Please note: Due to alternative arrangements for teaching and
assessment in place from 18 March 2020 to mitigate against the restrictions in
place due to COVID-19, information shown for 2019/20 may not always be accurate.
Please note: you are viewing unit and programme information
for a past academic year. Please see the current academic year for up to date information.
| Unit name |
Educational Assessment and Evaluation |
| Unit code |
EDUCD0009 |
| Credit points |
20 |
| Level of study |
D/8
|
| Teaching block(s) |
Academic Year (weeks 1 - 52)
|
| Unit director |
Professor. Yu |
| Open unit status |
Not open |
| Pre-requisites |
None
|
| Co-requisites |
None
|
| School/department |
School of Education |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
The unit looks at contemporary issues in theory, policy and practice of educational assessment internationally. Research on assessment in schools, higher education and vocational settings will be included in the course. Educational standards and the relationship between assessment and learning will be key themes.
Aims:
- develop an understanding of theoretical models of assessment
- to critically apply theoretical models to a variety of educational contexts
- develop an understanding of the research basis for claims regarding assessment theory and practice
- develop understanding of the relationship between assessment, teaching and learning.
Intended Learning Outcomes
By the end of the unit participants should be able to:
- Understand the theory associated with assessment models and practice
- Apply the theory to assessment practice in their own professional context
- Critically review research on assessment theory, policy and practice
Teaching Information
The unit is designed to be student-focused with an emphasis on active and experiential learning. Students will be encouraged and supported to reflect on and discuss theoretical concepts in a variety of ways including paired and small group discussion, experiential work, case studies and student led presentations. Such teaching and learning approaches provide the maximum opportunity to share experiences and to consider the relevance and appropriateness of concepts that are mainly Western in origin in participants own cultural context.
Assessment Information
The unit is assessed by means of a 4,000 word written assignment that is designed to consolidate and extend students learning from the unit. The assignment will be a choice of a literature review on a course topic, or a case study which applies theory from the course topics.
Reading and References
- Cizek, G.J. and Bunch, M.B. (2007) Standard setting. A guide to establishing and evaluating performance standards on tests. Sage, California.
- Cronbach, L.J. (1990) Essentials of psychological testing. Fifth edition. Harper Row.
- Gardner, J. (Editor) (2006) Assessment and Learning. Sage, London.
- Madaus, G., Russell, M. and Higgins, J. (2009) The paradoxes of high stakes testing. How they affect students, their parents, teachers, principals, schools and society. Information Age Publishing.
- Miller, M.D., Linn, R.L. and Gronlund, N.E. (2008) Measurement and assessment in teaching. Tenth edition. Merrill Prentice-Hall.
- Murphy, P. (Editor) (1999) Learners, Learning and Assessment. Paul Chapman Publishing Ltd.
