Assessment in Education
Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Fliss Kyffin
Overall aims and purpose
This module will provide an overview of current guidance and research concerning best practice in assessment in education. It aims to critically evaluate assessment in a range of areas, providing grounding in both formative and summative assessment strategies.
This module intends to equip students with the ability to use assessment to improve standards and outcomes. It will also enable students to develop and evaluate assessment strategies in their own professional context.
In 2021 this module will start at the end of semester 1 and continue into semester 2 so that students have received the module content before they have their observational placement. This will enable students to be well prepared for the placement module, if they are taking it.
If, in semester 1 2021, lectures are timetabled as being-on line due to Covid-19 restrictions, the learning outcomes for this module can be met fully and we will return to campus learning as soon as it is safe to do so. Any planned visits to schools will be replaced with on-line input from professionals in schools to enable students to engage with current educational practice.
• Current methods of assessment used in schools in the UK • Contemporary research concerning best practice in assessment • Use of formative and summative feedback in improving performance • Assessment of children in early years' education • Assessment of children with additional learning needs • Assessment of children with English as an additional language • Quality assurance and the importance of consistency in assessment.
40-49%, Fail: Some consideration given to planning and structure, limited in depth of analysis and use of research, but demonstrating some understanding of the subject matter.
30-39%, Fail: Below the threshold level for Masters’, despite showing a little evidence of relevant study and knowledge.
0-30%, Fail: Seriously deficient, lacking any real evidence of subject knowledge or understanding.
60-69%, Merit: Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style.
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.
85-100%, Distinction: Outstanding work which demonstrates exceptional scholarship and is worthy of publication, or instrumental in developing professional practice.
70-84%, Distinction: Demonstrates excellence in power of analysis, argument, originality, range of research, organisation and stylistic quality.
Demonstrate a comprehensive understanding of current practice in assessment based on contemporary research.
Apply the principles of quality assurance to ensure consistency in the assessment of work.
Critically evaluate methods of assessment in terms of their contribution to learning in the context of schools and other educational settings.
Demonstrate ability to develop and evaluate assessment strategies to monitor and improve provision.
|WRITTEN PLAN||Poster of formative assessment||
Students design a poster that shows the advantages and disadvantages of one type of formative assessment.
|INDIVIDUAL PRESENTATION||PowerPoint presentation with voice over||
Students create a PowerPoint presentation with recorded voice over that extends the content of their poster by applying it to a school or other educational setting.Students consider assessment activities and how they would differentiate them for different groups of students.
|ESSAY||Creating an assessment activity||
Students create and evaluate a literacy or numeracy activity that can relate to any curriculum area for one year group.
Teaching and Learning Strategy
Reading for lecture activities and assignments. Writing assignments.
Lectures including practical activities
Visiting schools to learn about assessment methods used
10 hours set aside for each of the 3 assignments for guidance and formative feedback related to assignments
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sentistevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Show originality in the application of subject specific knowledge and understanding.
- Adapt and transfer ideas from one educational context to another.
- Identify problems, evaluate solutions and critique research associated with educational practice.
- Acquire and analyse data in an educational context.
- Adopt an ethically sound approach to research with children and vulnerable adults.
Resource implications for students
Students will need access to a tablet or lap top which can connect to the internet in all lectures. If joining the lectures on-line and to access resources, students will need access to Blackboard Collaborate.
The reading list is currently being updated.