Module Information

Module Identifier
ED30120
Module Title
Critically Reflecting and Evaluating Learning and Skills
Academic Year
2017/2018
Co-ordinator
Semester
Semester 1
Reading List
External Examiners
  • Dr Martin Needham (Associate Head of Department - Manchester Metropolitan University)
 
Other Staff

Course Delivery

Delivery Type Delivery length / details
Lecture 10 x 2 Hour Lectures
Workshop 2 x 3 Hour Workshops
Seminar 10 x 1 Hour Seminars
 

Assessment

Assessment Type Assessment length / details Proportion
Semester Assessment Assignment 1 - Essay  Written assessment: Design of a scheme of assessment in a given context (2500 words)  50%
Semester Assessment Assignment 2 - Game  Artefact: Design and production of an interactive `assessment for learning' game  40%
Semester Exam 6 Hours   Assignment 3 - Oral  Oral & peer assessment: Ten minute oral defence of interactive 'assessment for learning' game. Peer assessment will contribute 10% of final mark.  2 full days need to be timetabled due to class numbers - class will be split. Rooms to be timetabled in P5  10%
Supplementary Assessment Assignment  All failed elements of the assessments must be retaken if the students average mark falls below the required pass mark of 40%. Different Topic (context) Written assessment: Design of a scheme of assessment in a given context (different to above) (2500 words)  50%
Supplementary Assessment Game  All failed elements of the assessments must be retaken if the students average mark falls below the required pass mark of 40%. Different interactive game. Artefact: Design and production of a new interactive `assessment for learning game  40%
Supplementary Assessment 1 Hours   Supplementary Oral  All failed elements of the assessments must be retaken if the students average mark falls below the required pass mark of 40%. Oral assessment: Ten minute oral defence of interactive 'assessment for learning' game. If it is not possible to hold an oral presentation then students will be required to provide a written defence of interactive `assessment for learning game.  10%

Learning Outcomes

On successful completion of this module students should be able to:

Demonstrate an understanding of the technical concepts and procedures involved in the design of assessments in educational contexts

Critically review and discuss the main issues to be considered in designing appropriate assessment arrangements

Demonstrate an understanding of how assessment practices interact with student learning

Design and produce an interactive `assessment for learning' game

Critically present an oral defence for their interactive `assessment for learning' game

Brief description

The module attempts to assess what a student is learning and in doing so raises questions of `why?' and `for whose benefit?' as well as `what is to be assessed?'
This module is concerned with the role of assessment in an educational context, ranging from the informal classroom assessment of learning to assessment systems at a national scale. Examples of assessment practices from all phases of education, from primary schools to higher education, are analysed with a view to understanding both the potential and limitations of assessment in an educational context. Particular emphasis will be placed on assessment for learning principles and practices. As such, students will be guided to develop interactive games aimed at first year undergraduate students with the view to encourage student self-reflection and evaluation

There may be some costs incurred in producing the game for the second assessment.


Content

LECTURE 1 - What makes a 'good assessment'? Some key concepts
LECTURE 2- Designing a scheme of assessment: specification, scope and purposes
LECTURE 3- Key Issues in assessment: validity and reliability of national curriculum assessments
LECTURE 4- Key issues in assessment: formative assessment; standardising teachers' assessment; national standards.
LECTURE 5- Assessment for learning: principles and examples.
LECTURE 6- Assessment systems: National Curriculum.
LECTURE 7- Assessment systems: 14-19 pathways: GCSE, A level, Welsh Baccalaureate,
LECTURE 8- Assessment systems: Higher Education
LECTURE 9- Developing Assessment for Learning Artefacts
LECTURE 10- Student self-reflection and evaluation- careers led session
Reading List: http://aspire.aber.ac.uk/lists/BBB9D0BE-E5B2-EEB0-7B71-EC38C3FD75F0

Module Skills

Skills Type Skills details
Application of Number Not applicable.
Communication Written communication skills will be developed and assessed through the written assessment. Oral communication skills will be developed in seminars and assessed via the oral defence of interactive 'assessment for learning' game.
Improving own Learning and Performance Students will be guided to develop interactive games aimed at first year undergraduate students with the view to encourage student self-reflection and evaluation.
Information Technology Through encouragement to use IT facilities for presentation of class and assessed work and to access course information via Blackboard. The use of IT will be developed and assessed within the context of designing the interactive game.
Personal Development and Career planning Students will be introduced to the concept of assessment for learning and will grasp the importance of self-reflection and evaluation.
Problem solving This will be integral to the design and production of an interactive 'assessment for learning' game. How students resolve problems will feature as part of the assessment.
Research skills Students will be encouraged to develop their research skills as a requirement to preparing for seminar activities. This skill will be assessed in both written and oral assessments.
Subject Specific Skills Students will be required to peer assess the oral presentations.
Team work This will be developed through seminar work and peer assessment.

Notes

This module is at CQFW Level 6