The 1:10 relationship between credit awarded and hours of learning effort represented through the Credit Accumulation and Transfer System (CATS) is not consistently observed in relation to hours of private study associated with a module. Even within Faculties, differences often exist in terms of levels of input expected for modules. Students' experience of assessment requirements for modules offered by academic departments at multiple credit tariffs varies significantly. A review of the credit framework ought to address the link between learning outcomes and award of credit, in a way which enables students to understand why credit volumes vary.
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