Description
The primary aim of this project was to define, design, develop and pilot an online electronic tool (EASIMAP)
That would:
- Enable academics to map programme/module/assignment intended learning outcomes to the QAA Benchmark Statement for Engineering based on the UK-SPEC
- Provide programme designers/leaders with an assessment matrix to demonstrate coverage of intended learning outcomes across a programme for internal review, external accreditation, institutional quality assurance etc.
- Capture, record, evidence, and demonstrate the assessment/achievement of learning outcomes at programme/module/assignment level
- Enable students to record and evidence the attainment of learning outcomes and assessment feedback within their PDP/e-Portfolio records, to aid the processes of evidencing competence, reflecting upon progress and planning personal and academic development
An online tool has been designed and developed which facilitates the mapping process outlined above and which could be used to capture, record and evidence the assessment and achievement of learning outcomes. The tool has been piloted with a small number of institutions, with the feedback received leading to further enhancements of the tool which are currently being undertaken. However, for a variety of reasons outlined in Section 8, the piloting was not as thorough as we would have liked. Consequently the opportunity of testing transfer of real data to students’ PDP/e-Portfolio records was not fully explored. We are thus not able to confirm the efficacy of the tool in engaging students in the processes of reflection and planning.
On reflection, it is clear that the main rationale for our piloting partners to become engaged in the project was to assess the suitability of the tool in mapping learning outcomes. As a result their focus tended to be on the process of mapping learning outcomes rather than testing the tool’s capacity to record assessment feedback and ultimately transfer any data arising to students’ PDP/e-Portfolio records.
Furthermore, it quickly became clear to the project team that the scale of the project being undertaken was such that the stated aims/objectives were more compatible with a longer-term project. As such we feel that the project has achieved what was realistically possible in exploring the potential of a tool of this kind within the funding and time-scale available. (The potential of the EASIMAP Tool is explored further in Section 4.) Moreover, the exchange of experiences and ideas undertaken as part of the design process to create a flowchart demonstrating the linkages between the UK-SPEC, the programme, modules and assessment has been of great assistance in helping the project’s management team and Advisory Group to clarify many of the issues involved. This has been and will continue to be of great benefit in enabling those involved in the project to offer clear and informed advice on designing programmes of study in line with the UK-SPEC and in demonstrating the linkages in question
