POSTGRADUATE CERTIFICATE IN LEARNING & TEACHING - REGULATIONS

POSTGRADUATE CERTIFICATE IN LEARNING & TEACHING - REGULATIONS 1. The Postgraduate Certificate in Learning and Teaching (CILT) henceforth the Course - comprises two modules: an Introductory Certificate and a Full Certificate. 2. Candidates seeking registration for the Introductory Certificate will normally be staff of the School with little or no experience in higher education teaching. Candidates seeking registration for the Full Certificate will normally be staff of the School who have successfully completed the Introductory Certificate or who have been exempted from this requirement as outlined in either Regulations 3 or 9. 3. Candidates may exceptionally seek dual registration on the Introductory and Full Certificates. Candidates may be admitted to dual registration at the discretion of the Course Organiser, if i. They have work-based learning opportunities which are of strong relevance to the learning outcomes of the Full Certificate; or ii. They have submitted all of the assessed work for the Introductory Certificate as outlined in Regulation 6 and are awaiting the final assessment outcome. In the event of dual registration, the Board of Examiners will consider the candidate for the Full Certificate only following confirmation of successful completion of the Introductory Certificate (this may occur at one or more meetings of the Board). 4. Candidates for either certificate will normally complete it in eighteen months. Extensions of this time limit may be granted with the agreement of the Course Organiser. Internal candidates should also have the support of their Head of Department. External candidates should have the support of their home institution. 5. Candidates for either Certificate who are not current School staff may be admitted at the discretion of the Course Organiser. 6. The Introductory Certificate will be awarded to candidates who, to the satisfaction of the Board of Examiners, have participated in the compulsory workshops as detailed in the Course Handbook, completed a task-focused portfolio and undertaken three teaching observations, of which one is summatively assessed. Exemptions from participating in some workshops may be granted as detailed in Regulation 8. 7. The Full Certificate will be awarded to candidates who have, to the satisfaction of the Board of Examiners, participated in the compulsory workshops as detailed in the Course Handbook, completed a task-focused portfolio and undertaken a summative teaching observation. Exemptions from participating in some workshops may be granted as detailed in Regulation 8. 8. Candidates for either certificate who have previously attended any of the required workshops within two years of the date they started the course are exempted from retaking them. Candidates who undertook workshops more than two years before commencement of the course, or who took similar workshops outside the School, may be exempted from their retake with the permission of the Course Organiser. 9. Candidates may be allowed direct entry to the Full Certificate without having previously taken and passed the Introductory Certificate. Such candidates will attend a Professional Discussion with the Course Organiser (or their nominee) and one other member of the Programme team. The Professional Discussion will consider the candidate s CV and decide that the candidate: i. May progress directly to the Full Certificate without taking the Introductory Certificate,

ii. May progress directly to the Full Certificate but with the requirement to complete specified elements of the Introductory Certificate (workshops and/or assessment elements) concurrently, or iii. Should undertake the Introductory Certificate in full, or with some workshop exemptions as set out in Regulation 8. 10. No appeal is permitted against the outcome of the Professional Discussion. 11. Assessment of each certificate shall be by a Board of Examiners, appointed by the Senate, comprising a chair, up to three other teachers on the Course, an external examiner, a senior member of staff nominated by the Dean of Studies, and the Course Organiser (or their nominee). 12. The assessment scheme includes yes/no criteria in relation to, for example, whether the candidate has attended all of the required workshops. If the assessment response is no in relation to any of the yes/no criteria, the work will be returned to the candidate once for correction and resubmission. If after the work is returned to the candidate it is re-submitted and a further no response arises is relation to any of the yes/no criteria, then an un-compensatable fail has occurred. In exceptional circumstances, however, the Course Organiser has discretion to allow one further submission. 13. With regard to the summative teaching observations, up to 3 opportunities to repeat the observation are allowed if a pass assessment is not achieved on the first occasion. It will be the candidate s responsibility to ensure they have achieved a pass assessment for their summative teaching observation prior to submitting their finalised portfolio which is the last stage in the assessment process. 14. In the event of an overall fail on the graded assessments, after the compensations included within the assessment scheme, one opportunity is allowed for the candidate to review and resubmit only those elements that were graded D or E. A pass is the maximum award that can be achieved following a resubmission. 15. To achieve a distinction award for the Introductory Certificate candidates will need to: a. Meet all of the yes/no criteria and gain a pass in the summative teaching observation, and b. Pass all of the graded assessment tasks ( C or above), and c. Achieve an A or B+ grade in four of the assessment tasks including Task 6 (Reflective Commentary 1). 16. To achieve a distinction award for the Full Certificate the candidate s performance across both modules will need to: a. Meet all of the yes/no criteria and gain a pass in the summative teaching observations, and b. Pass all of the graded assessment tasks ( C or above), and either c. Achieve an A or B+ grade in eight of the assessment tasks including Task 8 (Teaching Design and Innovation) and Task 11 (Reflective Commentary 2), or d. For candidates granted direct entry under Regulation 9, achieve an A or B+ grade in four of the assessment tasks including Task 8 (Teaching Design and Innovation) and Task 11 (Reflective Commentary 2). Page 2 of 8

POSTGRADUATE CERTIFICATE IN LEARNING & TEACHING MARKING SCHEME Assessment Scheme and Criteria (These details are included in full in the Course Handbook) Assessment scheme for all assessed elements, and assessment criteria for Portfolio Assessment Tasks A successful assessment for each of Module 1 and Module 2 of the LSHTM Postgraduate Certificate in Learning and Teaching will require the following:- 1. Full workshop attendance YES/NO (Or agreed recognition in advance by the Course Director of prior development in the area covered by a workshop(s)) 2. One teaching observation by a programme assessor (refer to the specific assessment criteria for this included in Appendix 1) PASS/NOT ACCEPTABLE Note: Up to 3 opportunities to repeat the summative observation are possible. Feedback will be provided and areas for improvement clearly identified; Competency demonstrated in a teaching/learning session observed by a programme assessor is regarded as a threshold standard for completing the Module and therefore a pass must be achieved for successful completion of the Module. This aspect of the Programme cannot be compensated for by marks or achievements in other areas; Whilst only one assessor observation is required for each of Modules 1 and 2, further peer observations of teaching are encouraged throughout the programme, and evidence of these could be included in the Portfolios; Module 1 requires evidence of at least three teaching observations, including the observation by a programme assessor, and Assessment Task 4 requires a reflective commentary on one of these. 3. PORTFOLIO Introductory elements included YES/NO Note Module 2 can be the same as those included in the Module 1 portfolio or updated versions of them A timetable of teaching for the assessment period (from commencement of the Module to submission of the Portfolio) is included showing at least 60 to 90 hours invested in teaching and supporting student learning overall (can include planning and preparation) of which a minimum of 8 to 12 hours is teaching contact time YES/NO 4. ASSESSMENT TASKS Marking of assessed work (Module 1: Tasks 1 to 6, and Module 2: Tasks 7 to 11) will be done using the following scheme which is based on LSHTM s Masters assessment scheme: 5 (outstanding achievement) 4 (very good pass) 3 (good pass) 2 (satisfactory pass) 1 (borderline fail) 0 (outright fail OR not submitted). A more detailed narrative description of each of the marks as applied to this programme is given below. Page 3 of 8

Assessment Tasks 1 to 5 and 7, 9 and 10 For Portfolio Assessment Tasks 1 to 5 and 7, 9 and 10, a 2 or above is a pass for each individual task. However, with reference to each Module: Module 1: A 1 mark assessment can be gained in two of the tasks and, provided all other marks are 2 or above, an overall pass will be awarded. If more than two tasks are marked 1 or below, then an un-compensatable fail has occurred; A 0 mark can be gained in one of the tasks and, provided all other marks are 2 or above, an overall pass will be awarded. If more than one task is marked 0, or a 1 and a 0 assessment are gained, then an un-compensatable fail has occurred. Module 2: A 1 or 0 mark assessment can be gained in one of the tasks and, provided all other marks are 2 or above, an overall pass will be awarded. If more than one task is marked 1 or below, then an un-compensatable fail has occurred (note, Task 8 is excluded from this); Assessment Tasks 6, 8 and 11 For Portfolio Assessment Tasks 6 and 11 (Reflective Commentaries 1 and 2) and Task 8 (Teaching Design and Innovation), a 2 or above is a pass for this task and this must be achieved. If the mark is less than 2, then an un-compensatable fail has occurred. 5. ASSESSMENT CRITERIA FOR ALL PORTFOLIO ASSESSMENT TASKS The following assessment criteria will be applied. It is important to note that there is flexibility within the criteria to enable focus to be given appropriately to assessing Tasks of varied types, from those that arise from practical activities (e.g. evidencing a process) to those that focus on educational literature (e.g. linking theory to own practice): 5 Outstanding Achievement 4 Very Good Pass Content As appropriate to the nature of the Task, the work includes - A comprehensive discussion of all the major points A wide range of very well selected information and examples A high level of reflection, relevant to the task A process very well illustrated, described and evidenced with several levels of detail An appropriately extensive range of references to educational literature, research, informed opinion As appropriate to the nature of the Task, the work demonstrates - An outstanding grasp of issues combined with rigorous independent thinking and insights A reflective approach that clearly identifies learning and further development Sophisticated critical and creative evaluation of ideas and processes A fluent and imaginative ability to produce tailored resources and/or problem solve An excellent understanding of theory as related and applied to own practice The work is - Extremely well organised and structured Written with exceptional clarity, fluency and strength of argument Centred around reflection on own and others practice Sharply focussed on the issues Accurately and appropriately referenced Content As appropriate to the nature of the Task, the work includes - A very good discussion of the major points A wide range of relevant information and examples A high level of reflection, relevant to the task A process well illustrated, described and evidenced with several levels of detail Page 4 of 8

3 Good Pass 2 Satisfactory Pass A broad range of references to educational literature, research, informed opinion As appropriate to the nature of the Task, the work demonstrates - A very good grasp of issues combined with strong independent thinking A reflective approach that clearly identifies learning and further development Strong critical and creative evaluation of ideas and processes A fluent ability to produce tailored resources and/or problem solve A very good, thorough understanding of theory as related and applied to own practice The work is - Very well organised and structured Written with great clarity, fluency and strength of argument Reflective of own and others practice Very well focussed on the issues Accurately and appropriately referenced Content As appropriate to the nature of the Task, the work includes - A good discussion of most of the major points Sufficient relevant information and examples A good level of reflection, relevant to the task A process well described and evidenced A range of references to educational literature, research, informed opinion As appropriate to the nature of the Task, the work demonstrates - A good grasp of issues A reflective approach that clearly identifies learning and further development Sound critical evaluation of ideas and processes An ability to produce tailored resources and/or problem solve A good understanding of theory as related to own practice The work is - Well organised and structured Clearly and logically written Reflective of own and others practice Well focussed on the issues Accurately and appropriately referenced Content As appropriate to the nature of the Task, the work includes - Satisfactory discussion of the topic Sufficient relevant information and examples A good level of reflection, relevant to the task A process logically described and evidenced Basic references to educational literature, research, informed opinion As appropriate to the nature of the Task, the work demonstrates - Satisfactory grasp of issues A reflective approach that identifies learning and further development Basic critical evaluation of ideas and processes An ability to produce tailored resources and/or problem solve An understanding of theory as related to own practice The work is - Organised and structured Clearly and logically written Reflective of own and others practice Reasonably focussed on the issues Accurately and appropriately referenced Page 5 of 8

1 Borderline Fail 0 Outright Fail OR Not Submitted Content As appropriate to the nature of the Task, the work shows - Inadequate or confusing discussion of the topic Some but not sufficient relevant information and examples and/or the use of irrelevant points Little reflection, or that which is irrelevant to task A process that is not well enough described or evidenced Unfocussed or inaccurate references to educational literature, research, informed opinion Content As appropriate to the nature of the Task, the work demonstrates - Lack of understanding of the main issues Insufficient reflection on learning and future development Insufficient critical evaluation of ideas and processes Difficulties in producing appropriate resources and/or problem solving A lack of familiarity with key theories The work is - Poorly organised and structured in places Lacking in clarity in some key areas Lacking meaningful reflection on own or others practice Lacking focus on key issues Inaccurately or inappropriately referenced None of the major points or requirements of the task present Many irrelevant points included Includes no or irrelevant reflection Process, materials or problem solving not evidenced A serious lack of understanding demonstrated Inadequate grasp of issues No reflection or insight into learning and future development Unacceptable of work no reasonable level of organisation, reflection, referencing, clarity, focus or structure 6. ACHIEVING A DISTINCTION A distinction can be achieved for both the Introductory and the Full Certificate (Modules 1 and 2). This is awarded by reference to the marked work only and is calculated as follows:- To achieve a distinction award for Module 1 (Introductory Certificate) candidates will need to: a. Meet all of the yes/no criteria and gain a pass in the summative teaching observation, and b. Pass all of the marked assessment tasks ( 2 or above), and c. Achieve a 5 or 4 mark in four of the assessment tasks including Task 6 (Reflective Commentary 1). To achieve a distinction award for Module 2 (Full Certificate) the candidate s performance across both modules will need to: a. Meet all of the yes/no criteria and gain a pass in the summative teaching observations, and b. Pass all of the marked assessment tasks ( 2 or above), and either c. Achieve a 5 or 4 mark in eight of the assessment tasks including Task 8 (Teaching Design and Innovation) and Task 11 (Reflective Commentary 2), or d. For candidates granted direct entry to Module 2 through the accreditation of prior experience and learning, achieve a 5 or 4 mark in four of the assessment tasks including Task 8 (Teaching Design and Innovation) and Task 11 (Reflective Commentary 2). 7. NOTE ON THE YES/NO ASPECTS OF THE ASSESSMENT SCHEME If the assessment response is NO in relation to any of the above YES/NO criteria, the work will be returned to the candidate once for correction and resubmission. The point at which all of the above are considered is upon submission of the Module Portfolio. So, for example, it is the candidate s responsibility to ensure they have attended all of the Module workshops in full before submitting their portfolio (guidance will be provided by the candidate s Educational Supervisor on readiness for submission). Page 6 of 8

If after the work is returned to the candidate it is re-submitted and a further NO response arises is relation to any of the criteria, then an un-compensatable fail has occurred. In exceptional circumstances, however, the Course Director has discretion to allow one further submission. Note, the Assessment Tasks will not be marked until all of the YES/NO criteria are confirmed as YES and the assessor observation confirmed as PASS. As an exception to the above, if a candidate has been unable to attend one of the required workshops it is possible at the discretion of the chair of the Board of Examiners for them to nevertheless submit their task-focussed portfolio for assessment prior to the time limit for completion. The candidate must apply for this arrangement through the Course Director stating clearly why they have been unable to attend the workshop in question and providing a clear plan of when they will attend it. If agreed the portfolio will be assessed but the result withheld until attendance on the workshop is confirmed by the Course Director. All of the other requirements regarding submission of the finalised portfolio will still apply. A formal extension of the time limit for completion will not normally be required in these circumstances. 8. SUMMATIVE TEACHING OBSERVATIONS With regard to the summative teaching observations, up to 3 opportunities to repeat the observation are allowed if a pass assessment is not achieved on the first occasion. Feedback will be provided and areas for improvement clearly identified on each occasion. It will be the candidate s responsibility to ensure they have achieved a pass assessment for the summative teaching observation prior to submitting their finalised portfolio which is the last stage in the assessment process. 9. FINAL ASSESSMENT RESULT If all of the YES/NO criteria have been successfully assessed with a YES and the assessor teaching observation with a PASS, then the assessed Tasks will be marked to determine an overall distinction, pass or fail award for the Module in accordance with the scheme outlined above. The notes regarding uncompensatable fails, and the circumstances in which they arise, must also be noted. The Marking and Assessment Sheets corresponding to this assessment scheme, to be used by programme assessors are shown in Appendix 2. 10. RESUBMISSIONS In the event of an overall fail on the marked assessments, after the compensations included within the assessment scheme, one opportunity is allowed for the candidate to review and resubmit only those elements that were marked 1 or 0. A pass is the maximum award that can be achieved following a resubmission. 11. STUDENT APPEALS AND COMPLAINTS PROCEDURE The School has in place an appeals and complaints procedure the broad terms of which will apply to this Certificate programme with appropriate modifications. The procedure can be found at: http://intra.lshtm.ac.uk/registry/regulations/regulations/other/appeals_complaints.pdf 12. FORMATIVE ASSESSMENT There will be opportunities throughout the course for students to undergo formative assessment for evaluation of their progress. A. Taught Components Participants will be encouraged to practice teaching skills in workshops (e.g. micro teaching sessions) and will receive informal feedback about these. B. Delivery of Teaching and Supporting Learning Peer review will be used not only to assess teaching summatively but also can be used for formative assessment (evidence of this is a requirement for Module 1 Assessment Task 4). C. Educational Supervisor On the commencement of the programme (or shortly thereafter) you will be allocated an Educational Supervisor to support you on a one-to-one basis. Your Educational Supervisor will provide support and feedback during the creation of learning resources and as critical and reflective writing is being produced. Page 7 of 8

Participants must show their first piece of Critical and Reflective Writing to their Educational Supervisor for discussion, and should aim to show their Portfolio to them at various stages throughout the course of the Module for feedback and discussion on progress. D. Progress Timetable Each cohort will be given an outline timetable suggesting a pattern of progress that would enable them to firstly spread the load in terms of the work involved and secondly complete the assessment tasks in stages and stay on track for completion of the Module overall. These stages may be seen as logical points to seek some feedback on draft work. 13. ACCREDITATION OF PRIOR EXPERIENCE AND LEARNING (APEL) Candidates for either Module (Introductory or Full Certificate) who have previously attended any of the required workshops within two years of the date they commence the Module are exempted from retaking them, unless they wish to. Candidates who undertook workshops more than two years before commencement of the Module, or who took similar workshops outside the School, may be exempted from their retake with the permission of the Course Director. Candidates may be allowed direct entry to the Full Certificate (Module 2) without having previously taken and passed the Introductory Certificate (Module 1). Such candidates will be required to attend a Professional Discussion with the Course Director (or their nominee) and one or two other members of the Programme team. The Professional Discussion will consider the candidate s CV, prior experience and development in learning and teaching, and decide that the candidate: 1. may progress directly to the Full Certificate without taking the Introductory Certificate, 2. may progress directly to the Full Certificate but with the requirement to complete specified elements of the Introductory Certificate (workshops and/or assessment elements) concurrently, or 3. should undertake the Introductory Certificate in full, or with some workshop exemptions as set out above. Applications for direct entry to the Full Certificate will only be considered if made prior to the commencement of the course or, exceptionally, if made immediately after commencement. 14. DUAL REGISTRATION Candidates may exceptionally seek dual registration on the Introductory and Full Certificates. Candidates may be admitted to dual registration at the discretion of the Course Director, if i. they have workbased learning opportunities which are of strong relevance to the learning outcomes of the Full Certificate; or ii. they have submitted all of the assessed work for the Introductory Certificate as outlined above and are awaiting the final assessment outcome. In the event of dual registration, the Board of Examiners will consider the candidate for the Full Postgraduate Certificate only following confirmation of successful completion of the Introductory Certificate (this may occur at one or more meetings of the Board). Candidates granted dual registration will normally have a three-year period to complete both Certificates starting from their commencement date for the Introductory Certificate (the provisions regarding extensions of time will apply). 20/02/13 Registry Page 8 of 8