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ECTS credit allocation the basis and the example of University of Bialystok

ECTS credit allocation the basis and the example of University of Bialystok. prof. Małgorzata Dajnowicz Katarzyna Szorc PhD Łukasz Wołyniec MA. Workshop agenda. Theoretical background of ECTS (definitions, terminology) The basis for ECTS credits allocation

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ECTS credit allocation the basis and the example of University of Bialystok

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  1. ECTS credit allocation the basis and the example of University of Bialystok prof. Małgorzata Dajnowicz Katarzyna SzorcPhD Łukasz Wołyniec MA

  2. Workshop agenda • Theoretical background of ECTS (definitions, terminology) • The basis for ECTS credits allocation • Methods of allocating ECTS credits • Practical example of allocation of ECTS credits - syllabuses used at the University of Bialystok (History, Pedagogy, Sociology)

  3. Theoretical background of ECTS (definitions, terminology) ECTS is a learner-centred system for credit accumulation and transfer based on the transparency of learning outcomes and learning processes. It aims to facilitate planning, delivery, evaluation, recognition and validation of qualifications and units of learning as well as student mobility. ECTS is widely used in formal higher education and can be applied to other lifelong learning activities.

  4. The basis of ECTS credits allocation • ECTS credits are based on the workload students need in order to achieve expected learning outcomes. • Learning outcomes describe what a learner is expected to know, understand and be able to do after successful completion of a process of learning. They relate to level descriptors in national and European qualifications frameworks. • Workload indicates the time students typically need to complete all learning activities (such as lectures, seminars, projects, practical work, self-study and examinations) required to achieve the expected learning outcomes. • 60 ECTS credits are attached to the workload of a fulltime year of formal learning (academic year)and the associated learning outcomes. In most cases, student workload ranges from 1,500 to 1,800 hours for an academic year, whereby one credit corresponds to 25 to 30 hours of work. • Creditsare awarded to individual students after completion of the learning activities required by a formal programme of study.

  5. The basis of ECTS credits allocation The first two Bologna cycles are associated with the following ECTS credit ranges: • First cycle qualifications typically include 180-240 ECTS credits. • Second cycle qualifications typically include 90-120 ECTS credits, with a minimum of 60 ECTS credits at the level of the 2nd cycle. These credit ranges follow the ECTS key feature stating that 60 ECTS credits are attached to the workload of a typical full-time academic year of learning within a formal learning programme. This rule applies to all higher education qualifications independent of their level.

  6. ECTS credits allocation • “Credits are allocated to entire qualifications or study programmes as well as to their educational components (such as modules, course components, dissertation work, work placements and laboratory work)”. • Credit allocation is the process of assigning a number of credits to qualifications/programmes or to educational components. ECTS credits are allocated on the basis of the typical workload necessary to achieve the required learning outcomes. • Based on the ECTS key feature that 60 credits are allocated to the workload of a full-time academic year, 30 CTS credits are normally allocated to a semester and 20 ECTS credits to a trimester. Qualifications which have formal programmes lasting three fulltime academic years are allocated 180 ECTS credits.

  7. The workload estimation • Prior to estimating the workload associated with a programme or an educational component, the learning outcomes should be defined. These learning outcomes are the basis for choosing suitable learning activities and for a consistent estimation of the workload necessary to complete them. • In estimating students’ workload, institutions must consider the total time needed by students in order to achieve the desired learning outcomes. • Since workload is an estimation of the average time spent by students to achieve the expected learning outcomes, the actual time spent by an individual student may differ from this estimate. Individual students differ: some progress more quickly, while others progress more slowly.

  8. The workload estimation Typically the estimated workload will result from the sum of: • the contact hours for the educational component (number of contact hours per week x number of weeks) • the time spent in individual or group work required to complete the educational component successfully (i.e. preparation beforehand and finalising of notes after attendance at a lecture, seminar or laboratory work; collection and selection of relevant material; required revision, study of that material; writing of papers/projects/dissertation; practical work, e.g. in a laboratory) • the time required to prepare for and undergo the assessment procedure (e.g. exams) • the time required for obligatory placement(s).

  9. The workload estimation • The estimation of workload must not be based on contact hours only (i.e. hours spent by students on activities guided by teaching staff). • For example, a seminar and a lecture may require the same number of contact hours, but one may require significantly greater workload than the other because of differing amounts of independent preparation by students.

  10. The workload estimation • The estimation of workload should be regularly refined through monitoring and student feedback, • The allocation of credits to single educational components is performed as part of curriculum design with reference to national qualifications frameworks, level descriptors and qualifications descriptors. Prior to allocating credits to individual components, an agreement should be reached on the ‘profile’ of the specific study programme and the associated learning outcomes. • Monitoring can be managed in different ways. Whatever method is used, student and staff feedback should constitute an essential element for checking and revising credit allocation. Data on completion times and the assessment results of programmes and their components are also part of the monitoring of credit allocation.

  11. Awarding ECTS credits • Learners are awarded ECTS credits only when appropriate assessment has shown that they have achieved the required learning outcomes for a component of a programme or for the qualification. • The award of credits certifies that a learner has complied with the requirements of the component. • The number of credits awarded to the learner is the same as the number of credits allocated to the component. • The full number of credits is always awarded if the student achieves a passing grade; it is never adjusted according to the learner’s level of performance. (eg. if the coursehas 5 creditsallocated, the student mayaward 0 or 5 credits, not 1, 2, 3, or 4). • ECTS credits do not express how well the learner performed in satisfying the requirements for the award of credit. The quality of the learner’s performance is expressed by the institutional or national grading system.

  12. Methods of alloctaing ECTS credits 1stmethod – ’from the teachingstaff’ • The teaching staff define the learning outcomes of each programme component, describe the learning activities and estimate the workload typically needed for a student to complete these activities. Proposals are collected, analysed and synthesised and the estimated workload is expressed in credits. • Using this approach, all the teaching staff are involved in the process of credit allocation. They can put forward their proposals in terms of learning outcomes, and estimate the workload necessary to achieve them. Through discussion and defining of priorities they can come to a final decision on the basis of the credits available (60 for each year). This procedure may result in different numbers of credits being attributed to single components (e.g. 3, 5, 8). • By using this option, institutions allow for maximum freedom in designing each component with regard to the learning outcomes and related workload. On the other hand, components of different sizes may be problematic when it comes to multidisciplinary or joint programmes or mobility.

  13. Methods of alloctaing ECTS credits 2ndmethod – ’from the institution’ • The faculty may decide from the start to standardise the size of educational components, giving each one the same credit value (e.g. 5) or multiples of it (e.g. 5, 10, 15), and thus predefine the number of credits to be allocated per component. • In this case, the course units are often called ‘modules’. Within this predefined structure, the teaching staff define appropriate and feasible learning outcomes and describe the learning activities, on the basis of the standard size of the components. The estimated workload must be consistent with the number of credits allocated to that component. • By standardising the size of components, institutions allow for more flexible, multidisciplinary and interdisciplinary pathways among programmes. On the other hand, the definition of learning outcomes within a component is constrained by the pre-defined number of credits that set a priori the workload for each component.

  14. Methods of alloctaing ECTS credits Whatever the method for credit allocation, the main element determining the number of credits is the estimated workload needed to achieve the expected learning outcomes. The number of contact hours alone must not be used as a basis to allocate credits, since contact hours are only one element of students’ workload. Proper credit allocation should be part of the internal and external quality assurance for higher education institutions.

  15. Information on programmes General description: • qualification awarded • level of qualification • specific admission requirements • specific arrangements for recognition of prior learning (formal, non-formal and informal) • qualification requirements and regulations • profile of the programme

  16. Information on programmes General description: • key learning outcomes • occupational profiles of graduates with examples • access to further studies • course structure diagram with credits (60 per full-time academic year) • examination regulations, assessment and grading • graduation requirements • mode of study (full-time, part-time, e-learning...), • programme director or equivalent.

  17. Information on programmes Description of individual course units: • course unit title • course unit code • type of course unit (compulsory, optional) • level of course unit (e.g. first, second or third cycle; sub-level if applicable) • year of study (if applicable) • semester/trimester when the course unit is delivered • number of ECTS credits allocated • name of lecturer(s) • learning outcomes of the course unit

  18. Information on programmes Description of individual course units: • mode of delivery (face-to-face, distance learning) • prerequisites and co-requisites • recommended optional programme components • course contents • recommended or required reading • planned learning activities and teaching methods • assessment methods and criteria • language of instruction • workplacement(s)

  19. University of Bialystok – legal basis of ECTS credits allocation For information on ECTS credits for allfields of education - see Resolution of the Senate of the University of Bialystok (No. 2015, 22 February 2017). Keyfeatures: • Based on the learning outcomes, the facultiescreate curricula (studyprogrammes) thatdescribe the learning process, the expected learning outcomes for the field of study, the level and profile of education. • The curriculum allows the student to selectmodules of courses (includingtaught in foreignlanguages), whichareawarded not less than 30 ECTS creditsnecessary for qualificationscorresponding to the level of education.

  20. University of Bialystok – legal basis of ECTS credits allocation Keyfeatures: • At least half of the full-timestudy program must be conducted in the form requiring the directinvolvement of teachers and students. • The number of ECTS creditsrequired for a qualificationsis not less than: 120 - for firstcyclestudies 120 - for secondcyclestudies 300 - for unified master degreestudies.

  21. Description of the procedure applicable in the University of Bialystok faculties • ECTS creditsareassigned to particularmodules and courses (a module maycontain a fewcourses). One ECTS creditcorresponds to 25 - 30 hours of student workload and isrelated to the achievement of learning outcomes. • The number of hoursworked by the student isdetermined by his/herparticipation in variousforms of organizedclasses with the participation of academicteachers (contacthours) and the timedevoted to the student's independent work, ie. preparing for classes, performing tasksthatcan be performedoutside the university (eg. preparation of projectsorother independent works), preparation for colloquiums and examinations. The student'sworkloadisestimated by takingintoaccount the possibility of achieving the expected learning outcomes by the average student. Average student means not best and not worst.

  22. Description of the procedure applicable in the University of Bialystok faculties • ECTS credits are awarded for completing each module / course provided in the curriculum. • The student obtains ECTS credits assigned to the module / subject if he/she meets all the requirements specified in the curriculum and achieves the learning outcomes set for that module / course. The number of ECTS credits does not depend on the student's grade. • The number of ECTS credits provided by the curriculum for each semester is not less than 30. Obtaining a specified number of credits (provided by the curriculum) is the condition of semester/year completion.

  23. Description of the procedure applicable in the University of Bialystok faculties • The student has the right to study abroad within the framework of international agreements and educational programs implemented in University of Bialystok. The program of tuition at another university is set individually by the exchange maintainer and approvedby the dean. This program determines the period of study at partner university and the list of courses that the student has to complete, along with the ECTS credits that he/she should obtain.

  24. Allocation of ECTS credits to curriculum and courses in practice • Revision of the current curriculum (study plan) - assessment of courses in terms of overallworkload. Whatshould be considered: • the current and plannedworkload of the course • the amount of material to be learned (including the literaturę, etc.) • the current and plannednumber of hours (generally 120 hoursgivemore ECTS creditsthan 15 hours) • the current and plannedforms of assessment and examination (writtenexam, oralexams, essays, projects - the laboriousness of the course, to completewhich the test isrequired, isdifferentthanlaboriousness of the courserequiringpreparation of a semesterprojectpreceded by ownresearch and study of sourcematerial) • learning outcomes for the courses- the timerequired to achievethem.

  25. Allocation of ECTS credits to curriculum and courses in practice • Consultations with teachers on the current workload of the courses(it is recommended to use existing syllabuses of the courses or prepare the form to fill by the teachers if the syllabuses are missing). • Development of a preliminary curriculum (study plan), taking into account the need to obtain min. 30 ECTS credits during the semester and 180/120 ECTS for the whole cycle, as well considering the existing limits of the didactic hours number enrolled for a particular field of study. It is also necessary to include general-purpose subjects and their ECTS credits (eg. physical education, health and safety training, protection of intellectual property, etc.).

  26. Allocation of ECTS credits to curriculum and courses in practice • Final allocation of credits to courses, location of them in the curriculum (program of study). Sometimes courses can be moved between the years or may change the form (eg. the course had lectures and classes before, and now there are only classesor the hours for the lecture are reduced, and increased for the classes). It is worthwhile to use the experience of quality of education evaluation of the given field of study, as well as the students’ opinions. • Transferring a new study plan to teachers who prepare syllabuses, taking into account the allocated ECTS credits and matching the student's workload according to ECTS 1 = 25 - 20 hours of student work.

  27. Allocation of ECTS credits to curriculum and courses in practice It is worthwhile to address the homogeneous conversion of number of hours into credits, eg. 1 ECTS credit corresponds to 27 hours of workload (or any number in the range of 25 – 30).

  28. Example of the sylabus used in Unisversity of Bialystok Przedmiot / course : Dobórpróby / Sampling in sociological research Informacje ogólne / General information

  29. Przedmiot / course : Dobórpróby / Sampling in sociological research Informacje szczegółowe / Detailedinformation

  30. Practicalexercise - prepare the sylabusfor yourcourse • Fill in given form • Define learning outcomes • Estimate student’s workload • Allocate ECTS credits

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