3. DEPARTMENTAL LEARNING, TEACHING AND ASSESSMENT STRATEGY
3.1. Introduction
The Learning and Teaching Strategy for the Department is geared to support its Aims and Mission
Statement (see section 1.2). It seeks to provide a structure and environment that is consistent with the provision of high-quality engineering degree programmes and for the development of knowledge, understanding and skills that professional engineers are expected to attain. The Institutions also expect engineering graduates to have a wide range of knowledge, understanding, skills and awareness:
Graduates should know:
 the engineering, physical and other sciences that underpin a range of engineering disciplines
 the specialist subjects within the discipline of the particular degree
 a wide range of tools, techniques and equipment
Graduates should understand:
 the engineering science principles relevant to the degree discipline
 mathematics as a means of communicating results, concepts and ideas
 the engineering methodology of applying engineering principles to create products, systems and services
 the constraints inherent in applying technology to create products, systems and services
Graduates should be able to:
 create and innovate
 use mathematics to solve complex problems
 use laboratory and workshop to generate useful data
 evaluate and derive information from data to produce useful results
 communicate effectively
 use IT effectively
Graduates should be aware of:
 management techniques and systems
 their responsibility for quality and safety
 financial, economic and social factors affecting engineering
The MSc(Eng) programmes are postgraduate degrees that are intended to provide specialist knowledge in different specific subject areas. The degrees can provide additional expertise to new engineering undergraduates, retraining and updating opportunities for industrial engineers, and the means for graduates from other technical and scientific disciplines to acquire engineering expertise.
3.2. VITAL – the University’s Virtual Interactive Teaching Software
In 2003/04 the University introduced VITAL (Virtual Interactive Teaching at Liverpool) using
Blackboard software. Many staff use it to provide a range of module information; this will only be available to students who are registered for the module on SPIDER, the student web (see section 2.2.) and for certain ‘guests’. Staff may post announcements and time-release module documents. Some may use it for on-line tutorials, Discussion Boards and other forms of Virtual Teaching (student access and participation can be monitored). It can also be used for on-line Class Tests and for issuing assignments and receiving them on-line, for marking them and giving feedback. It is therefore essential for all students to become familiar with, and frequently visit, this important Learning and Teaching tool (at http://vital.liv.ac.uk).
3.3. Teaching
Postgraduate programmes are governed by Ordinance 40 (see the University Calendar: http://www.liv.ac.uk/commsec/calendar/calendar.html) and the associated Faculty Regulations (see
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Appendix A). They are also designed to meet the QAA Qualification Standards (see Appendix
B) and Engineering Benchmark Statements
( http://www.qaa.ac.uk/crntwork/benchmark/engineering.html
)
The MSc(Eng) degree programmes are made up of modules and a project totalling 180 credits. A typical module is worth 15 credits which requires a notional student learning time of 150 hours (made up of staff contact (lectures, laboratories, etc), private study and assessment).
Students should refer to their Programme Specification (see departmental web site) for full details of the
Aims, Learning Outcomes, Learning and Teaching Strategies, Assessment Strategies, Programme
Structure and Assessment Information. They should also refer to their Module Specifications (which can be accessed through VITAL – see section 3.2. above) for full details of the module Aims, Learning
Outcomes, Learning and Teaching Strategies, Module Content, Assessment Requirements,
Recommended Reading, etc.
Lectures are the main formal setting for teaching at undergraduate and postgraduate level within the
Department. Some modules have associated laboratory exercises that students undertake in smaller groups. Problem classes are also embedded in the structure of the module. The purpose of the laboratory exercises and problem classes is to reinforce the material taught in the lectures. Students are also expected to make oral presentations, as individuals and groups, related to laboratory exercises, design and projects.
Teaching methods differ and are appropriate to the particular subject and its learning outcomes (e.g. engineering science, design, project, management). The Department is open to consideration of different methods of teaching (e.g. Problem Based Learning and Interactive Teaching).
Laboratory Exercises are led by a Demonstrator (Academic and/or Teaching Assistant). Students are given handouts that contain the necessary background to the exercise, and describe the apparatus and procedure. The handouts also ask a series of questions to stimulate the learning process and to guide the student when writing a report.
3.4. Learning
Student handbooks and module documentation provide guidance of the subject material and the intended learning outcomes. The Programme Specifications show the relationship between the programme modules and the QAA Engineering Benchmark Statements.
Students learn by participating in all forms of classes and practical work, by preparing coursework, by studying their notes, texts and other sources and by practising answering examination questions.
Transferable skills are learnt in various ways within the different modules in each programme by using
IT, undertaking laboratory exercises, writing reports, making oral presentations and undertaking individual and group projects under the guidance of a supervisor.
3.5. Assessment (including examinations)
All general aspects of assessment are governed by the University’s Code of Practice on Assessment:, which can be accessed via a link from the SPIDER Student Web or directly at http://www.liv.ac.uk/tqsd/assessmentcode/assessmentcode2004-05.doc
.
Modules are assessed using a mixture of examination and coursework. The proportions of each vary from module to module, from 100% examination to 100% coursework. Details of the assessment requirements for a module can be found in the appropriate Module Specification. Typically students:
 undertake written examinations to demonstrate knowledge and understanding of particular topics
 produce written communications in laboratory Technical Notes and Full Reports, and in project and design reports
 produce CAD communications in design and project work
 prepare and participate in presentations to develop oral and visual communication skills.
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When assessing student work, staff will apply the Faculty of Engineering’s General Marking Descriptors for Postgraduate Assessments (see Appendix C).
Coursework is used wherever possible as a formative method of assessment, that is, to help students develop knowledge, understanding and skills. Coursework is returned to students, with feedback, within short timescales to help them to learn and develop. The marks for coursework submitted late will be reduced according to the University’s lateness penalty scheme – see section 3.8. below.
Students are advised about plagiarism and collusion and warned about the very serious consequences of breaking University requirements (see section 3.9. below).
Examinations are used as a summative method of assessment; they take place at the end of the semester in which the module was taught.
It is essential for every student to check his/her module registration details on the student database
SPIDER before the end of week 8 of each semester. Any errors must be reported to the departmental office immediately. Personal examination timetables will be available on this website at the beginning of week 12 of each semester, or by 1 August for August/September Resit Examinations. This information is available only by accessing this website. General timetables of examinations will also be displayed in departments.
Students should read carefully the University’s Regulations and Guidelines relating to examinations which can be accessed via SPIDER; particular note should be taken of section 5.6: General Regulations for the Conduct of Examinations .
The Board of Examiners
The academic progress of students is assessed by a Board of Examiners comprising the External
Examiner(s), the academic staff, and any additional approved person(s). The role of the External
Examiner is to ensure that degrees awarded in similar subjects in all universities in the United Kingdom are comparable in standard and that the assessment system used in the programme is fair and is fairly operated for all students. In order to achieve these purposes, the External Examiner:
(a) comments and gives advice on programme content, balance and structure, and on assessment procedures;
(b) scrutinises module marks;
(c) participates in the consideration of the cases of students with final year failed credit and those whose performance may have been affected by ill health or other special circumstances;
(d) moderates the assessment process.
The External Examiner is a full member of the Board of Examiners. He/she has the right to see all examination papers, examination scripts and other forms of assessment contributing to the decisions of the Board of Examiners. Consequently all students are required to retain their coursework when it has been returned after marking; they may be required to return some or all of it for inspection by the
External Examiner or other Quality Assessors.
The Board of Examiners is empowered to take into account extenuating circumstances such as illness or personal matters that may have adversely affected performance. Students are responsible for keeping their Personal Tutor, Programme Director or Head of Department informed of any factors affecting their progress, especially during examination periods. See also section 2.7.
Attendance at examinations. Students must attend all examinations required by their programme structure. For a student who is unable to attend an examination for a medical or non-medical reason, see section 2.7. Any student who fails to attend an examination without a subsequently approved reason will be reported to Faculty Progress Committee to explain himself/herself. Students must check carefully the designated time and place of each examination; misreading the timetable is not an acceptable excuse.
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If a student is absent from an examination (whether or not excused), he/she will normally be required to take that examination, in addition to those in any failed modules, at the next available opportunity
(normally in the following session).
Calculators.
Normally, the only model of calculator allowed for use in an examination room is one of those specified by the University and bearing the University crest (available from the Guild shop) . In certain specified examinations, the use of a specialist calculator may be allowed; in such cases, students will be formally notified in the module specification (and informally in lectures) which type(s) of calculator are allowed. Invigilators will confiscate any calculator that does not meet the regulations. The University shall not be responsible for the provision of (i) a replacement calculator in the event of breakdown or confiscation,
(ii) a power supply, or (iii) spare batteries.
The Pass, Distinction and Resit Requirements for Postgraduate Taught programmes are given in
Appendix D.
Disclosure of results.
Final module marks, as agreed by the Board of Examiners, will be ‘published’ on
SPIDER within a few days of the Board’s meeting; marks may also be disclosed to individual students by authorised staff. Alphabetically ordered pass lists and awards lists (degrees with classification, diplomas and certificates) will be published shortly after the Board’s meeting but formal examination marks contributing to an award will not be published.
Transcripts: informal transcripts of all module marks provisionally or fully approved to date may be accessed via SPIDER; students may, at any stage in their programme, apply to Students and
Examinations Division, Senate House, for an official transcript; a fee is payable.
3.6. Monitoring of student progress
Various monitoring methods are used, principally: attendance at classes, laboratories and tutorials; submission of coursework; performance in coursework, Class Tests and examinations. The Department aims to identify at an early stage those students whose progress is unsatisfactory; they will be interviewed to determine the cause and to plan remedial action. Where appropriate, a Formal Warning will be given. Those whose performance fails to improve will be referred to Faculty Progress Committee with a recommendation that they be declared unsatisfactory and have their studies terminated.
3.7. Monitoring of Programmes, Modules and Staff
Programme Directors review their programmes as part of the Annual Programme Monitoring process; their reports are reviewed by the Faculty, which in turn reports key aspects to the University’s Learning and Teaching Committee. External Examiners comment and influence departmental practices and programmes and report annually to the University.
Modules are assigned a Co-ordinator, who is in charge of a module, and a Moderator whose job is to monitor different aspects of the module, principally content, examination papers and marking. The performance of individual teachers is monitored by the University’s process of Peer Review of Teaching where a member of academic staff sits in on a lecture and uses a prescribed methodology to appraise the performance of the teacher. Individual teachers and the module are also assessed by a questionnaire issued to all students in the class towards the end of the semester. It is policy to assess about one-third of the staff each year, with particular attention being given to new staff and those modules identified as having problems. Collective views of students on their learning experience are also obtained via the staff
Student Committee which meets each semester.
3.8. Penalties for late submission of assessed work (from the University Handbook section 2.1.)
The University’s standard penalties for the late submission of assessed work are:

5% of the total marks available for the assessment shall be deducted from the assessment mark for each working day after the submission date, up to a maximum of five working days (e.g. for work marked out of 100, five marks per day will be deducted; for work marked out of 20, one mark per
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day will be deducted); however, the mark will not be reduced below the pass mark for the assessment. Work assessed below the pass mark will not be penalised for late submission of up to five days.

Work received more than five working days after the submission deadline will receive a mark of zero. In such circumstances, where a student is required to re-take the assessment, the re-assessment task must be different from the original assessment. Re-submission of the original piece of work is not permissible, except in the case of project work or dissertations.
Full information about the penalties for late submission of assessed work, including information about special circumstances and departmental responsibilities, are available in section 6 of the University’s
Code of Practice on Assessment: http://www.liv.ac.uk/tqsd/assessmentcode/assessmentcode2004-05.doc
.
3.9. Plagiarism and collusion (from the University Handbook section 2.2.)
University’s Code of Practice on Assessment provides the following definitions of plagiarism and collusion:
“Plagiarism occurs when a student misrepresents, as his/her own work, the work, written or otherwise, of any other person (including another student) or of any institution. Examples of forms of plagiarism include:

The verbatim copying of another’s work without acknowledgement;
 The close paraphrasing of another’s work by simply changing a few words or altering the order of presentation, without acknowledgement;
 Unacknowledged quotation of phrases from another’s work;

The deliberate and detailed presentation of another’s concept as one’s own.”
All types of work submitted by students are covered by this definition, including written work, diagrams, charts and pictures.”
“
Collusion occurs when, unless with official approval (e.g. in the case of group projects), two or more students consciously collaborate in the preparation and production of work which is ultimately submitted by each in an identical, or substantially similar, form and/or is represented by each to be the product of his or her individual efforts. Collusion also occurs where there is unauthorised co-operation between a student and another person in the preparation and production of work which is presented as the student’s own.”
Students found to have committed plagiarism or to have colluded in preparing assessments are liable to be severely penalised, e.g. they may be given a mark of zero for the module concerned or, in the most serious cases, may even be required to terminate their studies.
3.10. Key Web Sites related to Learning, Teaching and Assessment
All aspects of Learning, Teaching and Assessment can be accessed via the Teaching Quality Support
Division site index: http://www.liv.ac.uk/tqsd/AtoZ.htm
In particular, the University Teaching and Learning Strategy: http://www.liv.ac.uk/tqsd/Strategies/L&Tstrategy.doc and the University Policy on Standards and Quality in Learning and Teaching
(http://www.liv.ac.uk/tqsd/Strategies/qualitystrategy.htm) acts as the University’s QA Manual; it covers all aspects of policy and provides links to related procedures, guidance notes, etc.
The University Code of Practice on Assessment is also very important: http://www.liv.ac.uk/tqsd/assessmentcode/assessmentcode2004-05.doc
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Its contents are:
Glossary of terms
Executive Summary
The Code:
Section 1
Section 2
Section 3
Section 4
Section 5
Section 6
Section 7
Section 8
Section 9
Introduction
Definition of Assessment
Assessment Strategies
Grading Criteria and Marking
Progression Requirements and Rules Governing Degree Classification
Submission of Assessed Coursework
Formal Examinations
Plagiarism and Collusion
Failure in Assessment
Section 10 Feedback on Assessment to Students
Section 11 Retention of Examinations Scripts and Other Assessed Work
Section 12 Boards of Examiners and External Examiners
Section 13 Information for Students
Section 14 Information for and Training of Assessors/Examiners
Section 15 Monitoring and Review
Appendices:
A University Marks Scale, Marking Descriptors and Qualifications Descriptors
B Model for Non-Clinical First Degree Programmes
C University Framework for Modular Postgraduate Programmes
D Regulations for the Conduct of Examinations
E Progress of Students - A Guide for Officers, Staff and Students
F Assessment Appeals Procedure
G Regulations for Research Degree Appeals
H Code of Practice on the External Examiner System
I Standard System for the Classification of Three-Year Non-Clinical Undergraduate Degrees
J Classification of Four-Year Non-Clinical Undergraduate Degrees
K Guidelines on alternative examinations for disabled students and those with other support needs.
The Code of Practice on Appeals: http://www.liv.ac.uk/tqsd/Charter/studentcomplaintsprocedure.doc
The University Learning & Teaching web pages: http://www.liv.ac.uk/tandl/
University Virtual Learning Environment (VITAL): http://vital.liv.ac.uk (see section 3.2)
University Library: http://library.liv.ac.uk/
Important external sites:
The Engineering Council (with links to the professional institutions): http://www.engc.org.uk
The Quality Assurance Agency for Higher Education:
Framework for Higher Education Qualifications in England, Wales and Northern Ireland: http://www.qaa.ac.uk/crntwork/nqf/ewni2001/contents.htm
Engineering Benchmark Statements: http://www.qaa.ac.uk/crntwork/benchmark/engineering.html
The Learning and Teaching Support Network (LTSN) for Engineering: http://www.ltsneng.ac.uk/
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