Module Information
Module Identifier
ED30120
Module Title
Critically Reflecting and Evaluating Learning and Skills
Academic Year
2013/2014
Co-ordinator
Semester
Semester 1
Other Staff
Course Delivery
| Delivery Type | Delivery length / details |
|---|---|
| Lecture | 10 hours |
| Seminars / Tutorials | |
| Practical | A COMPULSORY MODULE DEVELOPMENT WORKSHOP One session of 7 hours to be held over reading week (in same session as AD30120) |
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Assignment 1 - Essay Written assessment: Design of a scheme of assessment in a given context (3000 words) | 50% |
| Semester Assessment | Assignment 2 - Game Artefact: Design and production of an interactive `assessment for learning game | 40% |
| Semester Exam | 24 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. 3 full days need to be timetabled due to class numbers - class will be split. Rooms to be timetabled in P5 | 10% |
| Supplementary Assessment | 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) (3000 words) | 50% |
| Supplementary Assessment | 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.
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. The assessment process: experience and questions.
What makes a `good assessment? Some key concepts.
Lecture 2. Designing a scheme of assessment: specification, scope and purposes.
Lecture 3. Assessment for learning: principles and examples.
Lecture 4. Assessment systems: National Curriculum.
Lecture 5. Assessment systems: 14-19 pathway : GCSE, A level, GNVQ, Welsh Baccalaureate, and key and wider skills.
Lecture 6. Assessment systems: Higher Education.
Lecture 7. Key issues in assessment: formative assessment; standardising teachers' assessment; national standards.
Lecture 8: Student self-reflection and evaluation.
Introduction to peer assessment.
Lecture 9. Peer assessment of students' oral presentation of interactive game.
Lecture 10. Peer assessment of students' oral presentation of interactive game.
Notes
This module is at CQFW Level 6