ED3S007 - Assessing for Learning 05 Jul 2023 - 31 Aug 2026 | Version 3
Associated Module Information
| Module Code: | ED3S007 | ||
|---|---|---|---|
| Module Title: | Assessing for Learning | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Post Compulsory Education | ||
| Faculty Sub Group: | Post Compulsory Education | ||
| Module Leader: | Sophie Meace | ||
| Module Team: | Jodie Rees, Jodene Jenkinson, Andrew Deakin, Gavin Hatton, Tracey Dobbs, Helen Griffiths, Michael Holley, Phill Jones, Eric Normand, Lisa Pettinger, Alexandra Clarke, Sian Lloyd, Sara Davies, Dawn Latham, Mandy Evans, Lisa Sayce, Alison Straker, Sophie Meace-Williams, Lorna Foley, Jamie Evans | ||
| First Intended Intake: | SEP 2020 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 6 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100508 - post compulsory education and training | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 3 |
|---|---|
| Valid From | 05 Jul 2023 |
| Valid To | 31 Aug 2026 |
Module Aims
• To develop critical understanding of the wide range of assessment purposes, forms of assessment, and the range of stakeholders involved
• To apply an understanding of diverse learners, their goals, aspirations, strengths and learning needs to own learning, teaching and assessment practices.
• To apply sound pedagogic principles to own formative (as and for learning) assessment practices, in order to enhance learning and teaching
• To engage critically and creatively with external, formal and summative assessment of learning in own practice
• To develop confidence and critical understanding of the ways in which learning technology can enhance pedagogic practice in assessment and learning processes
Content Summary
This module builds on the introduction to assessment which course participants have engaged with in the Planning for Learning module. It provides an opportunity to consider all dimensions of assessment in post-compulsory education and training contexts.
Indicative content:
• initial and diagnostic assessment activities which can help us understand learners, their diverse needs and diverse starting points, including additional support needs and levels of confidence in language, literacy, numeracy and digital competence
• the central role of formative assessment in teaching practice, where we engage with learners themselves in order to support their developing knowledge, skills and understanding, and to inform our own planning and practice
• assessment and planning for differentiation
• constructive, dialogic and learner-centred approaches to questioning, marking and feedback
• internal and external verification and moderation processes
• the summative assessment tools we are required to use, considering how we might enhance these as tools for learning as well as tools for grading or decision-making
• engaging learners as peer- and self-assessors throughout our assessment practices
• developing the use of learning technology to enhance our assessment practices
This module embeds the following cross-cutting themes:
• Professional and ethical standards
• Developing literacies for learning and professional life
• Authentic and socially-situated learning
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 25 |
| Independent Study | 100 |
| Directed Study | 55 |
| Formative Assessment - Scheduled | 15 |
| Active/Simulation Based | 5 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Identify and provide evidence of the diverse individual strengths and learning needs (including support needs) within a specified learning group and demonstrate critical understanding of differentiated planning for diverse groups. |
| LO2 | Demonstrate critical understanding of how key principles of assessment and use of learning technology inform planning and practice. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Onsite Practical Assessment | Practical Coursework (Onsite) 1 | The development, presentation, and evaluation of a technology-enhanced assessment tool for use in your own specific subject context. You will need to: Identify an EdTech tool of choice which is relevant for an area of your own subject and for your learners. Develop and present the use of your chosen tool in your subject area informed by pedagogical and technology enhanced assessment principles. Note: you will need to present your EdTech tool to your peers during a 10-minute presentation. Evaluate the use of your chosen EdTech tool in your subject area using the assignment prompts available. | 0 | N/A | 30 | No | 40 |
| Asynchronous Assessment | Portfolio 1 | An authentic anonymised group profile of a group of learners supported by a written account (1200 words) of the actual/proposed discussion and assessment activities which have informed the group profile. - Development of two learning activities and resources which demonstrate planning for differentiation for your learning group (supported by a learning plan and resources). A written rationale (1000 words) to identify how the two learning activities will meet individual learning needs within the group and demonstrate how differentiation has been planned for. | 0 | 3500 | 70 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Practical Coursework (Onsite) 1 | ✘ | ✔ | |
| Portfolio 1 | ✔ | ✘ | |