of was unchanged and small assessments were brought into semester one for one module .
The week maps show the changing distribution of time spent on different categories of activities reflecting shifts in teaching and assessment practice from primarily exam to more extensive coursework assessment ( Figures 1 – 4 ).
Figure 4 . Workload week map for FHEQ level 6 semester 1 21 / 22 focusing on core modules ( 3 x 15 + 2 x ½ 15-credits ) and omitting 1
15-credit module .
Figure 1 . Workload week map for FHEQ level 6 semester 1 13 / 14 focusing on core modules ( 3 x 15 + 0.5 x 30 credits ) and omitting 1 15-credit module .
Figure 2 . Workload week map for FHEQ level 6 semester 1 19 / 20 focusing on core modules ( 3 x 15 + 2 x ½ 15-credits ) and omitting 1 15-credit module .
Figure 3 . Workload week map for FHEQ level 6 semester 1 20 / 21 focusing on core modules ( 3 x 15 + 2 x ½ 15-credits ) and omitting 1 15-credit module .
In 13 / 14 , the week map ( Figure 1 ) reflects three modules assessed through 70 % exam , 30 % class test or coursework , and taught through primarily lectures and workshops , and one project module with no assessment in semester 1 . Most of the coursework in these three modules was class tests and could be viewed as formative and summative . One 15-credit module is excluded . Figure 1 shows four weeks exceeding 30 hours , with only one exceeding 40 hours . In terms of credits , 13.5 credits were gained from coursework during the 12 teaching weeks , 31.5 credits were gained from examinations during the assessment period .
From 14 / 15 onwards , the new 3rd year structure has four taught semester 1 modules ( 3 core , 1 option – discounted from analysis ) as well as a project or project and dissertation and this structure was consistent through to 21 / 22 . In 16 / 17 , core modules were typically 65 % unseen exam ( 29.35 credits ) and 35 % coursework ( 15.75 credits ), and modules differ in the extent to which coursework is preparatory for the exam , develop skills , or assesses intended learning outcomes ( ILO ) independently of the examstyle assessment . The week map shows some weeks of high predicted workload with weeks 10 and 11 exceeding 50 and 40 hours , respectively ( Table 3 ). This pattern continues in the 19 / 20 academic year , however with fewer formative assessments ( Figure 2 ). It is noted that this analysis cannot yet account for the time requirements of flipped teaching such as review of screencasts or similar activities because it was not documented on timetables before 20 / 21 .
The impacts of the COVID-19 pandemic can clearly be seen in the week map for 20 / 21 ( Figure 3 ) through a clear reduction in number of project hours , a massive increase in asynchronous hours , and a reduction in contact time . Only one week exceeds 30 hours , formative assessment is eliminated , and special arrangements are in place for any assessment that required in situ presence . The 21 / 22 academic year is very much a hybrid of the 19 / 20 and 20 / 21 academic years with high levels of
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