A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Glossary
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can be paper-based, available on broadcast TV or accessed through the World Wide
Web.
Domain Aparticular area (type) of learning. Much associated with categorising learning
outcomes and the use of hierarchical taxonomies within each domain. Considerable
dispute on the number and range of domains and the hierarchies of learning within
them. The three domains most commonly identified are the cognitive, affective and
psychomotor.
Dyslexia A specific learning disability that manifests primarily as a difficulty with
written language, particularly reading and spelling. The most common disability in
higher education.
ECTS European Credit Transfer System. The pan-European scheme for awarding credit
to units of study (see also credit accumulation and transfer).
Employability A set of achievements, skills, understandings and personal attributes
that make graduates more likely to gain employment and be successful in their chosen
occupations.
EMQ/I (extended matching question/item) A written assessment. Each question has
a theme from which lists of possible answers are placed in alphabetical order. The
candidate is instructed to choose the best matching answer(s) to each of a series of
scenarios, results and so on.
Enquiry-based learning Activities for students which promote enquiry rather than
absorption of teacher-provided knowledge.
Evaluation Quantitative and qualitative judgement of the curriculum and its delivery,
to include teaching (NB different usage in North America).
Exemplification lecture A lecture designed around a series of analytical examples.
Expansive learning Learning which transforms understanding and practice and which
may occur in contexts outside formal teaching as a by-product (e.g. in the workplace,
in the course of research) (see also activity theory).
Experiential learning Learning from doing. Often represented by the Kolb Learning
Cycle.
External examiner/examining External examiners are part of UK universities’ selfregulatory
procedures and play a key role in maintaining standards between
institutions in a particular discipline. Usually distinguished members of the profession
who have the respect of colleagues and students alike. For taught programmes they
serve for a fixed term. They play a similar role in examination of postgraduate
dissertations and theses, leading discussion in viva voce examinations. Their function
and report are part of quality assurance processes.
Extrinsic motivation Typifies students who are concerned with the grades they
achieve, external rewards, and whether they will gain approval from others (see also
achievement motivation, intrinsic motivation).
Facilitator As opposed to teacher, tutor or mentor, a role to encourage individuals
to take responsibility for their own learning, through the facilitation of this
process.
Fair (of assessment) Fair with respect to: (1) consistency between different markers;