The quality of the academic objectives is closely linked to the quality of the exam assessment and the quality of the student’s progression during the degree programme as a whole. So it is important that the academic objectives are explicit – and that they are described clearly enough to form the basis of an assessment of compliance with objectives, as well as clearly revealing the student’s progression.
There are several dimensions involved in progression during a degree programme, including:
This occurs when new fields of study are introduced (horizontal progression).
Example: The course called “Regional Theme” on the Bachelor’s degree programme in anthropology
Increasing complexity in terms of the level of knowledge:
Knowledge, skills and competences may also be mastered to an increasing level of complexity and/or confidence and independence (vertical progression).
Example: The courses called “Language and Communication I” and “Language and Communication II” on the Bachelor’s degree programme in Spanish and Latin American language, literature and culture
Increasing complexity in terms of context:
The level of complexity of the context in which knowledge must be demonstrated may also increase.
Example: The courses called “Art and Visuality History 1 and 2” on the Bachelor’s degree programme in art history