Guidelines and templates for course specifications ( Annex D ) Dr. Kamal Emam Kamel Director, Qality...

Guidelines and templates for course specifications

(Annex D)

Dr. Kamal Emam KamelDirector, Qality Assurance and Accreditation

Center, Ain Shams University

Member of the National Quality Assurance and Accreditation Committee

Glossary of termsGlossary of terms

Some of the terms appearing in these

guidelines and / or used in writing course

specification and course report in the HE

instructions may have more than one

meaning according to its context. This

might cause confusion in understanding

and consequently affect the compilation

of specifications and reports.

Academic standards Academic standards

Specific standards decided by the Specific standards decided by the

institution, and informed by external institution, and informed by external

references and including references and including the minimum the minimum

knowledge and skills to be gained by the knowledge and skills to be gained by the

graduates from the programme and graduates from the programme and

fulfilling the stated mission of the fulfilling the stated mission of the

institution institution

Accreditation Accreditation

The recognition accorded by the NQAAA

to an institution which can demonstrate

that its programmes meet acceptable

standards and that it has in place effective

systems to ensure the quality and

continuing improvement of its academic

activities, according to the criteria

published by the NQAAA.

Accreditation Accreditation

The impact of accreditation at course level

will be to require an assurance of the

existence of a specific quality level in

accordance with the institution’s mission,

the objectives of the programme(s) and the

expectations of similar academic

institutions, the students and the labour

market.

Benchmarks Benchmarks

Reference points with which to compare the standards and quality of a programme. Therefore, benchmark statements represent general expectations about the standards of achievement and general attributes to be expected of a graduate in a given subject area.

A collection of the course-specific goals

that are derived from the overall

objectives of the education programme.

They are written in a general manner

concentrating on the knowledge, skills and

attitudes that the course intends to develop

in the students

Course AimsCourse Aims

External evaluatorExternal evaluatorAn external experienced person in the field of specialization who is invited to review the structure and content of a programme, its relevance to the ILOs, the standards and appropriateness of student assessments, and probably also evaluating the existing learning resources and whether or not they satisfy the programme requirements.

Intended Learning Outcomes (ILOs )

The knowledge, understanding

and skills which the institution

intends to have been gained by

the students completing the

course.

Internal system for quality managementInternal system for quality management

A system that involves performance follow-up, precise identification of learning deficiencies and obstacles, suggestions for development and enhancement, policies, modification and needs-oriented priorities re-ordering and following-up the identification and implementation of development policies.

Peer reviewerPeer reviewerA person who is professionally equal in

calibre and subject specialism to those

delivering the provision but not from the

same institution or have any other

conflict of interest, who can contribute to

the review of an educational programme

either for internal quality assurance (QA)

or for accreditation purposes.

Programme evaluationProgramme evaluation

The methods used to obtain the opinions

of the stakeholders of the programme,

including students, faculty members, the

graduates, and the governing council, etc

with the aim of improving and

developing the programme to cope with

the advances in subject matter and the

needs of society and the environment

Student AssessmentStudent Assessment

The different types of assessment The different types of assessment

including including examinations or examinations or

semester activitiessemester activities that the that the

teacher sets to ensure that the teacher sets to ensure that the

students have achieved the ILOs.students have achieved the ILOs.

The methods, which are used by teacher to help students to achieve the ILOs for the course. Examples would be: a case study to teach students how to analyse information and reach a decision; writing a review paper for the students to gain the skills of self- learning and presentation; practical sessions for the students to gain practical skills and executing experiments to train the students to analyse the results and reach specific conclusions.

Teaching and learning methodsTeaching and learning methods

GUIDLINES FOR GUIDLINES FOR

COMPILING A COURSE COMPILING A COURSE

SPECIFICATIONSPECIFICATION

GUIDLINES FOR COMPILING A COURSE GUIDLINES FOR COMPILING A COURSE SPECIFICATIONSPECIFICATION

• The institution should have a file for each

course “Course File” containing the course

specification, samples of previous

examination sheets, results of student

evaluation of the course as well as the

percent of students dropping out, passing

and failing the course. The file should

include any other relevant information.

GUIDLINES FOR COMPILING A COURSE GUIDLINES FOR COMPILING A COURSE SPECIFICATIONSPECIFICATION

• The institution should ensure the

existence of two copies of the course

file, one for the course lecturer and

the other for the head of the

department or program coordinator.

This will help in performance follow-

up.

• The institution should provide a system for

course evaluation.

• The Department Council should approve

the course specification when preparing/

reforming/developing an educational

programme and before authorization of the

programme by higher authority or, in case

of reviewing a course to cope with novel

topics or to add/delete some of programme

academic standards.

A. Basic InformationA. Basic Information

A. Basic InformationA. Basic Information 11 - - Programme TitleProgramme Title

2- Department offering the programme(s)2- Department offering the programme(s)

33-- Department responsible for the courseDepartment responsible for the course

4- Course Code4- Course Code

5- Year/Level5- Year/Level

6- No. of hours/units6- No. of hours/units

7- Authorization date of course specification7- Authorization date of course specification

A. Basic InformationA. Basic Information

Write the title of the Write the title of the programme(s) which programme(s) which

contain coursecontain course, and identify if , and identify if major/minormajor/minor

elements, where relevant aelements, where relevant a

11 - - Programme TitleProgramme Title

Write the name of the department Write the name of the department

responsible for the programme(s).responsible for the programme(s).

2- Department offering the programme(s)2- Department offering the programme(s)

33 - -Department responsible for the courseDepartment responsible for the course

Write the name of the department Write the name of the department responsible for responsible for teaching the courseteaching the course..

4- Course Code4- Course Code

Write the code (Write the code (the letter(s) and the number that the letter(s) and the number that identify the course in the faculty by-lawsidentify the course in the faculty by-laws). If there is ). If there is no code, leave the space blank. no code, leave the space blank.

5- Year/Level5- Year/Level

Write the Write the yearyear of the programme for the students in of the programme for the students in the case of a the case of a daily scheduling systemdaily scheduling system or or the level in a the level in a credit-hour system.credit-hour system.

6- No of hours/units6- No of hours/units

Referring to the Referring to the faculty by-lawsfaculty by-laws, write the , write the number of number of weekly contact hoursweekly contact hours of the of the course for the daily scheduling system and course for the daily scheduling system and credit hour units for credit hour systemcredit hour units for credit hour system divided into divided into lectures, exercises and lab.lectures, exercises and lab.

7- Authorization date of course specification7- Authorization date of course specification

Write the year in which the course Write the year in which the course specification has been authorized.specification has been authorized.

B. Professional InformationB. Professional Information

B. Professional InformationB. Professional Information 1 -Course Aims

2 -Intended Learning Outcomes from the Course

3 -Course Content:

4 -Teaching and Learning Methods

5- Student Assessment

6 -List of Text Books and References

7 -Facilities Required for Teaching and Learning

B- Professional Information B- Professional Information

1- Course Aims:

Overall course aims should be Overall course aims should be

expressed asexpressed as the outcomes to be the outcomes to be

achievedachieved by students completing by students completing

the course asthe course as significant, and significant, and

assessable qualitiesassessable qualities..

22 - -Intended Learning Outcomes from the Intended Learning Outcomes from the

CourseCourse::

Express the ILOs of the course in terms ofExpress the ILOs of the course in terms of::

a- Knowledge and understandinga- Knowledge and understanding::

The mainThe main informationinformation to be to be

gained and thegained and the conceptsconcepts that should that should

bebe understood from the courseunderstood from the course..

22 - -Intended Learning Outcomes from the CourseIntended Learning Outcomes from the Course::

b- Intellectual skillsb- Intellectual skills::

Explain the intellectual skills, which Explain the intellectual skills, which

the course will assist in developing in the course will assist in developing in

the students such as: the students such as: analysis, analysis,

capability for creative thinking, capability for creative thinking,

problem identification and solving,problem identification and solving,

…….etc…….etc


c- Professional skillsc- Professional skills::

These skills are demonstrated by the These skills are demonstrated by the

ability of the student, after ability of the student, after

completing the course,completing the course, to apply and to apply and

adopt the topics into professional adopt the topics into professional

applicationsapplications..


d- General and transferable skillsd- General and transferable skills::

Skills of general nature, that are Skills of general nature, that are transeferable transeferable

to employmentto employment and can be applied in and can be applied in anyany

subject areasubject area, including: , including: written and oral written and oral

communication, the use of new technological communication, the use of new technological

tools, ICT, group working, problem solving, tools, ICT, group working, problem solving,

management, …etcmanagement, …etc..

3- Course Content: Write in the main course topics, the number of semester hours allocated for teaching each topic for lectures as well as for seminars, tutorials, exercises, laboratory work, etc. The topics should comply with the content written in the faculty by-laws.

Course Content

TopicNo. of hours

LectureTutorial /

Practical

A321

B3-3

4 -Teaching and Learning Methods:

Identify the methods used in

delivering the course such as

lectures, discussion sessions,

information collection from

different sources, practicals,

research assignment, field visits,

case studies. …etc.

5- Student Assessment:Write down the assessment methods used, such as written examinations (mid-term, regular, at the end of term), class activities (reports, discussions, practicals…etc). Match the methods used with the course ILOs (item No. 3).Time schedule: specify the date for each assessment in the semester/year span.

Student Assessment MethodsOralTo assess the skills of analyses

and discussion

Written exam.To assess the ability to remember

To assess the understanding of the scientific background

Case studyTo assess the skills of:

solve problem

Present data and discussion

Practical examTo assess the professional skills

AssignmentsTo assess the ability to work in group

5- Student Assessment:Time schedule: specify the date for each assessment in the semester/year span.Weighting system: identify the percentage of marks allocated to each assessment tool mentioned above.Formative only assessments are those, which do not contribute to the overall grading system, but are important in the learning process.

Assessment Schedule

- First assignment (4th week)

- Mid-term exam. (6th week)

- Presentation of case study (8th week)

- Second assignment (10th week)

- Practical exam. (12th week)

- Oral exam. (13th week)

- Final exam. (14th week)

Weighting of Assessments

Assignments10%

Mid-term Exam.5 %

Case study10 %

Oral Exam.5 %

Practical Exam.20%

Final Exam.50%

Total100 %

6- List of Text Books and References:a- Lectures notes: When notes are available,

specify whether they are prepared in the form of

a book authorized by the department or are

handed out to the students part by part.

b- Essential books (Text books): When the

lecturer uses one book that covers most of course

contents, specify the book.

When the lecturer uses more than one book,

which contains parts of the course, specify the

books and the topics covered by each.

6- List of Text Books and References:

c- General references, journals, periodicals,

newspapers, web sites, which enrich the

learning process should also be listed.

The references that should be identified in

the above items should be written in a

standard way (publisher, edition, year,

author(s)…etc). Refer also to locations for

reading or buying the specified references.

7 -Facilities Required for Teaching and

Learning:

The facilities include: appropriate

teaching accommodation, including

teaching aids, laboratories, laboratory

equipment, computers etc., facilities

for field work, site visits etc., which are

necessary for teaching the course .

Overall aims of the course

(ABCD Components):

• A= audience (students, graduates, trainees, participants … etc)

Overall aims of the course (ABCD Components):

• B= Behavior (action verbs that are doable, assessable, and observable).

• L1 knowledge and understanding (description of facts, criteria, definitions, theories, classifications) list, define, mention, describe …… etc).

• L2 Intellectual & cognitive skills: estimate, predict, analyze, formulate, calculate … etc).

* L3 Practical & psychomotor & professional skills: use instruments, perform experiments, dissect, prepare… etc(

L4 Transferable & key skills: manipulate computer programs, do web search, write reports… ,

* C= Conditions : (under which behavior is expected). >> independently, with the aid of …, under super vision, in the field, in laboratories, in a self- directed manner.

*D= Degree or Standard of Performance: • Practicing (imitation) >> accurately, professionally, with control. • Perfecting >> with harmony, with confidence, in coordination. • Performance >> automatically, creatively, to enhance the process.

Examples of overall aims: Examples of overall aims:

1- By the end of this coursesc, the studentsA will be able to demonstrate knowledge B of basic concepts in the functions of vertebrate body organs

and to applyB this knowledge efficientlyD under controlled guidanceC and supervision.


2- After attending this seminarC, the

participantsA should be able to

correctlyD compileB the course

specifications through engagementC

in cooperative self-directed exercise.


3- Upon successful completion of this

course c, the graduatesA should be able

to professionallyD and independentlyD

analyzeB and interpretB figures and

graphs and applyB the obtained data in

diagnosing abnormalities in hormonal

production.

Examples of course aims:

• To develop knowledge and understanding related to the normal structure and function of human organ system

• To develop knowledge and understanding related to the advanced radiological imaging in terms of safety, the equipments used, patients/client interactions, and the role of health care professionals in field.

• To develop practical knowledge and skills in medical microbiology, critical review of microbiology literature, scientific communication, problem solving, learning in small groups, independent learning and time management.

Examples of course aims:

A) Knowledge and Understanding (ILOs): These are often gained through lectures, tutorials,

books, notes, handouts.

Examples: The student should be able to:

1. Enumerate the stages of heart cycle and tell how the

heartbeat is controlled.

2. Describe the normal sex chromosome makeup of

human male and female and the manner in which

sex is determined.

3. List 2 ways by which mRNA is processed before it

leave the nucleus.

4. Name the components of cytoskeleton and describe

the structure of each component.

A) Knowledge and Understanding (ILOs):

5. Illustrate the way of life and the anatomical features of sponges.

6. Give an account of the general characteristics of mammals.

7. Summarize the events that take place in a striated muscle fiber after nervous stimulation.

8. State the cascade reactions in blood clotting.

9. Explain the feedback mechanisms in physiological homeostasis.

A) Knowledge and Understanding (ILOs):

Verbs Commonly used in stating

knowledge & understanding ILOs:

Define, list, illustrate, write, mention,

describe, tell, explain, say, draw,

trace … etc.

B) Intellectual Skills: These involve: Application analysis

reconstruction (synthesis) evaluation.

1. Analyze and predict cases associated

with hormonal abnormalities.

2. Formulate different pathways in

lipogenesis.

3. Conclude the turnover number of

enzymes from relevant kinetic data.

B) Intellectual Skills :

4. Interpret quantitative information from

tables and figure.

5. Plan and conduct a project.

6. Integrate and link information across this

along with those gained in previous ones

in critical thinking and problem solving.

7. Criticize a theory, hypothesis, or a

definition.

• VERBS Commonly used: • Application: Apply, calculate, measure,

determine, formulate, implement.

• Analysis: Choose, analyze, contrast, diagnose,

compare, conclude … etc.

• Reconstruction (synthesis): suggest, resemble,

modify, innovate, create.

• Evaluation: Judge, evaluate, decide, criticize

….. etc.

B) Intellectual Skills :

Examples of Intellectual skills1. Perform simple tests to demonstrate osmosi and the

osmotic properties of common solutions

2. Perform simple tests to demonstrate human reflexes

3. Measure the conduction velocity of a motore nerve.

4. Find human motor points and determine response of muscles to electrical stimulation

5. Critically evaluate concepts fundamental to community health and health promotion.

6. Apply the concept of environmental sustainability to community nursing practice

7. Compare and contrast the roles of nurses across a variety of community based settings.

8. Discuss how family structure and patterns of functioning affect the health of family individuals and the family as a whole.

9. Apply skills and techniques to assess the health status of the client.

10. Identify the nursing activities that promote infection control and wound healing.

11. Discuss body mechanisms and principles of safe lifting

12. Summarize the principles of effective pain management.

Examples of Intellectual skills

C) Practical and Professional Skills:

Examples: The student should be able to:

1. Use appropriate lab equipment and tolls to …..

2. Design and perform experiments in

the lab and field within proper

technical, safety and ethical

framework.

C) Practical and Professional Skills:

3. Collect, store, and preserve and handle

samples and specimens.

4. Inject and dissect laboratory animals.

D) General and Transferable skills (key and life skills):

1. Communication Skills:

• Written the student is able to (or trained to ) write structural reports or essay in accordance with the standard scientific guidelines.

• Oral present reports in seminars or group meetings, discuss results, defend his/her ideas ….. etc.

D) General and Transferable skills (key and life skills) :

2- IT Skills (computer illiteracy)

choose and use appropriate

computer program packages,

electronic filing management,

locate and download on-line data…

etc.

3- Team Work work coherently and

successfully as a part of a team in projects,

assignments….etc.

4- Self Learning & Problem Solving study

and find information independently, set aims,

targets, objectives and plan to meet them with

a deadline (time management).

find effective and realistic solutions for work

problems through analysis and right

anticipation.

TEMPLATES FOR COURSE SPECIFICATIONS

TEMPLATES FOR COURSE SPECIFICATIONS

University… Faculty ...

Course Specifications

Programme(s) on which the course is given

Major or Minor element of programmes

Department offering the programme

Department offering the course

Academic year / Level

Date of specification approval

A- Basic Information

Title: Code:

Credit Hours: Lecture:

Tutorial: Practicals: Total:

B- Professional Information1 – Overall Aims of Course…………….………………………………2 – Intended Learning Outcomes of Course (ILOs)Knowledge and Understanding:a1- ….…………………………………………….…..a2- ……………………………………………………a3- ……………………………………………………Intellectual Skillsb1-………b2-………..b3-……….. Professional and Practical Skillsc1-………..c2-……….c3-………General and Transferable Skillsd1-………..d2-……….d3

3- Contents

4– Teaching and Learning Methods4.1-……………………………4.2-……………………………4.3-……………………………4.4-……………………………

TopicNoNo. of hours

LectureTutorial/Practical

5- Student Assessment Methods

5.1………………………. to assess ………………….

5.2………………………. to assess ………………….

5.3………………………. to assess …………………..

5.4………………………. to assess ………….……….

Assessment Schedule

Assessment 1…………………. Week …………….

Assessment 2 ………………… week …………….



Weighting of Assessments

Mid-Term Examination %

Final-term Examination %

Oral Examination. %

Practical Examination %

Semester Work %

Other types of assessment %

Total 100%

Any formative only assessments

6- List of References 6.1- Course Notes…………………………………………………….. 6.2- Essential Books (Text Books)……………………………………………………..…………………………………………………….. 6.3- Recommended Books……………………………………………………..…………………………………………………….. 6.4- Periodicals, Web Sites, … etc…………………………………………………….…………………………………………………….…………………………………………………….7- Facilities Required for Teaching and Learning..………………………………

Course Coordinator: Head of Department: Date: / /

Guidelines and templates for course specifications ( Annex D ) Dr. Kamal Emam Kamel Director, Qality...

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