Unit information: Assessment in 2011/12

Unit name	Assessment
Unit code	EDUCM5702
Credit points	10
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Ms. Gill Clarke
Open unit status	Not open
Pre-requisites	The Teaching and Learning Programme requires mandatory completion of the following other units, but (except in the case of the portfolio, which must be the final unit) does not specify the order of completion: EDUCM5701, EDUCM5703, EDUCM5704 & EDUCM5705
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

Description This module is designed to allow for some practical work and reflection between the sessions. The focus of the module is on the effective assessment of student learning, exploring practical ways of developing and maintaining good assessment practice at different points in a student's development. The sessions will accommodate a range of assessment approaches, including e-assessment and we will touch upon developments in peer and self-assessment. One of the practical outcomes of the sessions will be to help you to confirm that intended student learning outcomes for your course unit/module are clear, to you and to students, and to ensure that the assessment you are using to evaluate students' achievement of the learning outcomes is fit for purpose. This module will also provide you with an opportunity to familiarise yourself with the latest University assessment policies and guidance, at: http://www.bristol.ac.uk/esu/assessment/codeonline.html

Aims:

1. To provide an opportunity for participants to discuss current ‘problems’ in assessment , to consider the merits and disadvantages of a range of assessment methods and to discuss good practice in different contexts;
2. To enable participants to be confident that the assessment methods they are using are the most effective and efficient for the purpose and that they are testing student learning outcomes and achievements;
3. To build on participants’ previous assessment experience and equip them to evaluate and develop their own and colleagues’ assessment practice, where relevant using internal and external resources;
4. To provide a forum for discussing practical implications and application of the University’s Regulations and Code of Practice for the Assessment and Progression of Students on Taught Programmes.

Intended Learning Outcomes

1. To become better informed about a range of assessment methods in different contexts and be able to use their knowledge in assessing students’ learning outcomes and achievements at subject/module level;
2. To have confidence in using different forms of assessment for different purposes – formative and summative – and an understanding of the importance of timely, constructive and clear feedback to students on their assessed work;
3. To have gained greater familiarity with the University’s regulations and guidelines for assessment, supplemented by additional guidance at faculty or school level and in particular to use effectively the Regulations and Code of Practice for the Assessment and Progression of Students on Taught Programmes.
4. To be aware of external resources that provide support for assessment practice, such as those available through the Higher Education Academy and its subject centres.

Teaching Information

Lecture and self directed learning. Group work.

Assessment Information

Assessment follows two routes:

A. For the non-accredited pathway: at the second half /day two of the unit, presentation of your work in relation to assessment issues that you wish to address. This will include a summary of the practice-based task you wish to engage with.

B. For the accredited Postgraduate Certificate in Education route: a more extended account (1500 words) of the practice-based task that involves an analysis of your use of formative assessment and a written reflection, that will provide evidence (for your portfolio) of your thinking, awareness and growing competence in this area of teaching. Your account should reflect on strengths identified in this aspect of your teaching as well as on any areas for development/reflection/action. For any unit on which you teach, analyse the assessment methods in terms of the principles and practices discussed during the taught component of this module and appropriate background reading. This analysis should be set in the context of the assessment framework for the degree programme as a whole.

A more detailed explanation of this point is given in the assessment criteria in the Submit assignment area. Successful completion of this task leads to the award of 10 credit points at M level.

Reading and References

Bryan , C. & Clegg, K. (2006) Innovative assessment in higher education. London: Routledge.

Gardner, J. (ed.) (2006) Assessment and learning. London: Sage.

Harlen. W (ed.) (2008) Student assessment and testing. Los Angeles : Sage Publications,

Marshall, S., Fry, H., & Ketteridge, S. (eds) (1999) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, London: Kogan Page.

Race, P., Brown, S. & Smith, B. (2000) 500 tips on assessment. (2nd ed.) London: RoutledgeFalmer.

Swaffield, S. (ed.) (2008) Unlocking assessment: understanding for reflection and application. London: David Fulton.