Run by School of Educational Sciences

10.000 Credits or 5.000 ECTS Credits

Semester 1 & 2

Organiser: Dr Susan Jones

This module aims to support lecturers and academic managers to offer excellence in learning and teaching, focusing on critical thinking skills development, assessment and moderation, self-evaluation and critical reflection.

The content will be delivered asynchronously on-line.

The content is delivered in four parts:

• Part 1 focuses on a fostering discussion of the nature and relevance of developing students’ critical thinking skills
• Part 2 focuses on assessment and moderation processes
• Part 3 focuses on evidence-based, self-reflective learning, particularly in relation to target setting
• Part 4 focuses on critical self-reflection of the learning process involved in this module and the identification of further learning needs.

Students will be given access to resources that support and challenge them to critically reflect on their practice and will be encouraged to engage in peer discussions.

excellent

-A / 70%>

• Demonstrate an excellent critical understanding of the principles of effective learning and teaching.

• Demonstrate an excellent ability to be critical and reflective regarding their own skills as educational practitioners.

threshold

-D / 40%>

• Demonstrate satisfactory critical understanding of the principles of effective learning and teaching.
• Demonstrate satisfactory ability to be critical and reflective regarding their own skills as educational practitioners.

good

-B / 60%>

• Demonstrate a good critical understanding of the principles of effective learning and teaching.
• Demonstrate a good ability to be critical and reflective regarding their own skills as educational practitioners.

1. Critically reflect on their own practice and identify areas for development and associated actions and success criteria.

2. Critically analyse student outcome attainment, student feedback, pedagogical research and External Examiner comment data to set challenging targets and associated actions to meet those targets as part of self-evaluation processes.

3. Critically analyse marking rubrics and critically apply them through the moderation process how they can be used to feed forward to support student self-assessment and goal setting.

4. To create an evidence based rationale for developing students' critical thinking skills and to plan its application.

Type	Name	Description	Weight
COURSEWORK	Annual review plan	A reflection on the use of key student data in improving teaching. 1.Produce a detailed annual review plan with commentary on its use (include how you have collated and used student outcome attainment data, student feedback and External Examiner comments to generate targets and associated actions for your practice). (650 words for commentary) 2. Outline the key issues for you to take forward into your work as a lecturer. (150 words)	20.00
FORMATIVE ASSESSMENT	A reflective account	Examine the literature and provide a short academic argument to explain of what is meant by the term critical thinking skills in your discipline. You may find it helpful to read, for example, Kek and Huijser to see how others have written about critical thinking skills in the literature. Do remember to back up your points with reference to your reading, using an appropriate referencing style (e.g. Harvard). 400 words. 2.Outline a rationale for developing students’ critical thinking skills in your discipline that you can share with your students. (200) words. Regarding supporting your students to develop their critical thinking and creativity skills, outline the key issues for you to take forward into your work as a lecturer. (200 words)	0.00
COURSEWORK	Self-reflection	Produce a reflective learning account and action plan for future CPD and development. Collaborative work to define a MDIS definition of critical thinking for students and staff Critically reflect on your developing practice , your learning and identify your next steps to develop your practice in detail, providing a rationale for your decisions.	60.00
COURSEWORK	Annotated marking rubric	A short reflective account of the purpose of moderation in term of rewarding student learning and the process used. Critically analyse your marking rubric(s). Attach one rubric to this form and annotate it with a commentary as follows (250): a. Looking at each criterion in turn, read the description. How clear are they (do they make it clear how decisions are reached about the grade given)? How do the criteria change from level to level? b. Highlight any the students might find difficult to understand and explain how you would help clarify these. c. Try to match samples of work to the rubrics. (You may want to try this exercise with the students for a shared understanding of what is valued in their responses to questions). What did you find out from this exercise? 2. Outline how rubrics can be used to feed forward to support student self-assessment and goal setting. (200 words maximum) Do remember to back up your points with reference to your reading, using an appropriate referencing style (e.g. Harvard or APA). Examine the moderation process for your programme. Explain the purpose of moderation and the different stages (including the use of marking rubrics) in your moderation process. (200 words). Reflecting on you practice, what are the key issues for your work as a lecturer? Include in what ways the moderation process support your professional development. (150 words)	20.00

		Hours
	Asynchronous online teaching using powerpoint with audio, videos, reading and moderated discussions	24
Private study	Students will study in their own time and use the resources and feedback to complete tasks and develop their practice. Students should use this time to complete the formative assessment.	76

• 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 sensitevely 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.
• 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
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• 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
• Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

• the underlying values, theories and concepts relevant to education
• the diversity of learners and the complexities of the education process
• the complexity of the interaction between learning and local and global contexts, and the extent to which participants (including learners and teachers) can influence the learning process
• select a range of relevant primary and secondary sources, including theoretical and research-based evidence, to extend their knowledge and understanding
• use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice
• analyse and interpret both qualitative and quantitative data.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/xse-3000.html

Reading list

• Cottrell, S. (2017). Critical Thinking Skills: Effective Analysis, Argument and Reflection (3rd. ed., Palgrave Study Skills: London.
• Kek, M., & Huijser, H. (2011). The power of problem-based learning in developing critical thinking skills: Preparing students for tomorrow's digital futures in today's classrooms. Higher Education Research & Development: Critical Thinking in Higher Education, 30(3), 329-341.
• Wallace, M. & Wray, A. (2006). Critical Reading and Writing for Postgraduates, London: SAGE publications.
• Brookhart, S. (2013). How to create and use rubrics for formative assessment and grading (ASCD member book).
• Alexandria, Va.: ASCD.Bassot, B**. (2016). The reflective practice guide : An interdisciplinary approach to critical reflection. London.
• Bolton, G., & Delderfield, R. (2018). Reflective practice : Writing and professional development. (Fifth edition / Gillie E.J. Bolton, Russell Delderfield. ed.). Los Angeles.