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GHK6 Programme Specifcation Integrated Master’s

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Programme Specification

Integrated Master’s

Applicable to all integrated master’s programmes

Please click here for guidance on completing this specification template.

Part A: Programme Summary Information

1. Title of programme: MEng (Hons) Computer Science and Electronic

Engineering

2. Programme Code: GHK6

3. Entry Award(s):

Credit: Level:

☐ BSc (Hons)

☐ BEng (Hons)

Integrated Master’s award, as

indicated from the list below.

480 120 credits at level 4

120 credits at level 5

90-120 credits at level 6


Please indicate the relevant Integrated Master’s qualification listed below:

☐ MBiol ☐ MChem ☒ MEng ☐ MESci

☐ MMath ☐ MPhys ☐ MPlan ☐ Other (please

indicate below):

4. Exit Awards: Credit: Level:

☐ BSc (Hons)

☒ BEng (Hons) 480 Credits 120 credits at level 4




☐ Diploma in Higher

Education

240 Credits 120 credits at level 4


☐ Certificate in Higher

Education

120 120 credits at Level 4

☐ Other (please specify

below):

5. Date of first intake: 1985

http://www.liv.ac.uk/tqsd/quality-and-enhancement-framework/programme-development/programme-approval/

GHK6 Programme Specification Integrated Master’s

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6. Frequency of intake: Annually in September

7. Duration and mode of

study:

Full time 4 years

8. Applicable framework: Model for non-clinical First Degree

Programmes

Framework exemption

required: Please indicate the applicable boxes:

☐ No (please go to section 9)

☒ Yes (please provide a brief summary

below)

Year 1 of this programme has a semester imbalance of 30 credits (75:45)

because the fundementals of both Computer Science and Electronic

Engineering are taught in the first semester.

Date exemption approved

by AQSC:

9. Applicable Ordinance: General Ordinance for undergraduate degrees

Ordinance 38: Certificate/Diploma in Higher

Education

New/revised Ordinance

required:

☒ No (please go to section 10)

Please indicate the applicable boxes: ☐ Yes (please provide a brief summary

below)

Date new/revised

Ordinance approved by

Council:

10. Faculty: Science and Engineering

11: Level 2 School/Institute: School of Electrical Engineering, Electronics &

Computer Science

12. Level 1 unit: Dept of Electrical Engineering & Electronics

13. Campus: University of Liverpool

14. Other contributors from

UoL:

Dept of Computer Science; Dept of

Mathematical Sciences

15: Teaching other than at

UoL:

None

16: Director of Studies: Dr X. Zhu, Dept of Electrical Engineering and

Electronics

17: Board of Studies: Electrical Engineering and Electronics – Taught

Programmes

18: Board of Examiners: Undergraduate Board, Electrical Engineering

and Electronics


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19. External Examiner(s):

Name

Institution

Position

Professor Jihong Wang, (Warwick)

Mr Mike Brookes (Imperial College)

20. Professional, Statutory or

Regulatory body:

The Institution of Engineering and Technology

Accreditation granted for intakes up to 2018.

21: QAA Subject benchmark

Statements(s):

http://www.qaa.ac.uk/Publications/Informatio

nAndGuidance/Pages/Subject-benchmark-

statement-Engineering-.aspx

22. Other reference points: UKSPEC http://www.engc.org.uk/ukspec.aspx

23. Fees: Standard for full-time undergraduate

Engineering students

http://www.liv.ac.uk/study/undergraduate/fin

ance/fees/

24. Additional costs to the

student:

None

25: AQSC approval: 1984

Part B: Programme Aims & Objectives

26. Aims Of The Programme

This programme aims at developing graduates competent in the fundamentals

of both electronics and computer science. The programme described in this

document builds upon the Department’s well established Electrical Engineering

and Electronics MEng (Hons) programme but provides additional specialised core

modules which cover the fundamentals of computer science. In addition we aim

to produce graduates with wider transferable skills (communication, team-

working, organisational awareness, project management etc.) who are able to

meet the needs of a wide spectrum of employers both within and outside the

medical electronics sector. This programme has been designed to meet the

educational requirements of a MEng degree accredited by the Institution of

Engineering & Technology (IET).

We also aim to provide an intellectually stimulating, rigorous, challenging and

rewarding experience for the students on this programme along with an

exposure to the state of the art tools used for developing electronic systems.

The programme differs from the associated BEng programme by the addition

of extra breadth in the form of Management modules and additional Level 3

modules along with extra depth by the addition of Level M modules. The team

working aspect is enhanced beyond that obtained within the BEng degree by

the addition of a major group project in year 3/5.

No. Aim:

1 An understanding of the fundamentals of electronics at MEng level

2 Knowledge in the fundamentals of computer science at MEng level

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Engineering-.aspx



http://www.engc.org.uk/ukspec.aspx

http://www.liv.ac.uk/study/undergraduate/finance/fees/

http://www.liv.ac.uk/study/undergraduate/finance/fees/


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3 Knowledge and skills in mathematics, programming, software engineering,

design and management;

4 Transferable skills such as analysis, design, problem solving, communications,

team-working and project management.

27. Learning Outcomes

No. Learning outcomes – Integrated Master’s degree

1. Students will have the ability to monitor and adjust a personal programme of

work on an on-going basis and to learn independently through individual and

group electronic and computer engineering projects. 2. Students will be able to demonstrate comprehensive knowledge and understanding

of the subject matter through application of, core Electronic Engineering scientific

principles, underlying in-depth circuit analysis, device physics, imaging processing,

signals, digital electronics and microprocessor and communication systems. A

particular specialism in a particular aspect of the programme will be achieved in

Years 3 and 4. 3. Students will be able to demonstrate comprehensive knowledge and understanding

of core CS modules including programming, database, software engineering

associated with design and development to level 7. 4 Students will be able to demonstrate knowledge and understanding of the

mathematical and statistical techniques relevant to the analysis and solution of

electrical and electronic engineering and medical physics problems. 5. Students will be able to demonstrate in-depth knowledge and understanding

through application of, current design practice, management and business

practices. Health and safety and risk assessment in lab environment, the

environmental impacts of engineering decisions relating to energy and disturbance

of nature and design standards. 6. Business studies relevant to engineers, management and business practices, to

level 7

Learning Outcomes

No. Learning outcomes – Bachelor’s Honour’s degree

1. Students will have the ability to monitor and adjust a personal programme of


group electronic engineering and computer science projects. Students will be able

to show knowledge and understanding of the subject matter through application

of basic transferable skills, such as teamwork, oral and written communication. 2. Students will be able to demonstrate knowledge and understanding of the subject

matter through application of, core Electronic Engineering scientific principles,

underlying circuit analysis, device physics, instrumentation, control, signals,

digital electronics and microprocessor and communication systems. 3. Students will be able to demonstrate knowledge and understanding of the subject

matter through application of core Computer Science principles. 4 Students will be able to demonstrate knowledge and understanding of the


electronic engineering and computer science problems. 5. Students will be able to demonstrate knowledge and understanding through

application of current design practice, management and business practices. Health

and safety and risk assessment in lab environment, the environmental impacts of


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engineering decisions relating to energy and disturbance of nature and design

standards. 6. Business studies relevant to engineers at BEng level.

Learning Outcomes

No. Learning outcomes – Bachelor’s Non-Honour’s degree

N/A

Learning Outcomes

No. Learning outcomes – Diploma in Higher Education award

1. Students will be able to demonstrate knowledge and understanding of the subject



digital electronics and microprocessor and communication systems. 2. Students will be able to demonstrate knowledge and understanding of the


electronic engineering and computer science problems. 3. Students will be able to demonstrate knowledge and understanding of the subject

matter through application of core Computer Science principles. 4. Students will have the ability to monitor and adjust a personal programme of


group electronic engineering and computer science projects.

Learning Outcomes

No. Learning outcomes – Certificate in Higher Education award

1. Students will be able to demonstrate knowledge and understanding of the subject



digital electronics and microprocessor and communication systems.

2. Students will be able to demonstrate knowledge and understanding of the


electronic engineering and computer science problems.

27a. Mapping of learning outcomes:

Learning outcome

No.

Module(s) in which

this will be delivered

Mode of

assessing

achievement of

learning

outcome

PSRB/Subject

benchmark

statement (if

applicable)

1. ELEC171, ELEC143,

ELEC222, ELEC440,

ELEC450, COMP390

Laboratory sessions,

laboratory reports,

design assignments, project reports, Final year project (FYP) (interim report, oral presentation, bench-inspection, thesis)

Engineering Practice:

risk management


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2. ELEC104, ELEC142, ELEC143, ELEC202, ELEC207, ELEC211, ELEC270, ELEC271,

ELEC309, ELEC313, ELEC317, ELEC319, ELEC324, ELEC370, ELEC372, ELEC362, ELEC377, ELEC415, ELEC461, ELEC473

Formal exams, class tests, assignments, coursework, reports from laboratory

experiments

Science, Engineering Practice

3. COMP101, COMP102, COMP104, ELEC171, COMP201, COMP207,

ELEC370, ELEC362, COMP305, COMP310, COMP313, COMP315,

COMP317, COMP319, COMP323, COMP521, COMP523

Formal exams, class tests, assignments, coursework, reports

from laboratory experiments

Science, Engineering Practice, Design, Programming

4. MATH191, MATH192, MATH283

Formal exam and assignments

Maths

5. ELEC222, ELEC440, ELEC450, COMP390

Laboratory work and project assignments

Design, Business context, Engineering Practice

6. MNGT202, MNGT352,

EBUS302, MNGT413

Formal exam,

assignments

Business context

28. Skills and Other Attributes

No. Skills and attributes:

1 Demonstrate self-direction and originality in tackling and solving problems and act

in planning and implementing tasks at a professional level.

2. Identifying problems and generating and selecting appropriate solution

alternatives using scientific and engineering approaches creatively and working

with possibly limited information.

3. Communicate effectively using both written and oral presentation to specialist and

non-specialist audiences.

4. Apply numbers including manipulation, sorting, analysis and presentation of data.

5. Effective and efficient use of programming and software development.

6. Undertaking laboratory work and investigative/research work.

7. Effective team-working and development of leadership skills.

8. Effective management of resources and time.

9. Effective management of own learning and development of life-long-learning skills

particularly for continuing professional development.

28a. Mapping of skills and other attributes:


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Skills and other

attributes No.

Module(s) in which

this will be delivered

and assessed

Learning skills,

research skills,

employability

skills

Mode of assessing

achievement of

the skill or other

attribute 1. ELEC171, ELEC143,

ELEC222, ELEC440, ELEC450

L, R, E Reports, presentations, posters, design

exercises

2. ELEC104, ELEC143, ELEC222, ELEC440, ELEC450, ELEC299

L, R, E Tests, Design assignments, Laboratory and Project reports, Open-

ended questions at

Formal examination

3. ELEC171, ELEC222, ELEC440, ELEC450

L, R, E Oral presentation

4. MATH191, MATH192,

MATH283, ELEC440, ELEC450

L, R, E Formal examination,

continuous assessment exercises, project reports.

5. COMP101, COMP102, ELEC171, COMP201, COMP207,ELEC440,

ELEC450, Y3/4 CS optional modules

L, R, E Continuous assessment exercises, laboratory and project

reports.

6. ELEC171, ELEC222,

ELEC440, COMP390 ELEC450

L, R, E Laboratory and

project reports.

7. ELEC171, ELEC222, ELEC299

L, R, E Project reports

8. ELEC440, ELEC450, COMP390

L, R, E Mainly through project (but implicit in all studies)

9. ELEC171, ELEC222, ELEC440, ELEC450; COMP390 all studies

L, R, E Not explicitly assessed but task achievement in all studies is affected by own learning management,

by report, oral and

poster presentation

29. Career opportunities:

The MEng degree programme is the basis for a career in a profession that offers an

extremely wide choice of employment opportunities in Engineering, Computer

Science & Technology, R&D, Project Management, Finance and many more. The

graduates will be qualified across a wide range of subjects related to the electrical

and electronic engineering profession. The interdisciplinary nature of the MEng with

Year in Industry programmes and advanced qualification, skills and attributes

associated to additional Year in Industry and studies in Years 4/5, will enable

graduates to adapt quickly to the requirements of modern industry, as well as to

communicate and interact effectively with team specialists (and hence increase their

employability).

Graduates take up Graduate Training positions in design, development, research,

manufacturing and consultancy with leading electrical and electronic engineering

companies, in order to pursue professional qualifications. Others join smaller

engineering companies to pursue professional qualifications while establishing

themselves in engineering positions. A proportion move into non-engineering


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positions where their analytical, communications and IT skills as well as technical

background are much sought-after.

Part C: Entrance Requirements

30. Academic Requirements:

Subject Requirements

A level offer ABB. A level Mathematics and a Science or Electronics

or Design and Technology (systems) and GCSE

English Grade C BTEC Pass BTEC National Diploma with grades D*DD

including D in Level 3 Further Mathematics Access Access to HE Diploma in a relevant subject including

Distinctions in units in Mathematics and Physics.

GCSE English grade C International

Baccalaureate 33 overall, including 5 at Higher Level Mathematics

and either Physics or Electronics and 5 at Standard

Level English 14-19 Advanced Diploma Engineering line accepted

Principal and Generic Learning grade B required

Extended Project grade B required

Additional and Specialist Learning A level

Mathematics grade B required Irish Leaving Certificate A1, A1, B1, B1 at Higher Level including Mathematics

and a Science at A1 Advanced Welsh

Baccalaureate Pass Welsh Baccalaureate Diploma including A level

Mathematics and either Physics or Electronics at

grades AB General Studies Accepted For details on EU Entry and International entry requirements please see

undergraduate courses link below and click on entry requirements and your

country.

http://www.liv.ac.uk/electrical-engineering-and-

electronics/undergraduate/courses/

31. Work experience:

Students are not required to have undertaken prior work experience.

32. Other requirements:

None

Part D: Programme Structure

33. Programme Structure:

Year 1

Credit Value

Level Semester Exam: CW

COMP102 Introduction to Databases 15 4 1+2 60:40 ELEC171 Engineering Skills 15 4 1+2 0:100 ELEC142 Electrical Circuits and Systems 15 4 1 70:30 COMP101 Introduction to Programming in Java 15 4 1 0:100

http://www.liv.ac.uk/electrical-engineering-and-electronics/undergraduate/courses/

http://www.liv.ac.uk/electrical-engineering-and-electronics/undergraduate/courses/


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MATH191 or

Mathematics I for Electrical Engineers

15 4 1 90:10 ELEC191

Mathematics A for Electrical Engineers

ELEC104 Electronic Circuits 15 4 1 70:30

ELEC143 Digital & Integrated Electronics & Design

15 4 2 50:50

MATH192 or

Mathematics II for Electrical Engineers

15 4 2 80:20 ELEC192

Mathematics B for Electrical Engineers

Year 2

ELEC222 Project, Problem Solving & Industrial Awareness

7.5 5 1+2 0:100

ELEC207 Instrumentation & Control 15 5 1+2 95:05 COMP201 Software Engineering 1 15 5 1 80:20 COMP207 Database Development and Design 15 5 1 80:20 ELEC270 Signals & Systems 15 5 1 95:05 COMP104 Operation System Concepts 15 4 2 80:20 ELEC202 Communication Systems 7.5 5 2 85:15

ELEC211 Digital Electronics & Microprocessor Systems

15 5 2 80:20

ELEC271 Electronic Circuits and Systems 15 5 2 80:20

Year 3

ELEC440 or COMP390

Project or Honours Year Computer Science Project

30 6 1+2 0:100

ELEC362 Application Development with C++ 15 6 1 0:100 ELEC370 Embedded Computer Systems 15 6 1+2 100:0

ELEC352 Engineering Management & Entrepreneurial Skills

7.5 5 1 60:40

ELEC320 Neural Networks 7.5 6 2 100:0 Options totalling 45 credits from Lists A, B and M 45 6 1~2

i) No more than 30 optional credits to be studied in semester 1. ii) At least one optional module in List M to be studied. iii) No more than 7.5 optional credits in List B to be studied.

Year 4

ELEC450 MEng Group Project 30 7 1+2 0:100 ELEC473 Digital System Design 15 7 1+2 0:100 COMP521 Knowledge Representation 15 7 1 75:25 COMP523 Advanced Algorithmic Techniques 15 7 1 75:25 ELEC415 Information Theory and Coding 7.5 7 2 100:0 ELEC461 Communication Networks and

Security 15 7 2 100:0

MNGT413 Management of Design 7.5 7 2 85:15 Options totalling 15 credits from Lists A, B and I, M, N

15 6/7 1~2

i) No more than 7.5 optional credits in List B to be studied. ii) Students must ensure that they have studied between 120-150 credits at Level 7 over years 3 & 4.

Optional modules list Lists A and B

Note 1: all modules are level 6 Note 2: selection subject to approval by the Programme Director Note 3: students must ensure that they complete the required pre-requisites/co-requisites

A B Prerequisite/

Co-Requisite

Crt

Sem Exam:

CW

ELEC370 Embedded Computer Systems ELEC211 15 1+2 100:0

ELEC372

Integrated Circuits – Concepts and Design

ELEC212 15 1+2 45:55


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ELEC373 Digital System Design

ELEC211

15 1+2 0:100

ELEC311

RF Engineering & Applied Electromagnetics

ELEC210 7.5 1 100:0

ELEC313

Photonics & Optical Information Systems

15 1 100:0

ELEC317

Electronics for Instrumentation and Communications

ELEC271 15 1 100:0

ELEC319 Image Processing 7.5 1 100:0

ELEC324 Organic Electronics ELEC212 7.5 1 100:0

ELEC331 Drives 7.5 1 100:0

ELEC362 Application Development with C++ 15 1 0:100

ELEC377

Digital and Wireless Communications

ELEC202 ELEC270

15 1 100:0

ELEC301

Power Generation, Transmission & Distribution

ELEC209 15 1 100:0

ELEC303 Digital Control and Optimisation ELEC207 15 2 100:0

ELEC309

Signal Processing and Digital Filtering

ELEC270 15 2 80:20

ELEC312 Antennas 7.5 2 100:0

ELEC320 Neural Networks 7.5 2 100:0

ELEC382 Electromagnetic Compatibility 7.5 2 100:0

MNGT352 Advanced Modern Management 7.5 1 70:30

Lists M

Note 1: all modules are weighted at 15 credits and are level 6 Note 2: selection subject to approval by the Programme Director Note 3: students must ensure that they have studied the required pre-requisites/co-requisites

M Prerequisite/

Co-Requisite

Ctr

Sem Exam:CW

COMP305 Biocomputation 15 1 80:20

COMP319 Software Engineering II 15 1 100:0

COMP323 Introduction to Computational Game Theory

MATH modules

15 1 80:20

COMP310 Multi-Agent Systems 15 2 100:0

COMP313 Formal Methods COMP201 15 2 100:0

COMP315 Technologies for e-Commerce COMP207 15 2 100:0

COMP317 Semantics of programming languages

COMP101 15 2 80:20

List I

Note 1: All modules are level 7. Note 2: Selection subject to approval by the Programme Director. Note 3: Students must ensure that they have studied the required pre-requisites/co-requisites. Note 4: “not in conjunction with ELEC3xx” means that a level 7 module is not available if its associated level 6 module has been completed or registered for.

Pre-Requisite /Co-Requisite

Credits Semester Exam: CW

ELEC421 Power system Measurement, Monitoring & Sensors

15 1+2 80:20

ELEC470 Advanced Embedded Systems (not in conjunction with ELEC370)

ELEC211 15 1+2 85:15

ELEC472 Integrated Circuits – Concepts and Design (not in conjunction with ELEC372)

ELEC212 15 1+2 45:55

ELEC473 Digital System Design (not in conjunction with ELEC373)

ELEC211 15 1+2 0:100

ELEC474 Advanced Signal Processing ELEC309 15 1+2 75:25


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ELEC492 MEMS Design and Nanotechnology

15 1+2 50:50

ELEC411 Radio Propagation for Wireless Systems

7.5 2 100:0

ELEC431 Software Engineering and Programming

15 1 0:100

ELEC435 Energy Conversion, Renewable Energy & Smart Grids

15 2 80:20

ELEC476 Advanced System Modelling & Control

ELEC207 15 1 80:20

ELEC477 Digital and Wireless Communications (not in conjunction with ELEC377)

ELEC202 ELEC270

15 1 100:0

ELEC491 Plasma Engineering 7.5 1 100:0 ELEC401 Power Generation,

Transmission and Distribution (not in conjunction with ELEC301)

ELEC209 15 1 75:25

ELEC407 High Voltage Engineering 15 2 80:20 ELEC415 Information Theory and Coding 7.5 2 100:0 ELEC422 Microprocessor Systems ELEC473 15 2 0:100 AERO430 Advanced Guidance Systems 7.5 2 75:25 ELEC461 Communication Networks and

Security 15 2 100:0

COMP575 Computational Intelligence (not in conjunction with ELEC320)

15 2 100:0

List N Note 1: all modules are weighted at 15 credits and are level 7 Note 2: selection subject to approval by the Programme Director Note 3: students must ensure that they have studied the required pre-requisites

N Prerequisite/

Co-Requisite

Cr

Sem Exam:CW

COMP522 Privacy and Security 15 1 75:25

COMP524 Safety and Dependability 15 2 75:25

COMP525 Reasoning about Action and Change

15 2 75:25

34. Industrial placement/work placement/year abroad:

It is not a requirement of the programmes for industrial related work or work

placement but if a student has the opportunity to spend a year working in an

engineering of related industrial environment then the Department would

normally support the student's wishes.

35. Liaison between the Level 2 Schools/Institutes involved:

We liaise with the Department of Computer Science.

Part E: Learning, Teaching and Assessment Strategies

36. Learning, Teaching and Assessment Strategies:


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These programmes comply with the University’s Code of Practice on

Assessment

http://www.liv.ac.uk/tqsd/code-of-practice-on-assessment/

and with the Department’s Learning and Teaching Strategy.

The Learning and Teaching Strategy for the Department is geared to support

its Aims and Mission Statement. It seeks to provide a structure and

environment that is consistent with the provision of high-quality engineering

degree programmes and for the development of knowledge, understanding

and skills that professional engineers are expected to attain. The content of

the different undergraduate engineering degree programmes is, to a large

extent, prescribed by the appropriate Professional Institutions. The Institutions

also expect engineering graduates to have a wide range of knowledge,

understanding, skills and awareness (more details available in the student

handbook).

The first two years of the undergraduate programmes are intended to give a

broad foundation in the basic principles of engineering, medical physics and to

provide a broad foundation across the discipline as a whole. In the third and

fourth year, the studies include an in-depth treatment of a selection of

subjects that is coherent and appropriate to the particular specialism. Studies

in the final year of the MEng degree should be at a higher level than the

specialist subjects in a BEng degree. The MEng degree should also ensure that

students achieve a greater breadth of education than students on a BEng

degree. Assessment is through traditional written examinations and

continuous assessment exercises. Many of the modules, especially at level M,

require students to develop skills in independent learning. Most teaching is

carried out by academic staff and University-recognised teachers.

Experimental officers, research staff and trained postgraduate students

undertake some teaching (particularly laboratory classes) under the

supervision of academic staff.

36a. Learning, Teaching and Assessment methods:

1. Lecture

2. Seminar

3. Tutorial

4. Laboratory work

5. Demonstration

6. Projects (individual/group)

7. Research-led learning and teaching

8. Written examination

9. Oral examination

9. On-line and class test

10. Poster presentation (bench-inspection)

11. Design assignments

12. Report

13. Dissertation

37. Assessment information for students:

Code of Practice on Assessment

The University has a Code of Practice on Assessment which brings together the

main institutional policies and rules on assessment. The Code is an authoritative

statement of the philosophy and principles underlying all assessment activities



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and of the University's expectations in relation to how academic subjects design,

implement and review assessment strategies for all taught programmes of study.

The Code of Practice includes a number of Appendices which provide more detail

on the regulations and rules that govern assessment activity; these include:

The University marks scale, marking descriptors and qualification descriptors;

The model for non-clinical first degree programmes;

The system for classifying three-year, non-clinical, undergraduate degrees;

The system for classifying four-year, non-clinical, undergraduate degrees that

include a year in industry or a year abroad;

Information about students’ progress, including guidance for students;

The procedure for assessment appeals;

Regulations for the conduct of exams;

The University’s policy on making adjustments to exam arrangements for

disabled students.

The code of practice relating to external examining (see also below)

The Academic Integrity Policy, which covers matters such as plagiarism and

collusion and includes guidance for students;

The policy relating to mitigating circumstances which explains what you should

do if you have mitigating circumstances that have affected assessment; and

The policy on providing students with feedback on assessment.

Please click here to access the Code of Practice on Assessment and its

appendices; this link will also give you access to assessment information that is

specific to your cohort:

A summary of key assessment information is also available in the ‘Your

University’ handbook.

Marking criteria:

Assessment of Projects

Each department provides detailed guidelines to students on the planning,

implementation and assessment of major projects (those worth 22.5 credits or

more). Staff use standard mark sheets for each assessment element (one or

more of: report, log book, oral presentation, viva) at each stage of the project

(typically Proposal, Interim and Final). The weightings of each element of each

stage are tabulated. Descriptive criteria are provided that indicate the features

of an excellent submission. Each mark sheet lists assessment features for each

element; the examiner selects a descriptive grade (eg. ‘Very Good’) and/or

writes a short descriptive evaluation before arriving at a mark for the element.

Administrative staff collate the assessment elements to arrive at the module

mark. If the overall project mark is a marginal fail, the examiners and moderator

will carry out a detailed review before approving the mark (since a failure means

that the student’s degree may be unaccredited by one or more of the

professional institutions).

Marking Descriptors for Projects Knowledge and

Understanding

Intellectual Skills Transferable Skills

100% The best answer that could be expected from a student at that level of study under the prevailing conditions (i.e., exam or coursework)

90-99% ‘Outstanding’

Total coverage of the task set. Exceptional demonstration of knowledge and understanding appropriately grounded

Extremely creative and imaginative approach. Comprehensive and accurate analysis. Well-argued conclusions.

Extremely clear exposition. Excellently structured and logical answer. Excellent presentation, only the



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in theory and relevant literature.

Perceptive self-assessment.

most insignificant errors

80-89% ‘Excellent’

As ‘Outstanding’ but with some minor weaknesses or gaps in knowledge and understanding.

As ‘Outstanding’ but slightly less imaginative and with some minor gaps in analysis and/or conclusions

As ‘Outstanding’ but with some minor weaknesses in structure, logic and/or presentation.

70-79% ‘Very Good’

Full coverage of the task set. Generally very good demonstration of knowledge and understanding but with some modest gaps. Good grounding in theory.

Some creative and imaginative features. Very good and generally accurate analysis. Sound conclusions. Some self-assessment.

Generally clear exposition. Satisfactory structure. Very good presentation, largely free of grammatical and other errors.

60-69% ‘Comprehensive’

As ‘Very Good’ but with more and/or more significant gaps in knowledge and understanding and some significant gaps in grounding

As ‘Very Good’ but analysis and conclusions contain some minor weaknesses.

As ‘Very Good’ but with some weaknesses in exposition and/or structure and a few more grammatical and other errors.

50-59%

‘Competent’

Covers most of the task set. Patchy knowledge and understanding with limited grounding in literature.

Rather limited creative and imaginative features. Patchy analysis containing significant flaws. Rather limited conclusions. No self-assessment.

Competent exposition and structure. Competent presentation but some significant grammatical and other errors.

40-49% ‘Adequate’

As ‘Competent’ but patchy coverage of the task set and more weaknesses and/or omissions in knowledge and understanding. Just meets the threshold level.

As ‘Competent’ but probably without much imagination. Shows barely adequate ability to analyse and draw conclusions. Just meets the threshold level.

As ‘Competent’ but with more weaknesses in exposition, structure, presentation and/or errors. Just meets the threshold level.

35-39% ‘Compensatable

fail’

Some parts of the set task likely to have been omitted. Major gaps in knowledge and understanding. Some significant confusion. Very limited grounding. Falls just short of the threshold level.

No creative or imaginative features. Analysis and conclusions rather limited. Falls just short of the threshold level.

Somewhat confused and limited exposition. Confused structure. Some weaknesses in presentation and some serious grammatical and other errors. Falls just short of the threshold level.

20-34% ‘Deficient’

As ‘Compensatable Fail’ but with major omissions and/or major

gaps in knowledge and understanding. Falls substantially below the threshold level.

As ‘Compensatable Fail’ but analysis and/or conclusions

may have been omitted. Falls substantially below the threshold level.

As ‘Compensatable Fail’ but with more serious weaknesses in

presentation and/or grammar. Falls substantially below the threshold level.

0-20% ‘Extremely

weak’

Substantial sections of the task not covered. Knowledge and understanding very limited and/or largely incorrect. No grounding in theory.

No creative or imaginative features. Analysis extremely weak or omitted. No conclusions.

Largely confused exposition and structure. Many serious grammatical and other errors.

38. Student representation and feedback:

The departmental Staff-Student (Undergraduate) Liaison Committee has been

established in accordance with the University Code of Practice on Student


TQSD/14.15

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Representation (a copy of the code can be accessed at

https://www.liv.ac.uk/media/livacuk/tqsd/student-enhancement/student-

representation/cop_on_student_representation.pdf

The committee normally meets twice per semester. Its membership, terms of

reference and the manner in which it conducts its business conforms with the

Annex to the Code of Practice on Student Representation. Elections to the

Committee will be carried out as necessary within the structure determined by

the University Student Representation Steering Group, and Programme

Representatives are encouraged to attend the training provided for them

through the Liverpool University Student Training Initiative. The minutes of

meetings are published on the web. The constitution of the department’s Board

of Studies includes student representation, and minutes of the Staff-Student

Liaison Committee are considered there. Feedback to the students’ comments is

provided to student members of the Staff-Student Liaison Committee.

Each module in this programme is subject to the originating department’s

procedure for obtaining and responding to student feedback (e.g.,

questionnaires, class discussion). Where appropriate, this feedback is sent on to

the Programme Director via the Board of Studies. He/she also seeks feedback

on the programme as a whole via the Liaison Committee, questionnaires and

open forum. He/she also receives feedback from informal contact with individual

students and from personal tutors when students raise issues with them

Part F: Status of Professional, Statutory or Regulatory Body Accreditation

39. Status of Professional, Statutory or Regulatory Body Accreditation:

IET – Accreditation granted for intakes up to 2018

PART G: DIVERSITY & EQUALITY OF OPPORTUNITY AND WIDENING

PARTICIPATION

40. Diversity & Equality of Opportunity and Widening Participation:

The University of Liverpool is committed to providing a positive learning

environment free from discrimination, harassment and victimisation on the

grounds of gender, race, disability, spent criminal convictions (where there is

no exemption from the legal provisions in place), sexual orientation, religion

and beliefs, socioeconomic background or age and where all members of the

University community are treated with respect and dignity.

The ways in which the University demonstrates this commitment are

articulated in our Diversity and Equality of Opportunity Policy and action plan

and in supporting documents such as the Race Equality Scheme and Action

Plan, the Disability Equality Scheme and Action Plan and the Gender Equality

Scheme and Action Plan. These Schemes and further information on the

University’s commitment to diversity and equality can be found at:

http://www.liv.ac.uk/hr/diversity_equality

https://www.liv.ac.uk/media/livacuk/tqsd/student-enhancement/student-representation/cop_on_student_representation.pdf

https://www.liv.ac.uk/media/livacuk/tqsd/student-enhancement/student-representation/cop_on_student_representation.pdf

http://www.liv.ac.uk/hr/diversity_equality


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ANNEX 1

ANNEX OF MODIFICATIONS MADE TO THE PROGRAMME

Please complete the table below to record modifications made to the programme.

Description of

modification (please

include details of any

student consultation

undertaken or confirm that

students’ consent was

obtained where this was

required)

Minor or

major

modifications

Date

approved

by FAQSC

Date

approved

by AQSC (if

applicable)

Cohort

affected

More optional CS modules have been introduced in Y3.

Minor Apr 2014 2014/15 entry

Introduction of ELEC191 and ELEC192 Maths modules for students with equivalent to A level ELEC211 changed to semester 2 ELEC301/401 – has moved to Sem 1 ELEC303 has moved to Sem 2 ELEC352 has replaced MNGT202 – year 3 ELEC411 moved to Sem 2 ELEC435 moved to Sem 2

Minor

programme specification integrated master’s€¦ · programme specification integrated master’s...

Documents