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Session: 2022/23
Last modified: 08/03/2022 11:01:09
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Title of Module: Assessment for Learning |
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Code: EDUC11128 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | Eilidh
Kane |
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| Summary of Module |
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The aim of this module is to consider a range of contemporary theoretical perspectives and provide practical experience in approaches to and applications of techniques for effective and appropriate learning, teaching and assessment in diverse educational contexts.
Participants explore assessment for learning from a student-centred perspective and through a reflective lens of evaluation of practice. The principles and practices of assessment are a central component of this module.
The module includes both theoretical and practical learning with the practice component designed around learning, assessment and support.
Participants will gain skills in curriculum design focussing on assessment using the latest cutting edge technology and applications to deliver formative and summative feedback. Participants will also gain skills in rubric design for written and practical assignments using the advanced feature of Turnitin.
The module's intended learning outcomes, along with the assessed work are mapped against the UKPSF.
Participants are required to have an ongoing teaching commitment at HE level (SCQF Level 7 or above). During this module participants should have a minimum of approximately 33 hours of teaching, of which at least half should be direct teaching contact time.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically engage with key concepts and literature relating to assessment and feedback in Higher Education
L2.
Critically reflect on their professional practice in relation to assessment and feedback
L3.
Devise and justify selected assessment instruments and techniques
L4.
Evaluate assessment and feedback practices within their subject specialism(s)
L5.
Critically review the assessment strategy for a given educational programme, current or proposed, with consideration of wider Higher Education context |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate critical knowledge and understanding of the theories and principles of assessment for learning, and evaluation in the 21st century.
Demonstrate critical awareness of current research and scholarship for assessment for learning within their subject specialism(s).
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Apply a wide range of evidence based skills, techniques and practices associated with planning, contemporary teaching, facilitation of learning, assessment and evaluation in a wide variety of contexts.
Apply a wide range of evidence based skills, techniques and practices associated with creating an environment for learning in a wide variety of contexts.
Devise, construct and justify the use of a selection of assessment instruments and techniques and consider implications for professional practice.
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| Generic Cognitive skills |
SCQF Level 11.
Demonstrate an ability to communicate effectively with a wide range of audiences.
Use a range of appropriate tools to collect data from a wide variety of sources and use appropriately in the evaluation of teaching and learning.
Demonstrate appropriate use of digital capabilities in a wide variety of contexts.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Demonstrate competence in dealing with complex issues through critical analysis.
Critically review their professional development for evidence of sound theoretical grounding, good practice and adaptability to change.
Identify issues and make informed judgements which will extend knowledge and practice within their subject specialism(s).
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Take responsibility for the design of, or part(s) of, academic programmes including the integration of research/scholarship and innovation into teaching. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Participants explore a range of innovative approaches to enhance learning and assessment, including the use of technology.
Learning activities are designed enhance knowledge and skills relevant to the participant's own work context.
All participants are expected to participate in synchronous and asynchronous online activities, including discussion forums, and WebEx presentations.
All study materials are available in electronic format on Moodle. These take as their focus readings from the core text as well as other scholarly literature and online resources. Participants are also required to independently investigate the literature related to assessment literacy relating to their own discipline/field of practice.
All participants are also supported by a mentor. The mentor will provide academic support and monitor your progress throughout the programme. Students meet with their mentor by negotiation, either in person or by phone, email, Skype or WebEx.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Tutorial/Synchronous Support Activity | 14 |
| Laboratory/Practical Demonstration/Workshop | 14 |
| Personal Development Plan | 6 |
| Asynchronous Class Activity | 34 |
| Independent Study | 120 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Ashwin, P. 2015. Reflective Teaching in Higher Education. London/New York:Bloomsbury
Boud, D., Falchikov, N.(2007), Rethinking Assessment in Higher Education: Learning in the long term, London, Routledge
Gibbs, G. (2006) 'An Introduction to Assessment and Feedback' from 'How Assessment Frames Student Learning' in Bryan, C. and Clegg, K. (eds), Innovative Assessment in Higher Education, London: Routledge.
QAA (2015) Code of Practice for the Assurance of Academic Quality and Standards in Higher Education, Gloucester: Quality Assurance Agency for Higher Education.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | Career-long Professional Learning |
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| Moderator | TBC |
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| External Examiner | J Schoch |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Summative Assessment 1
A practical assessment for which participants devise an assessment instrument with brief written context and justification. (30%)
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Summative Assignment 2
A written report of 3000 words. (70%)
Students will be bound by the general assessment regulations of the University as specified in Section 3 of the University Regulatory Framework.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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