New accreditation requirements (Musterrechtsverordnung, MRVO 2024; nds. StudAkkVO 2019/2025) necessitate an update to the module descriptions. A key new requirement is that the assessment concept for modules must be explicitly stated, with particular emphasis on clearly explaining the alignment between the intended learning outcomes and the assessment format. In myStudy, you will find an updated input form where you can systematically draft and publish the module description in accordance with the criteria of the currently valid legal framework. The form contains instructions for each required entry under the information icon.

Based on the qualification objectives of the degree programme, the input form in myStudy will ask you how the module contributes to achieving these qualification objectives. You answer this question for each module in the “Intended Learning Outcomes” row. The module assessement is intended to demonstrate that the intended learning outcomes (acquisition of competencies) have been achieved.

The following guiding questions and sample phrasing are intended to help you formulate the assessment concept appropriately. As before, the intended learning outcomes of the module are defined in a separate field in the module description.
Guidelines for formulating learning outcomes can be found in the Appendix.

The assessment concept refers to the assessment options listed in the Subject-Specific Annexes (SSA/FSAs).

Central to the description of the assessment concept is the alignment between the assessment format and the intended learning outcomes. The definitions of the individual assessment formats provided in the General Assessment Regulations (RPO) can help you formulate the assessment concept. If the SSA provides for two assessment options, describe in the assessment concept that both options assess the same learning outcomes. To this end, it may be helpful to describe the similarities between the two assessment formats (e.g., use of reference materials, limited time limit, supervised or unsupervised, etc.). The respective General Assessment Regulations describe the possible assessment formats and their characteristics.

Possible assessment formats:

• supervised written examination
• oral examination
• unsupervised written assignment
• combined assessment
• practical examination

1. In a supervised written examination, which may also include non-written content such as video or audio files, the person to be examined should demonstrate that he or she can independently work on questions in a limited time, with limited aids and with the acquired knowledge and skills, the common methods of the subject or interdisciplinary approaches (depending on the question and subject culture).
2. In an oral examination, the person to be examined should demonstrate that he/she recognises the context of the examination area and is able to classify special questions in this context. The oral examination takes place in front of two examiners or in front of one examiner and one expert assessor as an individual examination or as a group examination for up to four students at the same time.
3. In an unsupervised written assignment, the person to be examined should prove that he or she can independently work on scientific questions in a limited amount of time, using suitable aids for this purpose, the acquired knowledge and skills, the common methods of the subject or interdisciplinary approaches (depending on the question and subject culture).
4. In a combined assessment, the person to be examined should prove that he or she can independently work on scientific questions with suitable aids in a limited amount of time. It combines at least a written part with further oral, written or practical assessment components.
5. In a practical examination, the person to be examined should demonstrate that he or she has mastered and can apply practical skills or techniques, depending on the subject; this is, for example, an experimental, artistic, or practical sports performance, which can be supplemented by a corresponding report (e.g., a laboratory report).

We have compiled sample wording for the possible assessment combinations on this → subpage for your reference.

The intended learning outcomes of the module describe what students should be able to do upon successful completion of the module. They must align with the qualification objectives of the degree programme. The Higher Education Qualifications Framework (HQR) provides the framework for formulating learning outcomes. The formulated learning outcomes should address the dimensions of the HQR, meaning they should also refer to competencies that go beyond subject-specific knowledge:

• Subject competence: Knowledge and understanding
• Method competence: Application and generation of knowledge
• Social competence: Communication and cooperation
• Personal competence: Scientific self-understanding/ professionalism

In the HQR, you’ll find examples of learning outcomes formulated at the bachelor’s and master’s levels. The progressive development of competencies throughout the course of study should also be reflected in the wording of the learning outcomes. A simple guideline for phrasing is the “What-With-What-For Rule”. A helpful overview of taxonomy levels—that is, the hierarchical structure of learning objectives based on logical criteria—and descriptive verbs appropriate for each hierarchical level can be found, for example, in the University of Hohenheim’s guide.

When developing new degree programs, the qualification objectives at the program level are generally defined first. The module objectives and learning outcomes are then derived from these. For existing degree programs with already defined qualification objectives and content, the following approach can be taken:

Start with defined qualification objectives and module content:

• Review existing module descriptions
• Identify key topics, concepts, and methods

Determine the qualification level (Bachelor’s or Master’s):

• Use the Qualifications Framework for German Higher Education Degrees (HQR) as a guide
• Example for a Bachelor’s degree: explain, apply, analyze, compare
• Example for a Master’s degree: critically evaluate, independently develop, reflect, justify

Formulating Learning Outcomes:

• Use action-oriented verbs (see above)
• Choose clear and understandable wording
• Formulate learning outcomes in measurable terms; avoid phrases such as “know,” “understand,” and “be familiar with”
• Approximately 3 to 5 learning outcomes should be formulated for each module
• A module’s learning outcomes should cover all four competency areas of the HQR (see above)

Standardized Structure for Learning Outcomes:

Begin with:

• “Upon successful completion of the module, students will be able to…”
  

Continue with:

• Action verb + content + objective
• Example: “… explain the key ecological and chemical fundamentals of environmental processes and illustrate their relevance to sustainability using real-world examples.”

Notes:

• Learning outcomes must be assessable using the intended form of assessment.
• Support tools such as AI models may also be used in the formulation process. These can help generate appropriate, competency-based, and measurable learning outcomes or optimize the wording. The quality of the generated learning outcomes must always be reviewed from a subject-matter perspective and adjusted as necessary to ensure they meet the requirements of the qualifications framework and the assessment regulations.