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Session: 2022/23
Last modified: 27/06/2021 20:13:17
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Title of Module: Observation, Assessment and Reflection |
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Code: EDUC07036 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | Joyce
Leslie |
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| Summary of Module |
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The module will allow students to develop skills in careful, sensitive observation of young children with the aim of planning responsively to support children’s learning and development. Students will also develop skills in reflective practice and self-evaluation.
Students will examine and evaluate the use of observational assessment in supporting children and young people’s play, learning and development. A variety of approaches of observation methods and techniques such as narrative and time and frequency sampling will be discussed and their role in assessing and evaluating play and learning evaluated. Learning stories will be used to support responsive planning which follows children’s interests and curiosities and considers next steps in learning.
The module will also focus on the ‘student practitioner as a learner’ through examination of the role of evaluation and reflective practice, through Kolb's learning cycle. Students will develop self -awareness and understanding of their own contribution to the planning, facilitation and evaluation of play, learning and development opportunities for children and young people. Ethical and professional issues will be examined through understanding the importance of children’s voice, confidentiality, data protection.
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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.
Document and evaluate a range of observational assessment methods used in supporting children and young people’s play, learning and development;
L2.
Demonstrate knowledge and practice in ethical observational approaches that support responsive planning for and assessment of children and young people’s learning and development;
L3.
Develop skills in reflective practice through reflecting on own contribution to the planning, facilitation and evaluation of play, learning and development opportunities for children and young people; |
| 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 7.
Knowledge of the main theories, concepts and principles of observation and assessment and reflective practice.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Demonstrate ethical approaches to observation of children in line with the everyday functioning of the setting, with the purpose of planning to support children’s learning and development. |
| Generic Cognitive skills |
SCQF Level 7.
Use a range of approaches to observation and assessment within early years practice.
Synthesis of ideas through development of a portfolio of practice.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Present data documenting children’s learning using observation schedules and other means of displaying data.
Communicate this information to children’s key workers in an appropriate manner which recognises professional standards for reporting to parents/ carers and multi-agency partners.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercise some initiative and independence in carrying out defined activities at a professional level in practice. |
| 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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Use of VLE, Interactive Whiteboards, on-line tutor/student led discussions, individual and group tasks. Workshops and student-led seminars, group-work, role-play, presentations, problem based learning, will be used to develop student learning. Formative and summative assessments will be used including such instruments as presentations and work based learning.
Student handbooks, and other detailed material made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module.
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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 | 18 |
| Work Based Learning/Placement | 50 |
| Independent Study | 32 |
| 100
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:
Carr, M. and Lee, W. (2019) Learning Stories: Constructing Learner Identities in Early Education. New Zealand. SAGE.
Palaiologou, I. (2019) Child Observation: A Guide for Students of Early Childhood. London. Sage Publications.
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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:
Attendance Requirements
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) 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) |
No
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| Subject Panel | Childhood Studies/Practice |
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| Moderator | Mary Evans |
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| External Examiner | Ingeborg Birnie |
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| Accreditation Details | |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative assessment opportunities such as observations and practice completion of Grids are provided. Digitally enabled, efficient and effective formative feedback will provide students with guidance on how to gauge and inform progress.
The summative assessment will consist of a two-part assignment, as described below:
Part A: Carrying out of a narrative observation (video clip) to complete initial elements of learning story; (25%) |
| Part B: Develop a portfolio of practice demonstrating knowledge of a range of observational approaches and evaluating their use in the early learning and childcare setting.(75%) |
(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 VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). 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/
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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