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PERIODIC REVIEW_ DRAFT SUMMARY TIMETABLE

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					                                                                                                                                                          PR4

                                             CHECKLIST OF MAIN TASKS IN PERIODIC REVIEW
Listed below are the main tasks to be undertaken by Schools during Periodic Review. The Checklist may be used by Schools as a planning tool to identify how
each area is to be reviewed. Schools are not limited to review of these areas, and are encouraged to evaluate changes made to provision since the last review,
in whatever area they may have been.

The completed Checklist should also be submitted as part of the Periodic Review outputs to be considered by the ASQC Periodic Review and Revalidation
Sub-Committee to confirm which aspects of Periodic Review have been considered, and to provide a reference to the sources of evidence where the
considerations can be found.

                                                           BUSINESS OF PERIODIC REVIEW
Task                                      Means of Achieving         Action Points Arising            Date for       Evidence of Consideration (reference/
                                                                                                      Completion     source where aspects discussed)
ESTABLISH WHICH PROGRAMMES
ARE TO BE INCLUDED IN REVIEW
 include set to zero, joint honours,
  integrated programmes, collaborative
  provision and research degrees with
  an assessed taught component
 agree list of programmes with
  Facilitator based on information
  currently held on SIMS
 formally request ASQC to discontinue
  any award-bearing taught provision
  currently held on SIMS that is not
  being included in review
IDENTIFY CRITICAL FRIEND(S) &                                                                                        Example: See Self-Evaluation Report and
ESTABLISH ROLE                                                                                                       Critical Friend Report, and refer to the
 agree nature of involvement with                                                                                   following meetings. (Refs and dates)
   Critical Friend
 notify Facilitator so appointment can
   be made
IDENTIFY HOW STUDENTS WILL BE                                                                                        Example: See Self-Evaluation Report and
INVOLVED                                                                                                             consultation took place at the following
 identify mechanisms for involving                                                                                  meetings (Ref. and date)
   students in the review process

                                                                             1
                                                            BUSINESS OF PERIODIC REVIEW
Task                                       Means of Achieving      Action Points Arising   Date for     Evidence of Consideration (reference/
                                                                                           Completion   source where aspects discussed)
 brief students on Periodic Review
 provide feedback to students on their
  input and on the outcomes from the
  review
IDENTIFY ANY ISSUES TO BE                                                                               Example: This was discussed at the
ADDRESSED THROUGH PERIODIC                                                                              Learning & Teaching Committee on Date.
REVIEW ARISING FROM:
 most recent Quality Progress Review
   report/action plan
 previous Annual Programme Review
   & Evaluations/Review of PGR Activity
 External Examiners’ comments
CONSIDER REQUIREMENTS OF                                                                                Example: This was discussed at the
PROFESSIONAL BODY (if appropriate)                                                                      Boards of Studies on Dates.

IDENTIFY ISSUES ARISING FROM
SCHOOL-LEVEL STUDENT
FEEDBACK MECHANISMS
 module & programme evaluations
 other student questionnaires
 staff/student panels
 student representative structures (eg.
   membership of committees)
IDENTIFY ISSUES ARISING FROM
STUDENT FEEDBACK COLLECTED
VIA INSTITUTION-WIDE SURVEYS
 Project Q
 NSS
 PRES & PTES
 ISB
REVIEW ALIGNMENT WITH
UNIVERSITY’S STRATEGY MAP
(available from Facilitator) and
STRATEGIC FRAMEWORK FOR
LEARNING, TEACHING &
ASSESSMENT (available at
                                                                          2
                                                              BUSINESS OF PERIODIC REVIEW
Task                                         Means of Achieving      Action Points Arising   Date for     Evidence of Consideration (reference/
                                                                                             Completion   source where aspects discussed)
www.cardiff.ac.uk/learning/strategies/)
CONSIDER STAFF DEVELOPMENT                                                                                Example: This was discussed at the Staff
AND TRAINING REQUIREMENTS                                                                                 Development Committee on Date.
 consider how the School supports
  staff who wish to develop their
  teaching, for example, by undertaking
  PCUTL, seeking FHEA recognition
 consider whether the process for
  Peer Review of Learning & Teaching
  needs enhancing
 consider staff development issues
  identified through Peer Review of
  Learning & Teaching and Inclusive
  Curriculum Review
CONSIDER QAA BENCHMARK
STATEMENT (where available)
 Identify areas where syllabus
  coincides with benchmark
CONSIDER NATIONAL
QUALIFICATIONS FRAMEWORK (also
known as Framework for HE
Qualifications in England & Wales)
 consider whether programmes match
   appropriate qualifications descriptions
REVIEW SCHOOL-BASED
PRACTICES FOR SUPPORTING
STUDENTS
 monitoring
 counselling
 personal tutor system
 PDP
 international students
 students with disabilities
 part-time students
 mature students

                                                                            3
                                                              BUSINESS OF PERIODIC REVIEW
Task                                         Means of Achieving      Action Points Arising   Date for     Evidence of Consideration (reference/
                                                                                             Completion   source where aspects discussed)
REVIEW COLLABORATIVE
PROGRAMMES where relevant (i.e.
educational provision leading to an
award, or to specific credit toward an
award of Cardiff University delivered
and/or supported and/or assessed
through an arrangement with a partner
organisation)
 involvement of collaborative partner
 arrangements for managing the
    delivery of programmes
 ensure the terms and conditions that
    were originally approved continue to
    be met
 ensure consistency of provision of
    materials to students
CONSIDER SUPPORT FOR FLEXIBLE
& DISTRIBUTED LEARNING where
relevant (i.e. educational provision
leading to an award, or to specific credit
towards an award, of Cardiff University
delivered and/or supported and/or
assessed through means which
generally do not require the student to
attend particular classes or events at
particular times and particular locations)
 consistency of student experience
    and provision of materials
REVIEW JOINT HONOURS
PROGRAMMES where relevant
 interface between joint honours
  partners, including in relation to
  individual student cases
 consistency of student experience
  and provision of materials

                                                                            4
                                                           BUSINESS OF PERIODIC REVIEW
Task                                      Means of Achieving      Action Points Arising   Date for     Evidence of Consideration (reference/
                                                                                          Completion   source where aspects discussed)
REVIEW PROCEDURES FOR
DEALING WITH SERVICING
SCHOOLS where relevant (i.e other
Schools that provide teaching for the
School)
 interface between Schools
 consistency of student experience
  and provision of materials
REVIEW NON-MODULAR
PROGRAMMES & COMPLIANCE OF
MODULAR PROGRAMMES WITH
SENATE REGULATIONS where
relevant
 identify/review rationale for
    programmes remaining non-modular
 ensure understanding of cost for the
    School and the University of non-
    modular programmes
 consider whether rationale out-weighs
    cost
 ensure modular programmes are
    compliant with Senate Regulations
REVIEW NEED FOR NON-
TRADITIONAL START DATES where
relevant
 identify/review rationale for non-
    traditional start dates
 ensure understanding of cost for the
    School and the University of non-
    traditional start dates
 consider whether rationale out-weighs
    cost




                                                                         5
                                                           STRATEGIC ENHANCEMENT THEMES
Task                                        Means of Achieving     Action Points Arising   Date for     Evidence of Consideration (reference/
                                                                                           Completion   source where aspects discussed)
REVIEW ALIGNMENT WITH                                                                                   Example: This was discussed at the
UNIVERSITY ASSESSMENT                                                                                   Learning & Teaching Committee on Date .
STRATEGY (available at
www.cardiff.ac.uk/learning/strategies/)
 the volume of assessment, timing and
  mix of methods used across the
  programme
 parity of examination load between
  modules
 the balance between formative and
  summative assessments
 the alignment between a
  programme’s aims, learning
  outcomes and assessment criteria
 collective assessment and approach
  for dealing with issues associated
  with group work
 basis for inclusion of summative
  assessments in degree classification
 data relating to student progression
  and achievement (disaggregated by
  equality strand if possible), including
  that available on the Teaching Quality
  Information website
 feedback to students
CONSIDER EMPLOYABILITY &                                                                                Example: This was discussed at the
SKILLS                                                                                                  Advisory Committee on Dates & Learning
 how programmes prepare students                                                                       & Teaching Committee on Dates.
  for their future careers
 the skills developed and practiced by
  students (academic, information and
  digital literacy skills)
 the range of opportunities available
  for students to gain work experience
  and plan for their future
                                                                          6
                                                         STRATEGIC ENHANCEMENT THEMES
Task                                      Means of Achieving     Action Points Arising   Date for     Evidence of Consideration (reference/
                                                                                         Completion   source where aspects discussed)
 employer engagement and
  opportunities for input into
  programme development
CONSIDER TECHNOLOGY
ENHANCED EDUCATION
 how students are supported by e-
  learning tools
 the range of e-learning material
  available
 the tools used to provide information
  and support communication
 accessibility and usability
 any plans to increase and/or make
  better use of technologies to support
  learning
CONSIDER INCLUSIVE CURRICULUM
 how the school promotes a culture of
  dignity, courtesy and respect among
  staff, students and visitors
 how the core, non-negotiable learning
  outcomes are articulated and
  reviewed to ensure that they do not
  discriminate unlawfully
 how programme information and
  teaching delivery anticipate and
  provide for a range of student
  learning needs
 how assessment tasks are designed
  to give all students an equal
  opportunity to demonstrate
  achievement of learning outcomes
REVIEW RELATIONSHIP WITH
RESEARCH
 the ways in which research
  contributes to and informs learning
  and teaching, in terms of module
                                                                        7
                                                           STRATEGIC ENHANCEMENT THEMES
Task                                        Means of Achieving     Action Points Arising   Date for     Evidence of Consideration (reference/
                                                                                           Completion   source where aspects discussed)
  content and programme aims, student
  acquisition of research skills, and the
  opportunities available for students to
  learn more about and contribute to
  research




                                                                          8
                                                            ADMINISTRATION OF PROGRAMMES
Task                                         Means of Achieving     Action Points Arising   Date for     Evidence of Consideration (reference/
                                                                                            Completion   source where aspects discussed)
CONSIDER PORTFOLIO PLANNING &                                                                            Example: This was discussed at the
RATIONALE OF PROGRAMMES                                                                                  Working Group on Date and confirmed by
 relationship to University & School                                                                    the School Board on Date.
  mission
 external requirements eg                                                                               Example: Data from the MIS were
  professional, statutory & regulatory                                                                   reviewed at the meetings of (Ref. and
  bodies                                                                                                 date) and the decisions recorded.
 resource base and market, including
  occupational destinations
 minimum/maximum in-takes
 the continuing availability of staff and
  physical resources
 relationship between postgraduate
  research agenda and provision of
  taught programmes
 student intake (entry requirements &
  statistical data for last 3 years)
SEND FORMAL REQUEST OR
NOTIFICATION TO ASQC regarding
any decisions to discontinue or set to
zero programmes as a result of
periodic review
REVIEW PROGRAMME AIMS
 alignment between programme aims
  and learning outcomes
REVIEW LEARNING OUTCOMES (at
programme and module level)
 ensure match of learning outcomes
   with assessment criteria and methods
 ensure learning outcomes are
   justifiable and do not build in
   discrimination
REVIEW SKILLS (at programme and
module level)
                                                                           9
                                                           ADMINISTRATION OF PROGRAMMES
Task                                        Means of Achieving     Action Points Arising   Date for     Evidence of Consideration (reference/
                                                                                           Completion   source where aspects discussed)
REVIEW LEARNING AND TEACHING
METHODS
 current research and practice in the
  application of knowledge in the
  relevant discipline(s)
 technological advances, and
  developments in teaching and
  learning
 inclusive delivery methods
 identify learning methods that might
  create barriers, in particular for
  compulsory courses
REVIEW CONTENT
 the ways in which the content of
  modules and programmes has
  changed over time
 the relationship between individual
  modules and the programme’s aims
 the needs of students, employers and
  professional bodies
REVIEW PROGRAMME INFORMATION                                                                            Example: This was discussed at the
Programme Specifications                                                                                Boards of Studies on Dates.
 review purpose, design and content
   of the programme specification
 reflect on how effective the
   programme specification is in
   conveying information to students
 revise in line with new template
   (available at www.cardiff.ac.uk/regis/
   ifs/programmes/index.html)
Module Descriptions
 review module descriptions
 revise in line with new template
   (available at www.cardiff.ac.uk/regis/
   ifs/programmes/index.html)

                                                                          10
                                                                            ADMINISTRATION OF PROGRAMMES
Task                                                 Means of Achieving                       Action Points Arising                        Date for            Evidence of Consideration (reference/
                                                                                                                                           Completion          source where aspects discussed)
[There is an expectation that Schools will
have adopted the new Programme
Specification and Module Description
templates either through Periodic Review
or within one year of completing Periodic
Review.]
Programme Structures (to incorporate
elements of programme regulations,
module timetables and route structures)
 review programme structures
 revise in line with new template if
   available
REVIEW PROGRAMME
MANAGEMENT
 structure & routes, inc use of non
  standard modules e.g. 5 or 15 credit
  modules

September 2010
(R:\Quality\Periodic Review & Revalidation\Periodic Review 2009-12\templates & guides\PR4 checklist of main tasks in periodic review.doc as at 10/07/2011 06:35:00)




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