Assessment in Education
Assessment in Education 2023-24
School Of Educational Sciences
Module - Semester 1
This module will explore the latest evidence and recommendations for effective assessment in higher education and schools. It will critically examine various aspects of assessment, such as inclusivity, authenticity, validity, fairness and reliability, and help students design formative and summative assessment strategies that suit their learning goals and contexts.
The module will also empower students to use assessment to enhance learning outcomes and foster self-regulated learners. Additionally, it will allow students to apply and evaluate assessment strategies in their own professional settings and develop assessment and feedback literacy, as well as teacher assessment and feedback literacy.
The following is an indicative list and may include, but is not limited to the topics below:
• Contemporary research concerning best practice in assessment • Use of formative and summative feedback in improving performance • Feedback and Assessment Literacy and Teacher Feedback Literacy • Assessment and feedback in Higher Education • Assessment and feedback in schools • Authentic, valid and reliable assessment post generative AI • Peer and Self Assessment and fostering agentic learners • Design of effective Assessment and Feedback Practices
40% of the course grade will be comprised of course work activities such as forum posts and discussions, peer feedback, self-assessment, reflection, essay plan, annotated bibliography and essay draft.
60% of the course will be assessed via a final writing assignment, and a proportion of the grade will include engagement with feedback, and reflective use of it to improve work, skills or knowledge.
50-59%, Pass: Clear evidence of planning leading to a good structure, sound understanding of theories and analysis, and good use of research supported by appropriate evidence.
60-69%, Merit: Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style.
70-84%, Distinction: Demonstrates excellence in power of analysis, argument, originality, range of research, organisation and stylistic quality.
85-100%, Distinction: Outstanding work which demonstrates exceptional scholarship and is worthy of publication, or instrumental in developing professional practice.
- Apply knowledge in the field to develop authentic, valid, fair and reliable assessment practices that encourage feedback uptake and reflectivity.
- Critically evaluate methods of assessment in terms of their contribution to learning in the context of higher education, schools and other educational settings.
- Demonstrate a comprehensive understanding of current practice in assessment based on contemporary research.
- Demonstrate ability to develop and evaluate assessment strategies to monitor and improve provision.
This assignment comprises a reflective portfolio of forum tasks and is designed to help students develop their understanding of academic integrity, academic writing and to reflect on their own assessment and feedback literacy. It culminates with a rationale for their final assessment focus and an annotated bibliography to ensure they have located the literature they will need to write an effective final assignment.
A first draft of the final assignment, taking part in peer and self assessment activities, and using peer feedback, self-assessment and teacher feedback to rewrite the draft.
In the introductory section of this assignment students will reflect on what students have learned on the course about what constitutes effective and valid assessment practices. In the second part they will critically evaluate an assessment or assessment practices they have used/or had used on them, in view of the principles of authenticity, fairness, validity, reliability and assessment theory and empirical findings in the literature. In the third part of the assignment, students will create an assessment (or assessment practices) for a particular group of students within a particular subject area (aimed at their target future contexts). Students will justify the design of their assignment in view of the principles of authenticity, fairness, validity and reliability, and theory and empirical findings in the literature. Students will be asked to submit an interactive cover sheet with their final assessment discussing how they orchestrated their learning from feedback during the course, how they were able to develop feedback/assessment literacy and how they have used peer and teacher draft feedback to improve their work, skills, and knowledge. How students have responded to feedback, and how they have reflected on the process and demonstrated evidence of their learning process will constitute 15% of the mark in the grading criteria - 'engaging with and using feedback'. Students will also be asked to include a statement on whether they have used, and how they have used generative AI to develop the essay.