Assessment & Feedback

EDUC63221 Assessment & Feedback 15 Semester 1 Postgraduate Taught Level 7 Caroline Bowsher Unit coordinator Sally Hickson Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Undefined ' European Credit Transfer & Accumulation System Rating : 7.5 In this unit participants will explore current methods and directions in assessment of learning in higher education, both formative and summative Assessments are core components of effective teaching and learning and meaningful assessment is a strong influence on learning. Assessment theory will be explored, particularly in relation to concepts of validity, reliability, transparency, professional accountability and generalisability. Programme participants will be encouraged to be innovative in applying their knowledge and skills to the review of their current practice. This course unit will introduce participants to assessment and evaluation of assessments. The topics that will be covered include:- Assessment and evaluation in different contexts ensuring professional accountability- Objectivity and fairness in assessment- Relationships between teaching and assessment- Sharing the different ways we assess- Assessing our teaching-The importance of feedback for interpreting assessments- The importance of embedding ‘feed-forward’ into assessment and feedback design The unit aims to:- To introduce assessment within the context of teaching within Higher Education- To evaluate a range of relevant literature on assessment- To critically evaluate current practices of assessment.- To understand how assessment fits into the broader remit of evaluation and quality assurance- Understand the impact and value of giving feedback. Have a systematic understand of the contemporary theories and principles of assessment, evaluation and feedback theory.Contextualise the principles of assessment, evaluation and feedback theory in higher education, and justify their application. Be able to subject their current practices of assessment to critical evaluation. To be able to demonstrate how to plan, design and execute formative and summative assessment to enable learning, progression and support for different programmes and year groups.To demonstrate the application of knowledge having considered the assessment practices used on this programme.To be able to make research informed judgements on appropriate assessment practices that work effectively within an inter-discipline setting. Develop a reflective approach to their own professional practice which will act as a basis for future continuing professional development. Teaching will take the form of 3 x 3 hour face-to-face sessions that will include elements of traditional lectures, interactive seminars, small-group discussions and one-to-one tutorials. Other instruction will be facilitated electronically, via podcasts, Blackboard activities and other relevant links. 6 Project output (not diss/n) 100% Within 15 working days of submissions. PG Cert in Higher Education PGCert in Higher Education PGDT Taught Component Optional PGCert Higher Education PGCert Higher Education (GCRF) PGDT Taught Component Optional N Indicative reading list In addition to the suggested reading below, it is advisable to search for relevant literature within your own discipline. In particular;accessing the relevant Higher Education Academy (HEA) Subject Networks for your discipline, see www.heaacademy.ac.ukaccess the section on assessment and feedback on the HEA site, see http://www.heacademy.ac.uk/assessment  Biggs, John, and Catherine Tang. Teaching for quality learning at university. McGraw-Hill International, 2011.Bloxham, S, Boyd, P, (2007) Developing Effective Assessment in Higher education: A Practical Guide, 2nd ed. Maidenhead: SRHE – OUPBoud, D and Falchikov, N (2007) Rethinking Assessment in Higher Education: Learning for the Longer Term. Oxon: RoutledgeBrown, G, Bull, J and Pendlebury, M (1997) Assessing student learning in Higher Education,  London: RoutledgeBryan, C, and Clegg, K. (2006) (eds) Innovative assessment in Higher Education London: Taylor and FrancisDowning, S.M and Yudkowsky, R (2009) (eds)  Assessment in Health Professions Education. Oxon: New YorkFry, H, Ketteridge, S, & Marshall, S (eds) (2003) A Handbook for Teaching and Learning in Higher Education. 2nd ed. London: Kogan PageHeywood, J (2002) Assessment in Higher Education: student learning, teaching programmes and institutions. London: Jessica KingsleySalmon, G (2004) E-Moderating: the key to teaching and learning on line. London: Routledge FalmerRecommended journalsActive learning in higher education - EBSCOhost EJSAction learning - Taylor & Francis Online JournalsAssessment and Evaluation in Higher Education, RoutledgeEducational studies - Taylor & Francis Online JournalsHigher education Research and DevelopmentInternational Journal for Academic Development – RoutledgeJournal of vocational education & training - Taylor & Francis Online JournalsLearning and Teaching in Higher Education (LATHE)Mentoring & tutoring for partnership in learning - Taylor & Francis Online JournalsTeaching in Higher Education – RoutledgeResearch in post-compulsory education – Taylor & Francis Online JournalsRecommended websitesHigher Education Academy Subject Centres: http://www.heacademy.ac.uk/SubjectNetwork.htmStaff and Educational Development Association SEDA: http://www.seda.ac.ukInterdisciplinary inquiry based learning: http://idibl.bolton.ac.ukInstitute for Learning (IfL) http://www.ifl.ac.uk/The General Teaching Council for England http://www.gtce.org.uk/ Lectures 12 0 138