Module Identifier ED31620  
Academic Year 2001/2002  
Co-ordinator Professor Richaed Daugherty  
Semester Semester 1  
Course delivery Lecture   20 Hours A range of teaching and learning formats, from lectures through seminar discussion to student presentations and group practical activities  
Assessment Assignment   3,500 words   75%  
  Assignment   1,500 words To follow oral presentation to the group focusing on an example of assessment practice, analyzing and commenting upon the main technical features of that example.   25%  
  Resit assessment   All failed or missing elements of assessment to be re-taken or made good.    

Brief description

To attempt to assess what a student is learning or what has been learned raises questions of 'why?' and 'for whose benefit?' as well as 'what is to be assessed?' and 'how?'. 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 the limitations of assessment in an educational context. The main, though not exclusive, focus is on assessment practices and assessment systems in the schools of England and Wales.

This module will be of interest both to students on the Education Department's degree programmes and to students on other degree programmes who are interested in a career in education.

Professor Richard Daugherty is a specialist in curriculum and assessment. He has published widely on the subject of assessment, in particular on teachers' assessments, on National Curriculum Assessment in England and Wales and on the use of assessment to support students' learning.

Aims of the module


Learning outcomes

General Learning Outcomes:

On completion of this module students should be able to:

Specific Learning Outcomes:

On completion of this module students should be able to:

Reading Lists

BLACK, P. (1998) Testing: Friend or Foe? Theory and Practice of Assessment and Testing. London: Falmer
BROADFOOT, P. (1996) Education, Assessment and Society. Milton Keynes: Open University Press
DAUGHERTY, R. (1995) National Curriculum Assessment: A Review of Policy 1987-1994.. London: Falmer
FILER, A (eds). (2000) Assessment: Social Practice and Social Product. London: Routledge/Falmer
GIPPS, C. (1994) Beyond Testing: Towards a Theory of Educational Assessment. London: Falmer
GOLDSTEIN, H & LEWIS, T. (1995) Assessment Problems, Development and Statistical Issues. London: Wiley
JAMES, M. (1998) Using Assessment for School Improvement. Oxford: Heinemann
MURPHY, P (ed). (1999) Learners, Learning and Assessment. London: Paul Ghapman
STOBART, G & GIPPS, C. (1997) Assessment: A Teacher's Guide to the Issue. 3rd. London: Hodder & Stoughton
TORRANCE, H & PRYOR, J. (1998) Investigating Formative Assessment. Milton Keynes: Open University Press
WOLF, A. (1994) Competence-based Assessment. Milton Keynes: Open University Press
WOOD, R. (1991) Assessment and Testing: A Survey of Research. Cambridge: Cambridge University Press