ID5107 University Teaching: Curriculum Design and Assessment

Academic year

2025 to 2026 Semester 1

Further information on which modules are specific to your programme.

Key module information

SCOTCAT credits

15

The Scottish Credit Accumulation and Transfer (SCOTCAT) system allows credits gained in Scotland to be transferred between institutions. The number of credits associated with a module gives an indication of the amount of learning effort required by the learner. European Credit Transfer System (ECTS) credits are half the value of SCOTCAT credits.

SCQF level

SCQF level 11

The Scottish Credit and Qualifications Framework (SCQF) provides an indication of the complexity of award qualifications and associated learning and operates on an ascending numeric scale from Levels 1-12 with SCQF Level 10 equating to a Scottish undergraduate Honours degree.

Availability restrictions

Limited to University of St Andrews staff who teach and/or support learning

Planned timetable

See PGCAP webpage (Overview of delivery format) for dates/times of classes. https://www.st-andrews.ac.uk/ceed/education-focused-staff/pgcap/

This information is given as indicative. Timetable may change at short notice depending on room availability.

Module coordinator

Dr E Harris

Dr E Harris
This information is given as indicative. Staff involved in a module may change at short notice depending on availability and circumstances.

Module Staff

Dr Eilidh Harris and guest speakers from various Schools and units

This information is given as indicative. Staff involved in a module may change at short notice depending on availability and circumstances.

Module description

This module is aimed at all staff who teach and support learning at St Andrews, regardless of contract type. In a series of interactive lectures and seminars we consider in depth important issues for those who are supporting student learning at university. We explore module and curriculum design (including constructive alignment), principles of assessment and effective feedback, and reflective practice. This module is collaboratively taught by IELLI staff and academic colleagues. Successful completion of this module will give participants a solid foundation to apply for a relevant category of HEA Fellowship.

Relationship to other modules

Pre-requisites

BEFORE TAKING THIS MODULE YOU MUST TAKE ID5106

Co-requisites

PARTICIPANTS MUST BE TEACHING/SUPPORTING LEARNING AT UNIVERSITY

Assessment pattern

Coursework = 100%

Re-assessment

Coursework = 100%

Learning and teaching methods and delivery

Weekly contact

2-hour welcome class (x1 week), 3-hour lecture/seminar (x5 weeks), 1-hour peer pair meeting (x2 weeks), 1-hour teaching observation (x3 weeks)

Scheduled learning hours

22

The number of compulsory student:staff contact hours over the period of the module.

Guided independent study hours

128

The number of hours that students are expected to invest in independent study over the period of the module.

Intended learning outcomes

  • Critically reflect on and evaluate the effectiveness of your teaching and assessment in the context of constructive alignment.
  • Apply key concepts relating to curriculum design and assessment (eg constructive alignment, learning outcomes, summative/formative assessment) within the context of your discipline.
  • Justify a given approach to curriculum design and assessment based on discipline requirements, with reference to relevant literature.
  • Explain how quality assurance and enhancement processes impact on the teaching of your discipline.
  • Communicate ideas clearly and concisely.
  • In addition, participants should be able to evidence the Professional Standards Framework 2023 professional values: 1. Respect individual learners and diverse groups of learners. 2. Promote engagement in learning and equity of opportunity for all to reach their potential. 3. Use scholarship, or research, or professional learning, or other evidence-informed approaches as a basis for effective practice. 4. Respond to the wider context in which higher education operates, recognising implications for practice. 5. Collaborate with others to enhance practice.