Module Monitoring

The purpose of the module monitoring process is to identify modules for detailed review based on a consideration of statistical information provided.

The focus of Module Monitoring is to consider outliers in terms of student performance on modules ie to consider both modules with significantly lower than expected student performance and modules with significantly higher than expected student performance.

In order to maintain student input, it has been recommended that the main method for obtaining student feedback is through Staff/Student Consultative Committees, student focus groups (where these are used), and student representation on Course Committees.  Student business should therefore be a standing item on agendas.

This will provide a mechanism to obtain qualitative feedback which can be used in the module monitoring process, not only to identify issues, but also good practice.

Module monitoring has been designed to reduce the overall quantity of reporting required and to focus activity on those areas requiring most attention ie modules with a significantly lower or higher than expected student performance.  The review process will be carried out by the Head of School rather than the Module Co-ordinator.  The monitoring process is to be carried out at the end of each semester, thus allowing time to make enhancements to a module before it is next delivered.

The monitoring scheme will be conducted in three stages:

Stage 1

Heads of School to be provided with a summary report at the end of each Semester covering all modules offered by their School, including modules providing service teaching to other Schools or Faculties (see Annex 1).  This report provides details of enrolments and outcomes and will be based on results available from first sit assessments.  This information will assist Heads of School to make an initial determination of modules to be reviewed.  More detailed module reports (see Annex 2) can then be accessed to allow for further discrimination in determining modules for review.

Service Teaching

With regard to service taught modules, and in particular, large first year introductory modules, where common teaching is addressed to specialist and non-specialist students alike, Heads of Schools are advised to check that equal progress is being made by students from all cohorts taking the module.  To enable this, it will be necessary to run the “Analysis of Marks per Module” report (Annex 2) which lists students enrolled on the module by cohort.  From this report Heads of School will be able to identify any cohort of students that is experiencing problems with the module.

Stage 2

The nature of the detailed review of modules should be tailored to take account of the issues identified, but typically might include:

• Discussion with the Module Co-ordinator;
• Review of Staff/Student Consultative Committee minutes;
• Discussion with a group of students who have completed the module, including successful and unsuccessful students (although it is recognised that this could be problematic for semester 2 modules);
• Review of past performance on the module to establish if the unexpected level of performance was a ‘one off’ or a recurring trend.

Stage 3

Following the review of a module, an action plan for quality improvements will be developed by the Head of School in conjunction with the Module Co-ordinator.

The relevant Course Committee will receive a copy of the action plan along with regular progress reports from the Module Co-ordinator.

Additionally, it is recommended that Heads of School ensure that particular attention is given to reviewed modules when such modules are next offered.