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Assessment Tasks

1. Vlog (35%) (all dimensions of the UKPSF)

Context of the task: In ADEV701 you will engage in action research and participate in a community of practice to clarify, share and receive formative feedback regarding your proposed investigation, approach, strategy for dissemination and rationale for making these decisions. The Vlog assessment enables you to share your ideas and progress in the early stages of your investigation. What is assessed? Format: Vlog Duration: 15 minutes Content:

Identification of appropriate focus for and approach to the investigation contextualised within the

HE environment and supported by relevant theory and policy.

Explanation of how you will conduct your investigation.

Discussion of a suitable dissemination strategy.

Justification of your investigative strategy.

How to do it? Create a 15 minute Vlog in which you effectively communicate the following to peers:

a) Reflect on your academic practice in the light of University policy and strategy and the UKPSF to

identify an area of strategic importance to the University which is relevant to you and your role in

learning and teaching in higher education.

b) Plan how you will investigate this aspect of your academic practice to enhance learning teaching

and the student experience: identify an appropriate educational research question and

methodology, address ethical considerations and develop a plan to achieve this.

c) Explain how you will disseminate your findings: identify a relevant journal or other dissemination

strategy, note the submission/dissemination guidelines and plan how you will achieve this.

d) Justify your investigative strategy.

2. Written paper (65%) (all dimensions of the UKPSF)

Context of the task: This task sits within the context of your academic practice at the University of Liverpool and is subject to

the constraints of what can be achieved within a 20 credit Level 7 module. You are expected to draw on

your knowledge and understanding of the scholarship and practice of learning and teaching in higher

education, informed by your successful completion of ADEV700 and follow through with the planned

investigation identified in your Vlog assessment. The written paper enables you to disseminate the

findings of your investigation in a format that meets the assessment requirements and may also enable

you to disseminate your findings more widely.

What is assessed?

a) A written paper (3000 - 5000 words or equivalent)

b) Outline of requirements of the proposed dissemination strategy, your rationale for choosing this

strategy and confirmation you have met the relevant requirements

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How to do it?

a) Complete the investigation you outlined in your Vlog and write a 3000-5000 word paper or

equivalent following the requirements linked to your chosen method of dissemination.

b) Write a 1 page summary of the requirements of the proposed dissemination strategy, explain

your rationale for choosing this strategy and confirm you have met the relevant requirements.

c) If you have selected a method of dissemination that does not provide guidelines about how the

paper or equivalent should be constructed you must use the guidelines for this task located in the

appendices of this Handbook (p. 37) and on VITAL. Write a 1 page summary of the requirements

of the proposed dissemination strategy, explain your rationale for choosing this strategy and

confirm you have met the relevant requirements.

Required: UKPSF Mapping and Reflection (all dimensions of the UKPSF)

The PGCAP assessments enable participants to demonstrate D2 of the UKPSF in different ways. Please

reflect on your learning and practice throughout your engagement with the PGCAP and briefly verify how

you demonstrated D2 of the UKPSF.

As a final reflection of your participation in the PGCAP programme, please use the UKPSF Mapping and

Reflection template to summarise your demonstration of all Dimensions of the UKPSF in the category of

D2 (see Appendices p. 38 in the Handbook and on VITAL).

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Assessment and Grading Criteria Table 1 summarises the assessment titles, types and weightings for each module that were previously

outlined in the Handbook. All assessments will be marked using criterion based statements, except for

those that are not graded. Participants will receive a Fail (below 50%), Pass (50-59%), Merit (60-69%) or

Distinction (70-100%) in accordance with the University Framework for Full-time and Part-time Modular

Postgraduate Programmes, contained in Appendix C of the Code of Practice on Assessment:

http://www.liv.ac.uk/tqsd/code-of-practice-on-assessment/

Module Task Assessment Type Weighting

ADEV700 /710

Reflection on Online Discussions Online engagement and reflection 20%

Case Study Presentation using ICT 20%

Written Submission Written Submission 30%

Oral Dialogue Professional Conversation 30%

Peer Observation of Teaching Academic Professional Practice N/A

ADEV701 Vlog Presentation using ICT 35%

Draft Written Paper Formative N/A

Written Paper Written Submission 65%

UKPSF Mapping and Reflection Reflective Summary N/A

Table 1. Summary of PGCAP Assessment Items

Assignment submission

The due dates for the assessments are outlined on Tables 3 and 4. If you are experiencing any difficulty

meeting the assignment deadlines, please contact the Module Coordinator as soon as possible to

discuss options for flexibility. Any extensions must be formally requested in writing and well in advance of

the due date. An extension request form can be requested from the departmental office or downloaded

from the Assessment page on the Vital site. While we are sympathetic to your needs, if we have not

received a request for extension or had any communication with you by the meeting of the Board of

Examiners, we will have no choice but to report a ‘non-submission’.

Late Work Policy

Assignments submitted late, without an authorised extension request will be subject to a late work

penalty. Details can be found in the Code of Practice on Assessment.

https://www.liverpool.ac.uk/student-administration/exams/policies-procedures/code-of-practice-

assessment/

Word Limit

The word limit or range is clearly stated on each assignment brief. The assessors will accept an assignment

that is within a tolerance of ± 10% of the stated maximum word limit. Assignments exceeding the limits will

not normally be accepted and participants will be asked to re-draft the assignment to meet the

requirements. This may cause a delay in the marking and feedback process, which in turn may impact on

subsequent assignments. Assignments failing to stay within the limits of the word count will be penalised

through the marking criterion relating to effective communication and relative to the remit of the task and

assignment brief.

Feedback

Formative and summative feedback will be provided to participants in line with University of Liverpool’s

Code of Practice on Assessment Appendix N Policy on Feedback on Assessment

https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-

assessment/appendix_N_cop_assess.pdf

http://www.liv.ac.uk/tqsd/code-of-practice-on-assessment/

https://www.liverpool.ac.uk/student-administration/exams/policies-procedures/code-of-practice-assessment/

https://www.liverpool.ac.uk/student-administration/exams/policies-procedures/code-of-practice-assessment/

https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_N_cop_assess.pdf

https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_N_cop_assess.pdf

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Grading criteria: The evidence for outcomes is judged as follows:

Evidence exceeds requirements [75%]

Evidence clearly demonstrates that outcome has been met: [65%]

Evidence demonstrates that outcome has been met: [55%]

Outcome has not been met: Resubmit

The broad criteria for programme assessments (which are common with the Masters/PGDip) are as follows, though the precise interpretation will vary for each task:

75

Successfully met the requirements of D2 of the UKPSF

Entirely relevant to the specified task(s), and comprehensive in scope and coverage.

Context of practice clearly presented and integrates wider perspectives and issues.

Shows a well-developed and theoretically informed capacity for critical analysis of own and/or institutional practice.

Thorough and judicious use of relevant literature from a range of sources that is linked to practice.

Suggests carefully-judged improvements and innovations to practice that are grounded in own experience and the literature.

Details are integrated into a fully coherent argument; both specific claims and more general conclusions are clear and well-supported throughout.

65


Largely relevant to the specified task(s), appropriately addressing a significant majority of the required issues.

Context of practice clearly presented with coverage of wider perspectives and issues.

Critical analysis of own and/or institutional practice showing awareness of alternative approaches.

Links own practice appropriately to a range of relevant literature

Suggests realistic improvements to practice that are grounded in own experience and the literature.

Details are integrated into an extended argument; both specific claims and more general conclusions are generally well-supported.

55


Specified task(s) addressed competently, although some superfluous content may be present.

Context of practice described with some location of practice within wider contexts.

Some evidence of critical analysis of own and/or institutional practice.

Reference to the literature appropriate but may be limited.

Useful improvements to practice are logically presented.

Links elements of the argument together; both specific claims and more general conclusions are supported.

Resubm

it

Requirements of D2 of the UKPSF were not met

Little or no attempt to address both the specified task and any associated requirements, with much irrelevant content.

Context of practice described with limited or no reference to wider contexts.

Some evidence of ability to identify strengths and weaknesses in practice, but limited in scope.

Reference to the literature limited, absent or inappropriate.

Improvements to practice insufficiently argued or inappropriate.

Little or no attempt to link different elements of the argument together, or to support specific claims and more general conclusions.

Table 2: Broad criteria for Level 7 programme assessments

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Key Dates: (Autumn Cohort – Tuesday workshops) Please note the following key dates for Programme Commencing Semester 1 2019-20.

ADEV700 Workshops 9:30-16:30 Dates

Registration closes for the Autumn Cohort 1 September 2019

Ensure you have entered your details in Liverpool Life 27 September 2019

Topic 1a: About the PGCAP Topic 1b: The Higher Education Environment

26 November 2019

Topic 2: Teaching and supporting learning 21 January 2020

Topic 3: Planning and designing curriculum 25 February 2020

Topic 4: Assessing and giving feedback to students 17 March 2020

Topic 5: Fostering effective learning environments 19 May 2020

Topic 6: Enhancing learning and teaching in HE 16 June 2020

ADEV700 Assessments Dates

Task 1a: Reflection on Online Discussions Modules 1-3 1 April 2020

Task 2: Case Study (Group A) 15 April 2020

Task 1b:Reflection on Online Discussions Modules 4-6 1 July 2020

Task 2: Case Study (Group B) 15 July 2020

Task 3: Written Submission 30 July 2020

Task 4: Oral Dialogue (By appointment) July – August 2020

Peer Observation of Teaching (2 reports across the whole programme) Individual choice

Board of Examiners Mid October 2020

ADEV701 Dates

Access to VITAL 2-13 September 2020

Topic 1: Introduction (half-day workshop/Action learning set) 22 September 2020

Topic 2: Conducting and disseminating educational research (as above) 13 October 2020

Topic 3a: Individual Enquiry (half-day workshop/Action learning set) Topic 3b: Individual Enquiry (half-day workshop/Action learning set)

3 November 2020

24 November 2020

ADEV701 Support and Enrichment Activities

Pedagogical Research Conference (Full day – attendance optional) January 2021

Shut up and Write (2 hours) (option to join a group) 26 January 2021

Shut up and Write (2 hours) (option to join a group) 9 February 2021

Shut up and Write (2 hours) (option to join a group) 2 March 2021

Shut up and Write (2 hours) (option to join a group) 16 March 2021

Assessments Dates

Vlog 27 October 2020

Draft Written Paper 16 February 2021

UKPSF Mapping and Reflection 9 March 2021

Written Paper 30 March 2021


Board of Examiners Mid May 2021

Table 3: Key Dates for Cohort 1 2019-2021

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Key Dates: (Spring Cohort – Wednesday workshops) Please note the following key dates for Programme Commencing Semester 2 2019-20

ADEV710 Workshops 9:30-16:30 Dates

Registration closes for Spring Cohort 3 February 2020

Ensure you have entered your details in Liverpool Life 2 March 2020

Topic 1a: About the PGCAP Topic 1b: The Higher Education Environment

22 April 2020

Topic 2: Teaching and supporting learning 20 May 2020

Topic 3: Planning and designing curriculum 17 June 2020

Topic 4: Assessing and giving feedback to students 8 July 2020

Topic 5: Fostering effective learning environments 7 October 2020

Topic 6: Enhancing learning and teaching in HE 11 November 2020

ADEV700 Assessments Dates

Task 1a: Reflection on Online Discussions Modules 1-3 8 July 2020

Task 2: Case Study (Group A) 22 July 2020

Task 1b:Reflection on Online Discussions Modules 4-6 2 December 2020

Task 2: Case Study (Group B) 9 December 2020

Task 3: Written Submission 13 January 2020

Task 4: Oral Dialogue (By appointment) Dec 2020 – Jan 2021


Board of Examiners Mid May 2021

ADEV701 Dates

Access to VITAL 6-17 January 2021

Topic 1: Introduction (half-day workshop/Action learning set) 27 January 2021

Topic 2: Conducting and disseminating educational research (as above) 17 February 2021

Topic 3a: Individual Enquiry (half-day workshop/Action learning set) Topic 3b: Individual Enquiry (half-day workshop/Action learning set)

10 March 2021

28 April 2021

ADEV701 Support and Enrichment Activities

Learning and Teaching Conference (Full day – attendance optional) July 2021

Shut up and Write (2 hours) (option to join a group) 7 July 2021

Shut up and Write (2 hours) (option to join a group) 21 July 2021

Shut up and Write (2 hours) (option to join a group) 11 August 2021

Shut up and Write (2 hours) (option to join a group) 18 August 2021

Assessments Dates

Vlog 24 February 2021

Draft Written Paper 28 July 2021

UKPSF Mapping and Reflection 25 August 2021

Written Paper 1nSeptember 2021


Board of Examiners Mid October 2021

Table 4: Key Dates for Cohort 2 2019-2021

Sources of support for programme participants The programme staff are committed to offering you a personal supportive relationship in addition to the academic support you can expect. The Module Coordinators are the named Academic Advisors for each module and you may contact them via email to make appointments to discuss any issues in relation to your PGCAP experience. Additionally, other module staff are able to answer your queries about the PGCAP and support you in your learning. You may also contact the Director of Studies via email if you wish to make an appointment to discuss your progress, experience in the PGCAP or to discuss your need for reasonable adjustments to be made to the programme. The scheduled developmental

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workshops provide ideal opportunities for participants to discuss any issues regarding participation in the PGCAP. You are advised to identify a mentor in your department. Your mentor would undertake one of your observations of practice and provide support throughout the programme. You should choose someone who either completed one of our accredited taught programmes or who has gained Fellowship through the ULTRA scheme. Each cohort will choose at least one representative to be their voice on the Academy Curriculum Board and Board of Examiners. The cohort representatives will collate responses from the group, and make those views known to the relevant Board. They will also be responsible for feeding back the responses to the cohort. Formative feedback on assignments is a strong feature of the programme and you are encouraged to make the most of the formative opportunities available in each module. Module tutors will be happy to receive drafts at the formative stage, regardless of how developed they are by that stage. You will be informed of the process for submitting draft assignments by each Module Coordinator. Where feasible, this will be done using electronic submission and feedback via Turnitin. You will be permitted to check the originality report for formative submissions and are encouraged to discuss these with the module tutors if you have any questions. In line with current principles of best practice, we invest considerable time to providing formative feedback; at a time when you will be able to benefit and enhance your work prior to grading. Feedback at the summative submission is then likely to be brief; acknowledging aspects of feedback you have used effectively, and highlighting any areas requiring further development for future assignments.

Procedures for handling absences and extenuating circumstances claims Participants are expected to attend all scheduled workshops and participate in all online activities. Attendance will be monitored and recorded. If you are unable to attend or participate for any reason please contact the Module Coordinator to agree on a plan to address any issues arising. Extenuating circumstances (formerly known within the University of Liverpool as ‘mitigating circumstances’) are circumstances beyond a student’s control which have affected their performance in assessments (whether an examination, essay, practical or other form of assessment). If you miss an examination or an assessment deadline for reasons beyond your control and/or believe that extenuating circumstances may have affected your performance in assessments and examinations, you will need to formally submit an Application for Consideration of Extenuating circumstances form. The form is available online here. Completed forms should be submitted to the Academic Development office in accordance with the procedures set out in the University’s Extenuating Circumstances Policy available here: Code of Practice Appendix M - Policy on Extenuating circumstances in Relation to Performance in Assessments and Examinations Extenuating Circumstances Policy Guidelines for Students and Staff

Recognition of Prior Learning

The PGCAP operates in accordance with the University of Liverpool Code of Practice on Assessment Appendix R Policy on Recognition of Prior Learning (RPL) Policy 2019-20. In section 1.3 of the policy it states, ‘Prior learning that is at a lower level than the programme being undertaken … is not considered under the terms of this policy.’ In section 1.4 of the policy it states that RPL can be used for exemption of credit within minimum and maximum allowances in postgraduate taught programmes but it cannot be used for exemptions from part of a module or from individual assessment components within a module. To apply for RPL participants must follow the procedures outlined in the Code of Practice on Assessment Appendix R Policy on Recognition of Prior Learning (RPL) Policy 2019-20 and submit their applications at least two months prior to the start of the programme. The named adviser for RPL for the programme is Judith Schoch (please contact by email [email protected] ) and the named RPL assessor for the programme is Dr Shelly M. Kemp. Please submit your completed applications for RPL to [email protected] for processing.

https://www.liverpool.ac.uk/aqsd/academic-codes-of-practice/code-of-practice-on-assessment/

http://www.liv.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_M_cop_assess.pdf

http://www.liv.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_M_cop_assess.pdf

http://www.liv.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_M_Annex1_cop_assess.pdf



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Please note that you are not required to make a formal claim for RPL in relation to previously completed peer observations of teaching. However, you are permitted to include, as part of the PGCAP, one peer observation to authenticate practice which was completed within the previous two years in accordance with University policy. Please be aware that two peer observations should be included as part of the learning and practice in relation to the PGCAP.

Quality Assurance Processes All Academic Development taught programmes are subject to University of Liverpool quality assurance processes. Credit bearing programmes are subject to the Academy Curriculum Board, the Faculty of Humanities and Social Sciences (HSS) School Scrutiny Panel (SSP) and the University Approval Panel (UAP). Participant Representation and Voice: Providing opportunities for participants to express their voices in relation to their PGCAP studies in important to us. In addition to informal conversations that participants may have with the programme team, representatives are invited to participate in the Academy Curriculum Board which is chaired by Dr Sue Bolt (PFHEA). If you are interested in representing the PGCAP cohort at the this Board please contact the Secretary to the Board by emailing [email protected] Further to this, participants have the opportunity to speak to the External Examiner Dr Nigel Russell (PFHEA) prior to the Boards of Examiners meetings which occur in May and October of each year. The Chair of the Board of Examiners is Dr Sue Bolt (PFHEA). If you would like to speak to the External Examiner prior to the Boards of Examiners meetings please contact the Secretary to the Board by emailing [email protected] The role of the External Examiner: The University of Liverpool’s policy regarding external examination is found in the Code of Practice on Assessment Appendix H External Examiner System for Taught Provision 2019-20. Furthermore, the UK Quality Code for Higher Education sets out expectations of HE providers to ensure appropriate and effective teaching, support, assessment and learning resources are provided for students, that the learning opportunities are monitored and improved. The Quality Code sets out expectations to ensure external examining is transparent, rigorous and consistent. The role of the External Examiner is to maintain academic standards, check processes, champion national standards and act as a critical friend.

Recognition for Fellowship of the Higher Education Academy All programmes accredited to award Fellowships of the HEA in the categories of Associate Fellow, Fellow, Senior Fellow and Principal Fellow are subject to HEA quality assurance processes. The PGCAP learning outcomes, activities and assessments are designed to enable participants to demonstrate all the criteria for the category of D2 of the UKPSF. Successful completion of the assessments provides evidence of demonstration of these criteria. A minimum of two people (FHEA and above) must mark and moderate the assessments and make judgements in relation to the UKPSF. The assessors (FHEA and above) for ADEV700 /710 are noted on page 10 and ADEV701 are noted on page 14 of this handbook. The assessors and the Module Coordinator (PFHEA) may share the tasks of marking and moderation in accordance with The Code of Practice for Assessment (https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/code_of_practice_on_assessment.pdf ) Results of student achievement in the PGCAP are presented to the Boards of Examiners (FHEA and above) for ratification in consultation with the External Examiner (PFHEA). The secretary of the Board of Examiners makes a formal record of the Board’s proceedings and decisions and corresponds with the University and the HEA to confirm achievement of the award of PGCAP and recognition of Fellowship of the HEA. The HEA will then contact participants about their certificates. If participants fail one or more of the PGCAP modules on the first attempt they are permitted to present themselves for reassessment in the failed components for each failed module on one further occasion in their registration period. It is not possible to pass the PGCAP or the FHEA separately; they are linked. Reassessment should take place at the next Board of Examiners within 12 months of the failed



https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/code_of_practice_on_assessment.pdf

https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/code_of_practice_on_assessment.pdf

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assessment. The mark achieved in the re-assessment supersedes the previous mark and is capped at 50% (COPA, Appendix C, University framework for Postgraduate Modular Provision 201-18, 9.1 https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_C_2015-16_cop_assess.pdf ).

Appendix 1: Fees, Registration and Bookings

Fees and fee remission Fees are not applicable as the PGCAP is free to University of Liverpool staff who are have substantive teaching responsibilities; a minimum number of teaching related hours (i.e. not just delivery) will be required for participation (circa 120 hours). If you have any doubt whether you would be eligible for fees remission, please contact [email protected] who will seek clarification of your individual circumstances from Student Administration & Support.

Participants are expected to be currently employed in a substantive teaching capacity in an HEI or

overseas equivalent. Responsibilities should include a range of learning and teaching activities including

assessment that enable participants to demonstrate all dimensions of the UKPSF at D2 level. Please

note, although external applicants may apply to participate fees will be charged by the University of

Liverpool at the normal part-time Home/EU and for overseas. Our accreditation by the HEA is only for the

development of staff employed by the University of Liverpool, those working for collaborative partner

institutions, or any individuals teaching and/or supporting learning on degrees validated by University of

Liverpool. Therefore Fellowship of the HEA can only be confirmed for those groups upon completion of

the programme. External participants will have to pay an additional fee directly to Advance HE.

Registration and booking To register for the PGCAP please complete the online form available on the webpage https://www.liverpool.ac.uk/eddev/supporting-teaching/pgcap. For further clarification please contact the Programme Administrator by email [email protected] Once your registration has been accepted you will be contacted and automatically be booked onto and expected to attend each of the workshops for ADEV700/ADEV710 and ADEV701. If you are unable to attend please contact the module coordinator to make alternative arrangements.

https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_C_2015-16_cop_assess.pdf

https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_C_2015-16_cop_assess.pdf


https://www.liverpool.ac.uk/eddev/supporting-teaching/pgcap


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Appendix 2: Task 1 - Reflection on Online Discussions Marking Guides

Learning Outcomes Re-submit Pass (55) Merit (65) Distinction (75)

Critically evaluate relevant HE theoretical, institutional and external frameworks to integrate appropriate knowledge, skills and values in academic practice. (A1-5, K1-6, V4)

References to the literature, policy and the UKPSF are limited absent or inappropriate.

Underpins critical reflection with some references to appropriate literature, University policy, and the UKPSF. Refers to relevant knowledge, skills and values.

Links critical reflection on knowledge, skills and values related to own academic practice appropriately to a range of relevant literature, University policy, and the UKPSF.

Integrates critical reflection on knowledge, skills and values related to own academic practice with thorough and judicious use of an extensive range of relevant literature, University policy, and the UKPSF.

Apply appropriate knowledge, skills and values to show respect for individual learners and diverse learning communities within the context of global HE. (A1-5, K1-4, V1, 2, 4)

In relation to the selected topic, respect for individual learners and diverse learning communities is described, or not, with limited or no reference to wider contexts.

In relation to the selected topic, respect for individual learners and diverse learning communities is described with some location of practice within wider contexts.

In relation to the selected topic, respect for individual learners and diverse learning communities is clearly presented with coverage of wider perspectives and issues.

In relation to the selected topic, respect for individual learners and diverse learning communities is clearly presented and integrates wider perspectives and issues.

Use appropriate methods, evidence-based knowledge and scholarship to critically reflect upon, evaluate, enhance and assure professional practice in relation to learning, teaching and assessment strategies in HE. (A1-5, K1-6, V3)

In relation to the selected topic, improvements to practice are insufficiently argued, apply inappropriate methods or are not founded on evidence-based approaches.

In relation to the selected topic, useful improvements to practice are logically presented and founded on the use of appropriate methods and evidence-based approaches.

In relation to the selected topic, suggests realistic improvements to practice that are grounded in own experience, the literature, use of appropriate methods, and evidenced-based approaches.

In relation to the selected topic, suggests carefully-judged improvements and innovations to practice that are grounded in own experience, the literature, use of appropriate methods, and evidenced-based approaches.

Design effective curricula that support high quality learning, enabling students to demonstrate University of Liverpool graduate attributes. (A1-5, K1-4, V1-4)

Fails to adequately articulate how practice will be further developed in relation to the selected topic. Does not link plans for improvement with University strategy and the UKPSF.

Some evidence of critical analysis of own and/or institutional practice to explain how curriculum can be designed in relation to the selected topic to support student learning in line with University strategy and the UKPSF.

Critical analysis of own and/or institutional practice showing awareness of alternative approaches to design (topic related) curriculum to support student learning in line with University strategy and the UKPSF.

Shows a well-developed and theoretically informed capacity for critical analysis of own and/or institutional practice to design (topic related) curriculum to support student learning in line with University strategy and the UKPSF.

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Effectively communicate relevant information with appropriate audiences using diverse and suitable media. (A5, K4-6, V3-4)

Fails to adhere to 500 word limit. Strays from the task. Irrelevant content. Breaches academic integrity, inclusivity and diversity requirements. Unclear.

500 word reflections are logical, coherent and clearly linked to relevant topic(s). Demonstrates academic integrity.

500 word reflections are comprehensive and supported with evidence. Demonstrates academic integrity.

500 word reflections are insightful and supported with a range of evidence. Demonstrates academic integrity.

Checklist: Reflection on Online Discussions

Key elements of the task (Focus, critical reflection, further development,

underpinned by appropriate references to theory and practice in LTHE)

Self-reflection Formative feedback from tutor or peer

Tick if done

Any comments Tick if done

Any comments

Identified at least one aspect of your online engagement with 1) Topics 1-3, and 2) Topics 4-6

Reflective thinking – examine personal response, beliefs, values assumptions, knowledge and experience you bring to the situation, make connections beyond self and state significance

Critical thinking – analyse, synthesise, evaluate …

Referenced relevant literature, University policy, and the UKPSF

Considered further development

Adhered to word count

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Appendix 3: Task 2 - Case Study Marking Guides




Case study/commentary includes some references to appropriate literature, University policy, and the UKPSF. Refers to relevant knowledge, skills and values.

Case study/commentary links knowledge, skills and values related to own academic practice appropriately to a range of relevant literature, UoL policy, and UKPSF.

Case study/commentary integrates knowledge, skills and values related to own academic practice with thorough and judicious use of an extensive range of relevant literature, UoL policy, and UKPSF.


In the case study/ commentary respect for individual learners and diverse learning communities is described, or not, with limited or no reference to wider contexts.

In the case study/ commentary respect for individual learners and diverse learning communities is described with some location of practice within wider contexts.

In the case study/ commentary respect for individual learners and diverse learning communities is clearly presented with coverage of wider perspectives and issues.

In the case study/ commentary respect for individual learners and diverse learning communities is clearly presented and integrates wider perspectives and issues.


In the case study/ commentary, practices are insufficiently argued, apply inappropriate methods or are not founded on evidence-based approaches.

In the case study/ commentary, useful aspects of own practice are logically presented and founded on the use of appropriate methods and evidence-based approaches.

In the case study/ commentary, shares exemplary academic practices that are grounded in own experience, the literature, use of appropriate methods, and evidenced-based approaches.

In the case study/ commentary, shares innovations to exemplary academic practice that are grounded in own experience, the literature, use of appropriate methods, and evidenced-based approaches.


Fails to identify and share curriculum design practices that support high quality learning. Identified practices are not aligned with University strategy and the UKPSF.

Case study/commentary shows some evidence of critical analysis of own and/or institutional practice about designing curriculum to support student learning in line with University strategy and the UKPSF.

Case study/commentary exemplifies critical analysis of own and/or institutional practice and awareness of alternative approaches to designing curriculum to support student learning in line with University strategy and the UKPSF.

Case study/commentary exemplifies a well-developed and theoretically informed capacity for critical analysis of own and/or institutional practice related to designing curriculum to support student learning in line with

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University strategy and the UKPSF.


Fails to adhere to set limits. Narrative structure is weak. Lacks audience awareness. Uses unsuitable media. Breaches academic integrity, inclusivity and diversity requirements.

Narrative structure is logical, coherent and clearly linked to relevant topic(s). Uses suitable media. Academic integrity demonstrated.

Comprehensive narrative structure supported with evidence. Uses suitable media. Academic integrity demonstrated.

Insightful narrative structure supported with a range of evidence. Skilfully uses suitable media. Academic integrity demonstrated.

Checklist: Case Study

Key elements of the task (Focus, share exemplary academic practice,

digital case study, rationale, impact on student learning, referenced)


Tick if done


Any comments

Identified an exemplary aspect of own practice in relation to at least one PGCAP thematic topic.

Used an appropriate digital format (2-3 minutes) to share academic practice with peers.

Created a case study that demonstrates audience awareness; has effective narrative structure.

Referenced relevant literature, University policy, and the UKPSF.

500 word reflective commentaries included rationale and evidence of impact on learning.

Adhered to time/space and word limits.

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Appendix 4: Task 3 - Written Submission Marking Guides




PDP, patches and reflections include some references to appropriate literature, University policy, and the UKPSF. Refers to relevant knowledge, skills and values.

PDP, patches and reflections link knowledge, skills and values related to own academic practice appropriately to a range of relevant literature, UoL policy, and UKPSF.

PDP, patches and reflections integrate knowledge, skills and values related to own academic practice with thorough and judicious use of an extensive range of relevant literature, UoL policy, and UKPSF.


In PDP, patches and reflections respect for individual learners and diverse learning communities is described, or not, with limited or no reference to wider contexts.

In PDP, patches and reflections respect for individual learners and diverse learning communities is described with some location of practice within wider contexts.

In PDP, patches and reflections respect for individual learners and diverse learning communities is clearly presented with coverage of wider perspectives and issues.

In PDP, patches and reflections respect for individual learners and diverse learning communities is clearly presented and integrates wider perspectives and issues.


In PDP, patches and reflections, improvements to practice are insufficiently argued, apply inappropriate methods or are not founded on evidence-based approaches.

In PDP, patches and reflections, useful improvements to practice are logically presented and founded on the use of appropriate methods and evidence-based approaches.

In PDP, patches and reflections, suggests realistic improvements to practice that are grounded in own experience, the literature, use of appropriate methods, and evidenced-based approaches.

In PDP, patches and reflections, suggests carefully-judged improvements and innovations to practice that are grounded in own experience, the literature, use of appropriate methods, and evidenced-based approaches.


Fails to identify curriculum design practices that support high quality learning. Identified practices are not aligned with University strategy and the UKPSF.

PDP, patches and reflections show some evidence of critical analysis of own and/or institutional practice about designing curriculum to support student learning in line with University strategy and the UKPSF.

PDP, patches and reflections show critical analysis of own and/or institutional practice and awareness of alternative approaches to designing curriculum to support student learning in line with

PDP, patches and reflections show a well-developed and theoretically informed capacity for critical analysis of own and/or institutional practice related to designing curriculum to support student learning in

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University strategy and the UKPSF.

line with University strategy and the UKPSF.


Fails to adhere to 5000 word limit. Irrelevant content. Breaches academic integrity, inclusivity and diversity requirements. Unclear.

PDP, patches and reflections are logical, coherent and clearly linked to relevant topic(s). Demonstrates academic integrity.

PDP, patches and reflections are comprehensive and supported with evidence. Demonstrates academic integrity.

PDP, patches and reflections are insightful and supported with a range of evidence. Demonstrates academic integrity.

Critically reflect on how learning and development during the programme has enabled fulfilment of D2 of the UKPSF. (A1-5, K1-6, V1-4)

Requirements of D2 of the UKPSF were not met.

PDP, patches and reflections clearly linked professional learning with demonstration of the requirements of D2 of the UKPSF.

PDP, patches and reflections explained how professional learning enabled demonstration of the requirements of D2 of the UKPSF.

PDP, patches and reflections aligned professional learning with evidence of impact and demonstration of the requirements of D2 of the UKPSF.

Checklist: Written Submission

Key elements of the task (Written - PDP, 6 patches, 2 reflections on peer observation of teaching, wraparound reflection,

referenced)


Tick if done


Any comments

Included personal professional development plan.

Included six critically reflective patches.

Included two critically reflective accounts in response to peer observations of teaching

Included wraparound reflection synthesising pivotal learning related to patches.


Adhered to 5000 word limit.

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Appendix 5: Task 4 - Oral Dialogue Marking Guides




Conversation includes some references to appropriate literature, University policy, and the UKPSF. Refers to relevant knowledge, skills and values.

Conversation links knowledge, skills and values related to own academic practice appropriately to a range of relevant literature, UoL policy, and UKPSF.

Conversation integrates knowledge, skills and values related to own academic practice with thorough and judicious use of an extensive range of relevant literature, UoL policy, and UKPSF.


In conversation respect for individual learners and diverse learning communities is described, or not, with limited or no reference to wider contexts.

In conversation respect for individual learners and diverse learning communities is described with some location of practice within wider contexts.

In conversation respect for individual learners and diverse learning communities is clearly presented with coverage of wider perspectives and issues.

In conversation respect for individual learners and diverse learning communities is clearly presented and integrates wider perspectives and issues.


In conversation, improvements to practice are insufficiently argued, apply inappropriate methods or are not founded on evidence-based approaches.

In conversation, useful improvements to practice are logically presented and founded on the use of appropriate methods and evidence-based approaches.

In conversation, reflects on realistic improvements to practice that are grounded in own experience, the literature, use of appropriate methods, and evidenced-based approaches.

In conversation, reflects on carefully-judged improvements and innovations to practice that are grounded in own experience, the literature, use of appropriate methods, and evidenced-based approaches.


Fails to discuss curriculum design practices that support high quality learning. Identified practices are not aligned with University strategy and the UKPSF.

Discussion of PDP, patches and reflections shows some evidence of critical analysis of own and/or institutional practice about designing curriculum to support student learning in line with University strategy and the UKPSF.

Discussion of PDP, patches and reflections shows critical analysis of own and/or institutional practice and awareness of alternative approaches to designing curriculum to support student learning in line with University strategy and the UKPSF.

Discussion of PDP, patches and reflections shows a well-developed and theoretically informed capacity for critical analysis of own and/or institutional practice related to designing curriculum to support student learning in line with policy and the UKPSF.

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Fails to engage in a one hour professional conversation. Irrelevant content. Breaches inclusivity and diversity or academic integrity.

Discussion of PDP, patches and reflections is logical, coherent and clearly linked to relevant professional learning.

Discussion of PDP, patches and reflections is comprehensive and supported with evidence of professional learning.

Discussion of PDP, patches and reflections are insightful and supported with a range of evidence of professional learning and impact.

Critically reflect on how learning and development during the programme has enabled fulfilment of D2 of the UKPSF. (A1-5, K1-6, V1-4)

Requirements of D2 of the UKPSF were not met.

Conversation clearly linked professional learning with demonstration of the requirements of D2 of the UKPSF.

Conversation explained how professional learning enabled demonstration of the requirements of D2 of the UKPSF.

Conversation aligned professional learning with evidence of impact and demonstration of the requirements of D2 of the UKPSF.

Checklist

Key elements of the task (Oral - PDP rationale, patches, peer observation

of teaching, acknowledge references)


Tick if done


Any comments

Explained the rationale underpinning your personal professional development plan.

Explained why you selected your patches and discussed key aspects of some patches.

Discussed learning from reflection in relation to peer observations of teaching.

Articulated a wraparound reflection synthesising pivotal learning related to patches.

Integrated references to relevant literature, University policy, and the UKPSF in conversation.

Prepared for a one hour professional conversation.

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Appendix 6: Vlog Marking Guides


Critically reflect on current practice to identify and investigate opportunities to enhance innovation and excellence in learning and teaching in higher education. (A5, K4-6, V3)

In the Vlog, reflection is limited. Some evidence of ability to identify strengths and weaknesses and ideas for improvement in practice, but limited in scope. Limited or no reference to wider contexts.

Vlog shows some evidence of critical analysis of own and/or institutional practice with some reference to wider contexts. Ideas for improvement in practice and a suitable approach to guide investigation are identified to enhance academic practice.

In the Vlog context of practice is clearly presented with coverage of wider perspectives and issues and critical analysis of own and/or institutional practice show awareness of alternative approaches. A suitable focus and research method are identified to enhance academic practice.

In the Vlog context of practice is clearly presented and integrates wider perspectives and issues based on a well-developed and theoretically informed capacity for critical analysis of own and/or institutional practice. A strategic focus and relevant research method are identified to enhance academic practice.


In the Vlog improvements to practice are insufficiently articulated, apply inappropriate methods or are not founded on evidence-based approaches.

In the Vlog, useful improvements to practice are logically presented and founded on the use of appropriate methods and evidence-based approaches.

In the Vlog, suggests realistic improvements to practice that are grounded in own experience, the literature, use of appropriate methods, and evidenced-based approaches.

In the Vlog, suggests carefully-judged improvements and innovations to practice that are grounded in own experience, the literature, use of appropriate methods, and evidenced-based approaches.


Fails to adhere to set limits or identify dissemination strategy. Narrative structure is weak. Lacks audience awareness. Uses unsuitable media. Breaches academic integrity, inclusivity and diversity requirements.

Identifies dissemination strategy. Narrative structure is logical, coherent and clearly linked to relevant topic(s). Uses suitable media. Academic integrity demonstrated.

Explains dissemination strategy. Comprehensive narrative structure supported with evidence. Uses suitable media. Academic integrity demonstrated.

Justifies dissemination strategy. Insightful narrative structure supported with a range of evidence. Skilfully uses suitable media. Academic integrity demonstrated.

Checklist

Key elements of the task (Vlog, rationale, focus, methods, dissemination

strategy)


Tick if done


Any comments

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Included rationale for focus of investigation; strategic alignment, personal relevance

Included an appropriate research methodology embedded in a plan to investigate your practice.

Identified and explained an appropriate strategy to disseminate practice in LTHE.

Justification of your investigative strategy.


Made a 15 minute Vlog that communicates effectively with peers.

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Appendix 7: Written Paper Marking Guides




Paper includes some references to appropriate literature, University policy, and the UKPSF. Refers to relevant knowledge, skills and values as appropriate in relation to dissemination requirements.

Paper links knowledge, skills and values related to own academic practice appropriately to a range of relevant literature, UoL policy, and UKPSF as appropriate in relation to dissemination requirements.

Paper integrates knowledge, skills and values related to own academic practice with thorough and judicious use of an extensive range of relevant literature, UoL policy, and UKPSF as appropriate in relation to dissemination requirements.

Critically reflect on current practice to identify and investigate opportunities to enhance innovation and excellence in learning and teaching in higher education. (A5, K4-6, V3)

Paper does not articulate innovation and excellence in LTHE. Context of practice described with limited or no reference to wider contexts. Some evidence of ability to identify strengths and weaknesses in practice, but limited in scope.

Paper disseminates investigation leading to innovation and excellence in LTHE in which context of practice described with some location of practice within wider contexts and some evidence of critical analysis of own and/or institutional practice.

Paper disseminates investigation leading to innovation and excellence in LTHE in which context of practice clearly presented with coverage of wider perspectives and issues and critical analysis of own and/or institutional practice showing awareness of alternative approaches.

Paper disseminates investigation leading to innovation and excellence in LTHE in which context of practice clearly presented and integrates wider perspectives and issues and shows a well-developed and theoretically informed capacity for critical analysis of own and/or institutional practice.


In the paper improvements to practice are insufficiently articulated. Inappropriate methods were used to investigate. Argument or conclusion is not evidence-based.

In the paper, useful improvements to practice are logically presented and supported by evidence-based. Used appropriate research methodologies.

In the paper, realistic improvements to practice that are grounded in own experience, the literature and supported by a range of evidence. Used appropriate research methodologies.

In the paper, carefully-judged improvements and innovations to practice that are grounded in own experience, supported by extensive references to the literature and compelling evidence. Used appropriate research methodologies.


Little or no attempt to link different elements of the argument together, or to support specific claims and more general conclusions.

Links elements of the argument together; both specific claims and more general conclusions are supported. Demonstrates

Details are integrated into an extended argument; both specific claims and more general conclusions are generally well-supported.

Details are integrated into a fully coherent argument; both specific claims and more general conclusions are clear and well-supported

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Breaches academic integrity, inclusivity and diversity requirements. Does not adhere to requirements of the selected form of dissemination.

academic integrity. Adheres to requirements of the selected form of dissemination.

Adheres to requirements of the selected form of dissemination.

throughout. Adheres to requirements of the selected form of dissemination.

Checklist

Key elements of the task (1 page summary, 5000 word paper, referencing)


Tick if done


Any comments

Included a one page summary of requirements for the selected dissemination strategy, with your rationale for choosing this strategy and confirmation you have met the requirements.

Written paper meets the dissemination requirements.

Written paper disseminates the outcomes of your investigation.

Communicates effectively in written English appropriate to the task.


Adhered to 5000 word limit.

Guidelines for writing paper – if selected dissemination strategy does not provide guidelines (e.g. tabled at School meeting)

Structure:

Abstract (150 words)

Key words (up to six keywords)

Main text introduction

Materials and methods

Results

Discussion

Conclusion

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References

Appendices (optional if appropriate, up to 500 words)

Style and word limit:

5000 words

Use British spelling style

Submitted as a WORD document

Use American Psychological Association (APA) 6th Edition referencing style

Adhere to University requirements in relation to inclusivity and diversity

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Appendix 8: UKPSF Mapping and Reflection Template

Area of Activity Critically reflect on and show where you demonstrated this in the programme.

A1 Design and plan learning activities and/or programmes of study

A2 Teach and/or support student learning

A3 Assess and give feedback to learners

A4 Develop effective environments and approaches to student support and guidance

A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Core Knowledge Critically reflect on and show where you demonstrated this in the programme.

K1 The subject material

K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme

K3 How students learn, both generally and within their subject/disciplinary area(s)

K4 The use and value of appropriate learning technologies

K5 Methods for evaluating the effectiveness of teaching

K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Professional values Critically reflect on and show where you demonstrated this in the programme.

V1 Respect individual learners and diverse learning communities

V2 Promote participation in higher education and equality of opportunity for learners

V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

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V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice

Learning Outcome: Critically reflect on how learning and development during the programme has enabled fulfilment of D2 of the UKPSF. (A5, K4-6, V3-

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Appendix 9: Peer Observation of Teaching Report Template

Name of the person observed (Observee): Department/School/Institute: Observer’s Name: Date of Observation:

Module title: Year of study:

Type of session (delete as appropriate): Lecture/ Seminar/ One to one/ Workshop/ Practical/ Tutorial/ Clinic/ PBL/ Online/ Blended/ Fieldwork Other (please state):

Duration of session (in minutes): Duration of observation (in minutes): Approximate number of students attending:

- Did any general /strategic issues arise in relation to equipment/ accommodation/

timetable/ resources etc.? - Was there particularly sound teaching practice that might be shared with colleagues

within the School or across the University?

- Any requests for training for teaching staff in the school following the discussion

between the Observer and Observee? This information can be used by the Peer Observation Group and Head of School to plan for staff development events.

The final version of this form has been agreed by both the Observee and the Observer: Observee’s Signature (type name): Date: Peer Observer’s Signature (type name): Date:

The Peer Observer should return this form to the Peer Observation Group (or designated contact) in the Department/School/Institute where the Observee is based.

The Summary Form

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