Using QAA subject benchmark information: an academic teacher’s perspective

Abstract

This paper describes, with examples, the writing of aims and intended learning outcomes for a broad range of engineering degree programmes at various levels including undergraduate masters. The relevance and helpfulness, to this process, of the engineering benchmark statement are discussed in the context of the range of other attempts at setting out standards for engineering degrees over several decades, mainly by professional bodies. The discussion also includes the implications, for delivery and assessment, of setting threshold standards, and the importance of clear presentation of intended learning for the successful introduction of PDP.

Citation

Houghton, W. (2002), "Using QAA subject benchmark information: an academic teacher’s perspective", Quality Assurance in Education, Vol. 10 No. 3, pp. 172-186. https://doi.org/10.1108/09684880210435930