Levels and progression
المؤلف:
Chris Dillon & Catherine Reuben & Maggie Coats & Linda Hodgkinson
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P286-C24
2025-07-22
573
Levels and progression
Alongside the case studies and audits, there were also questions about how the outcomes supported the level of study and students' progression through levels and courses. Although progression routes towards an award are not imposed by the University, the three undergraduate levels are broadly characterized by the supported development of knowledge, understanding and skills at level 1, guided application and critical understanding of knowledge at level 2, and an independent approach to study at level 3.
To help course teams design courses that contribute to a particular level of study, particularly in the development of cognitive and key skills, a set of levels indicators (Centre for Outcomes-Based Education, 2005) was developed to provide descriptions of the generic learning aims and outcomes. The indicators are intended to:
• Provide a common framework and language to describe the performance and achievements expected from students studying at undergraduate levels 1, 2 and 3.
• Offer a language to help students identify their skills and achievements and describe them to others.
• Identify a set of graduate aims and abilities (or attributes) to support personal and career development.
This framework is intended to help course designers ensure that the learning outcomes of different courses are consistent within a level, and that there is progression between levels in cognitive and key skill development as well as in subject knowledge. The OU undergraduate levels framework is available at www. open.ac.uk/cobe.
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