HND Business - University of Wolverhampton

Standing Panel RecordThe Standing Panel noted that (b) was prompted because not all the MSTs had explained the rationale for themodule’s assessment tasks and thus the link between learning outcomes and individual assignments was notexplicit, though it was recognised that the links were implicit.In the light of the discussion of the assessment strategy, it was agreed that:• Revision of the MSTs to ensure that all templates specify the links between assessment tasks and theassociated learning outcomes.• the assessment strategy should be revisited to include more unseen exams to provide students with morepractice in examination technique.• clarification on the whether assessments were components or elements should be included in all the relevantdocumentation.• the assessment regime is revisited in order to ensure consistency across all modules in terms of the tariffweightings set out in the submission document.• Clarification on how the assessment for group work is implemented, in particular how grades are allocatedfor group and individual performances.• further information is included in all the relevant documentation on how formative assessment will be usedand on how feedback on assignments will be given to students.• consideration is given to including more presentations as this form of assessment tests an important keyskill.Learning and TeachingBoth the Proposer and the Panel recognised that there are overlaps between key skills, subject specific skills andintellectual skills. However, it would help students (and staff teaching on the programme) if there were a fullerarticulation of the differences between the various categories of skills.Standing Panel recommended that a mapping exercise is undertaken to demonstrate where knowledgeunderstanding and skills are developed and/or assessedThe Panel was satisfied that the Learning and Teaching strategies set out in the documentation were appropriatefor the types of students at which the programme is aimed. The Panel noted that there modules are in differentstages of development in the use of TSL; there is, though, an intention that learning materials will be madeavailable on WOLF at the earliest opportunity.Student Progression and AchievementLast year’s review of the programme had explored student performance. The Panel noted that the currentproposals addressed the issues identified in the review.Progression from the HND had been considered as part of CDCO above.Student Support and GuidanceQuality Management and EnhancementThere were no issues of concern involved with these aspects of the programme. The School's AnnualMonitoring procedures were well conceived and well understood by the Proposer. External Examiners' viewsare considered as part of Annual Monitoring and recommendations are incorporated into the award asappropriate. The School has a number of mechanisms both formal and informal, for identifying students' viewsBusiness & Law Standing PanelHND AAR 2003 Page 14 of 19