ED2S035 - Assessing for Learning 05 Jul 2023 - 31 Aug 2026 | Version 3
Associated Module Information
| Module Code: | ED2S035 | ||
|---|---|---|---|
| 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-Williams | ||
| Module Team: | Jodie Rees, Alison Straker, Jodene Jenkinson, Lisa Pettinger, Sian Lloyd, Andrew Deakin, Gavin Hatton, Tracey Dobbs, Michael Holley, Sara Davies, Dawn Latham, Mandy Evans, Eric Normand, Phill Jones, Lisa Sayce, Alexandra Clarke, Sophie Meace-Williams, Lorna Foley, Jamie Evans | ||
| First Intended Intake: | SEP 2020 | Final Year of Intake: | 2025 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 5 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100454 - adult education | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 3 |
|---|---|
| Valid From | 05 Jul 2023 |
| Valid To | 31 Aug 2026 |
Module Aims
• To develop understanding of assessment purposes, forms of assessment, and the range of stakeholders involved.
• To develop understanding of diverse learners, their goals, aspirations, strengths and learning needs.
• To extend the use of formative assessment (as and for learning) in own practice, to enhance learning and teaching
• To engage creatively with external, formal and summative assessment of learning in own practice
• To develop confidence and understanding of the ways in which learning technology can enhance the assessment and learning process
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 individual strengths and learning needs (including support needs) of a specified learning group, and demonstrate understanding of how to plan for diverse learners. |
| LO2 | Demonstrate an 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 learning group supported by a 1000 word written account of the actual discussion and activities which have informed the group profile. - Develop two learning activities and resources which demonstrate planning for differentiation for the learning group described in the group profile (supported by a learning plan and resources). - A rationale to identify how the two learning activities will meet the specified learning needs within the group and demonstrate how differentiation has been planned for. (900 words) | 0 | 2800 | 70 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Practical Coursework (Onsite) 1 | ✘ | ✔ | |
| Portfolio 1 | ✔ | ✘ | |