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Assessments are too long in word cound

ELB - Great idea but too long (also a non-assessed component)

Poster - a great feature but some are far too word heavy (is this due to how the poster is assessed? ie assessing the poster and not the presentation of it)

Timing of assessment - deadlines are often during busy marking periods

Could be more authenic assessment

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External Examiner Report 23/24 - Online Engagement 

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External Examiner Report 23/24 - Online Engagement 

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Online. I only saw a few students. Meetings were arranged by the programme leader, though unfortunately it was difficult to get a range of students to attend.

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community, networking

peer learning

belonging

interdisciplinary

sharing and learning in a safe space

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Students appreciated the programme’s clear structure, inclusive approach, and supportive tutor groups, which helped build a strong sense of community. The variety and flexibility in assessment options were valued, as was the effective use of digital platforms like KLE and MS Teams to support learning and collaboration.

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External Examiner Report 23/24 - Administration and Exam Board

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External Examiner Report 23/24 - Administration and Exam Board

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The administrative support for the exam boards is good, even when personnel are shuffled about. The exam board is conducted professionally and fairly. The marking of student work was consistent, with full feedback.

Student work is very good and in some cases could form the basis for publication (Poster)

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Timings and schedule of course in relation to pressures and workload of academic staff

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Legacy confusion around the APA versus PgCert routes, which has led to stakeholder dissatisfaction and miscommunication. The curriculum has remained largely unchanged since the pandemic, risking misalignment with current educational practices. Staff turnover and retention issues have disrupted continuity, and there is a recognised need to better align summative assessments with apprenticeship end-point requirements.

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Assessment formats

Resources varied

KLE structure asynch supporting sessions, pre and post session learning, catch up recordings, etc.

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More opportunities for experiential learning and practical sessions with more active learning opportunities

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More flexibility and agility in mode of deliver

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External Examiner Report 23/24 - Access to work as an external examiner 

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External Examiner Report 23/24 - Access to work as an external examiner 

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It is really difficult, as an external user of the Keele site, to both access and navigate student work. (I mentioned this last year in my external examiner report.) It was not apparent where the work for 2023-4 was located. I recommend that there be a complete re-think about the platforms for storing and displaying student work. As a consequence, it was difficult for me to see an array of work

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Transition to BlackBoard Ultra - with more asynchronous resources and interactive activities i.e. Discussion Forums / Padlets has been welcomed

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Ok across the board, but could be strengthened in some areas.

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The chance to modernise the curriculum by integrating AI, digital pedagogy, and inclusive teaching practices. It also opens pathways to expand the programme’s reach to NHS Trusts, international partners, and global learners. Policy changes around entry requirements and funding could enable more flexible and accessible programme design, while stakeholder feedback offers a valuable foundation for evidence-based improvements and enhanced professional recognition routes.

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Enhanced student representation and students as co-creators/partners is needed

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While the programme is praised for its inclusive design and supportive environment, key threats include workload pressures, lack of protected time, and misalignment with diverse academic roles. Concerns were also raised about unclear assessment expectations, module sequencing, and session delivery being too long or not practical enough — all of which risk undermining engagement and impact if not addressed.

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External Examiner Report 23/24 - Student Outcomes - Good

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External Examiner Report 23/24 - Student Outcomes - Good

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Student outcomes are good – this is always one measure of teaching quality. Meetings with students suggest some very good practice.

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Authentic assessment opportunities

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Long-term strategy of the programme is unknown and there will likely be further changes due to 'changing of the guard' at Keele

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Too much - time pressure

More link to existing practice - work-based projects

Clarity, language could be better

Lacks relevance to role - authentic for all learners

Confusion between module assessments and ELB across programme

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Sessions are too long and need to be more practical/authentic

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Highlights the requirement to refresh or redesign programme in light of PSF 2023. Current programme and modules do not have a strong focus on collaborative practices, critical evaluation for effective inclusive practice and student support and guidance

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Programme structure - connection and scaffolding between Module 1 and Module 2

January start? - clashes with marking, Summer break too much of a break.

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Students on the PGCert appreciated the approach to teaching and the establishment of a network to rely upon throughout the duration of study. It was noted that inclusivity was threaded throughout the programme effectively and that the blend of online and optional face-to-face sessions was a strength. Students on the whole liked being part of small tutor groups, citing them as supportive, friendly, and professional.

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Can integrate technologies/ tools that demonstrate best practice in T&L

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What did you find most useful? What did you find most challenging? What do you want to do more of? What would you like to do less off? - and adapt sessions accordingly

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Doesn't always feel relevant to learners external to Keele

Materials that cannot be accessed by external learners

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Demonstrate best practice of community of practice for programme participants to replicate within their programmes.

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Systemic marking approach to improve marking efficiency and consistency?

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Systemic marking approach to improve marking efficiency and consistency?

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1 + 1 approach - one thing that worked well, one to improve on

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External Examiner Report 23/24 - Good quality teaching and learning 

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External Examiner Report 23/24 - Good quality teaching and learning 

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For example, the quality of some of the poster presentations was so good that they could be readily submitted to good conferences; second, many students demonstrated very good capacity to research and reference their work (and remember, this is a new field of enquiry to most).

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Integrate AI into assessment/rubrics using the AI Scale

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Integrate AI into assessment/rubrics using the AI Scale

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Students designing activities using AI as appropriate to their discipline according to the AI scale - integrating A&F code of practice and AI in Education Framework

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Time to do the work, attend sessions, TGs, etc.

Line manager, mentor, organisation/institutional support

This is also expressed in the EE report

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Push back on extensions where possibly to avoid legacy learners

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Push back on extensions where possibly to avoid legacy learners

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This is also highlighted as an issue in the EE report.

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Particularly digital capability, technology-enhanced learning, AI, VLE benchmarks, etc.

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New External Examiner for the programme - experience of leading integrated APA and PgCert at NTU. Principal Fellow of HEA and significant academic development experience to support as a critical peer.

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1. Reimagine assessment to be more authentic

2. Build communities of practice

3. Better use of data across the programme to inform changes

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Students reported the sessions being too long and too infrequent, preferring a more regular, shorter session delivery if it was an option. It was also suggested that the PGCert more seamlessly integrate with other teaching qualifications as some aspects of the course might be viewed as being too advanced for more junior educators. More differentiation of pathway (between APA and PGCert) desired, some students suggested removing the APA pathway altogether. Some reported the duration of the breakout rooms being too long in the session which led to some disengagement. Course assessment deadlines coincided with busy periods where students would be engaging with their own academic responsibilities e.g. assessment and marking windows.

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Threat to position of programme within current school/faculty structure. Programme located for administrative purposes in HuMMs with Dan Herbert as Chair. HuMMs are already overstretched and resourcing for support on boards, progression pathways i.e. MA Education and administrative lines of communication from registry, student records, graduation may be impacted

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Joining with own priorities and ideas on provision - although this is unlikely to impact submission to Advance HE resubmission in March 2026

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Influencing new PVC Education in thought processes around academic development offer. Although this would not impact submission to Advance HE resubmission in March 2026 there may be considerations and additions to make if they joined early in 2026.

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1. More authentic assessment (less word heavy)

2. Communication within Tutor Groups - more holistic and aligned

3. More Student Feedback and data collection.

4. Support system for Keele's external examiners, with help to navigate the system.

5. Online TLA - Rethink how to make content more engaging to engage students.

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Currently the devolved model of observations by peers, experienced colleagues and mentors works well. Training is delivered by KIITE to mentors but the question to have effective this is and how mentors enact this in their observations with participants on the programme could be questioned.

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Refine the Experiential Learning Booklet, rethink regularity and duration of sessions, more overt differentiation between APA and PGCert AND ELB and UKPSF on induction or early on. Removal of unnecessary components e.g. APA???

Help with AI.

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Scaffolding of other courses surrounding the PGCert

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Scaffolding of other courses surrounding the PGCert

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This needs to be looked at in relation to the bigger picture at Keele, is the PGCert always right for academics? What about New to Teaching at Keele, ITAD, CPD Fellowship Scheme?

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External participants on programme could add further richness and perspectives and bring in much needed income to fund internal staff requiring to enrol on the programme

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Time, capacity, desire, knowledge, collaboration, awareness, PSRB/HEA, staffing, org/department goals/strategy, funding - income generation, externally facing - marketing, branding, promotion of

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Lack of consideration of movement on AI practices and capabilities. Could it be a wider issue around digital capabilities as a whole? Think here about digital frameworks - JISC tools etc..

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Time available before Advance HE reaccreditation 

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Time available before Advance HE reaccreditation 

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Time before reaccreditation is short given planning is only just underway. Submission due date 31st March 2026.