Programme specifications
review checklist
This checklist is intended for use as self-assessment by programme teams and peer
review by colleagues and standing panel reviewers. Numbers refer to the boxes on
the programme specification template. If you cannot tick the box to the left, please
provide comments and suggestions to the right where possible. Good practice
should also be highlighted in the comments boxes.
Programme title Date of
completion
Programme code Reviewer
(if known)
0 Articulation of Graduate Prospects
Is there a convincing statement saying
how the team finds out about graduate
prospects?
Is there a process for linking graduate
prospects to curriculum design?
21 Programme aims
Is it clear what attributes graduates will
have when they leave?
Are the team’s aspirations clear?
Are they appropriate for level?
22 Final learning outcomes
Are the outcomes clearly expressed?
Are the outcomes assessable?
How many are there (suggest 6-12) ?
Centre for Learning and Teaching June 2011 1
Programme specifications review checklist http://www.celt.mmu.ac.uk/eqal
23 Interim award learning outcomes
Are the outcomes clearly expressed?
Are the outcomes assessable?
How many outcomes are there (suggest
6-8)?
24 Teaching, learning and assessment strategy: general
Is there a clear sense of a coherent
approach?
How are the experiences linked into the
programme aims and outcomes?
Is the strategy clearly linked to the ECF?
Are there measures to encourage student
participation in learning?
Does the strategy show progression
across levels?
Is there a range of assessment types,
linked to programme and graduate
outcomes?
Are there any work-related experiences
included in the strategy?
24 Teaching, learning and assessment strategy: Use of learning technology
How is learning technology integrated
into the curriculum?
Does it support the overall aims of the
course and the graduate employment
prospects?
Does it indicate how staff and students
are supported in the use of LT?
Centre for Learning and Teaching v2: July 2011 2
Programme specifications review checklist http://www.celt.mmu.ac.uk/eqal
24 Teaching, learning and assessment strategy: Assessment
Is the assessment fit for purpose in terms
of the University Assessment
Framework?
Is the assessment strategy linked to the
learning and teaching strategy?
Does the strategy show progression
across levels?
Are assessment criteria included or
described?
Are there policies on anonymous
marking, avoiding plagiarism, feedback
on assessed work, overlong assignments
and consistent assignment briefs?
24 Teaching, learning and assessment strategy: Inclusive practice
Is there a statement about inclusive
practice?
25 Integration of languages
If languages are included in the
programme, is the relationship to the co-
requisite clear?
If languages are not included, does the
justification appear robust?
26 Personal Development Planning
Is there a clear sense of the way(s) in
which PDP is included in the
programme?
Is a CV produced as part of the
programme (not necessarily summatively
assessed)?
Centre for Learning and Teaching v2: July 2011 3
Programme specifications review checklist http://www.celt.mmu.ac.uk/eqal
Is there evaluation of skills developed in
the programme and their relevance to
future employment (not necessarily
summatively assessed)?
Is there evidence of work on
competency-based questions as used on
application forms (not necessarily
summatively assessed)?
27 Placement and work-related learning
Is there evidence of work-related
learning?
32 Student support strategy
Does the strategy for student support
look coherent and embedded in the
programme?
Is it clear how students should obtain
support when they need it?
34 Engagement with Employers
Is it clear how involvement of employers
with the programme is integrated?
Appendices: Mapping of assessment tasks and benchmarks to programme
learning outcomes and the university employability and sustainability
outcomes
Is the mapping clear and informative?
Centre for Learning and Teaching v2: July 2011 4