Academic Level: Learning Outcomes and Credit Levels

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Academic Level Learning Outcomes and Credit
Levels

• Dr Anita Walsh
• Birkbeck, University of London
• National Teaching Fellow

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Academic Level ..

• Credit framework consists of levels and credits
  (latter indicates size of the learning
  experience)
• Numbers can imply an artificial specificity is
  an academic judgement
• Is hierarchy of levels going from entry level to
  doctorate

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Academic Level

• Contribution of credit framework focus on level
  of demand of learning experience expressed
  through learning outcomes
• Level has often been implicit in higher education
  subsumed in qualifications (UG/PG
  etc)/content/progression

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Academic Level

• Credit levels outline generic characteristics of
  learning which are embedded in different
  disciplines
• Indicate how difficult the learning is designed
  to be
• Level of demand therefore distinguished from
  level of performance of student

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Academic Level

• Level is fixed via the design of the
  module/programme
• It does not vary according to the qualifications
  of a student on entry
• Postgraduate in time need not be postgraduate in
  level

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Academic level

• Explicit integration of level important for
  student
• Staff aware that they expect different things
  from first year students and final year students
  level is an attempt to move towards
  transparency of expectations

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Academic level

• Explicit consideration of expectations in
  programme design is an important element of
  achieving appropriate demand and consistency
• Integrates what we want students to know and what
  we want them to do with that information

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Academic Level

• Can therefore ensure that expectations fit
  stage in programme
• For example, requiring a high level of critical
  evaluation and analysis in the first year would
  be too demanding
• Could demotivate students and lead to
  disproportionate failure

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Academic Level

• Transparency of expectations can also help staff
  consider appropriate way of supporting students
• Can ensure that teaching methods adopted support
  the development of autonomy and help students
  develop across levels

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Academic levels

• Relevant questions
• What level of learning do we want demonstrated?
• What characteristics would that involve?
• How can we ensure students are clear on the
  standard required?

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Academic levels

• Such questions are likely to lead to discussions
  of the required balance of content and process
• Of how to effectively support and assess such
  learning
• The answers will vary according to discipline and
  level