ED4S015 - Assessing for Learning 01 Sep 2021 - 31 Aug 2028 | Version 2
Associated Module Information
| Module Code: | ED4S015 | ||
|---|---|---|---|
| Module Title: | Assessing for Learning | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Sophie Meace | ||
| Module Team: | Jodie Rees, Alison Straker, Jodene Jenkinson | ||
| First Intended Intake: | SEP 2020 | Final Year of Intake: | 2025 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100454 - adult education | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 2 |
|---|---|
| Valid From | 01 Sep 2021 |
| Valid To | 31 Aug 2028 |
Module Aims
• To develop critical and research-informed understanding of the wide range of assessment purposes, forms of assessment, and the range of stakeholders involved
• To apply a critical understanding of diverse learners, their goals, aspirations, strengths and learning needs to own practice, in appropriately differentiated learning, teaching and assessment.
• To apply sound research-informed principles to own formative 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, research-informed understanding of the pedagogic affordances of learning technology to enhance assessment and learning processes
Content Summary
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. The following areas are explored during the module:
• 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 literacy
• 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
• 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
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 | Critically evaluate initial assessment practices, 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 and research-informed 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 | 1200 | 40 | No | 40 |
| Asynchronous Assessment | Portfolio 1 | An authentic anonymised group profile of a learning group supported by a 1800 word critically evaluative discussion of the initial, diagnostic and formative assessment practices that can support planning for the profiled group of learners and how these contribute to your own practice. The written discussion must be supported by and referenced to research literature. Development of two learning activities and resources which demonstrate planning for differentiation for your learning group (supported by a learning plans and resources). A written account (1200 words) that justifies how the two learning activities meet the individual learning needs within the group and a critical and evaluative written discussion of differentiation principles in theory and in your own practice. The written discussion should be supported by and referenced to research literature. | 0 | 3500 | 60 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Practical Coursework (Onsite) 1 | ✘ | ✔ | |
| Portfolio 1 | ✔ | ✘ | |