Principles and Practices of Assessment in International Education

EDUC70722 Principles and Practices of Assessment in International Education 15 Semester 2 Postgraduate Taught Level 7 Loretta Anthony-Okeke Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 This unit offers an in-depth exploration of assessment principles and practices in international educational contexts, with a particular focus on progressive assessment methods. Emphasis is placed on understanding the influence of global, national, and local contexts on assessment practices and fostering culturally responsive, ethical, and effective assessment strategies. Designed for a hybrid and blended learning approach, emphasis will be on exploring theories of assessment in international contexts, developing practical assessment skills based on core principles, making it suitable for those new to assessment or looking to deepen their grounding in international education, engaging with application-focused learning, emphasising the implementation of assessment strategies and progressive practices, and focusing on skills development in recording, reporting, and using digital assessment tools effectively.  This unit offers an in-depth exploration of assessment principles and practices in international educational contexts, with a particular focus on progressive assessment methods. Emphasis is placed on understanding the influence of global, national, and local contexts on assessment practices and fostering culturally responsive, ethical, and effective assessment strategies. Designed for a hybrid and blended learning approach, emphasis will be on exploring theories of assessment in international contexts, developing practical assessment skills based on core principles, making it suitable for those new to assessment or looking to deepen their grounding in international education, engaging with application-focused learning, emphasising the implementation of assessment strategies and progressive practices, and focusing on skills development in recording, reporting, and using digital assessment tools effectively.  The course centres on foundational and applied aspects of assessment within the international education field. It offers a structured, theory-to-practice approach, ideal for examining core concepts and theories before moving into specific applications. Students would likely engage in: This course unit aims to:- develop students’ critical understanding of educational concepts and theories, enabling them to analyse assessment practices in international contexts - enhance students’ ability to design and implement progressive assessment practices, focusing on effective recording and reporting processes - equip students’ with the digital skills necessary to utilise modern assessment tools and techniques, fostering proficiency in integrating technology into assessment practices - promote culturally responsive and ethical assessment strategies, ensuring students can apply these principles within diverse educational settings and understand the impact of global, national, and local contexts on education.The course unit will also support reflection on and practical skills development in relation to the following focus areas: - foundations of assessment in international contexts - progressive assessment practices - digital tools and techniques for assessment - culturally responsive and ethical assessment  <ul><li>Demonstrate a comprehensive understanding of key concepts, theories, and principles of assessment in international educational contexts</li><li>Analyse the impact of global, national, and local contexts on assessment practices and educational outcomes.</li><li>Recognise the principles and practices of culturally responsive and ethical assessment, and their significance in diverse educational settings.</li></ul> <ul><li>Critically evaluate various assessment practices and theories to identify their strengths, weaknesses, and applicability in international contexts.</li><li>Engage in reflective practice to continually improve assessment strategies and adapt them to meet diverse student needs.</li><li>Develop innovative solutions for assessment challenges, incorporating progressive methods and technologies  </li></ul> <ul><li>Design and implement effective formative and summative assessment strategies tailored to various educational settings.</li><li>Utilise digital tools and platforms proficiently for assessment, recording, and reporting processes, enhancing efficiency and accuracy.</li><li>Apply ethical principles in the development and implementation of assessments, ensuring fairness and trustworthiness.</li></ul> <ul><li>Enhance employability by developing the ability to create and execute effective assessment plans in diverse educational environments.</li><li>Increase digital literacy by mastering the use of contemporary digital tools for educational assessment and management.</li><li>Cultivate a strong sense of social responsibility by applying culturally responsive and ethical assessment practices, ensuring inclusivity and equity in education.</li></ul> The course centres on foundational and applied aspects of assessment within the international education field. It offers a structured, theory-to-practice approach, ideal for examining core concepts and theories before moving into specific applications. Students would likely engage in: This course unit aims to:- develop students’ critical understanding of educational concepts and theories, enabling them to analyse assessment practices in international contexts - enhance students’ ability to design and implement progressive assessment practices, focusing on effective recording and reporting processes - equip students’ with the digital skills necessary to utilise modern assessment tools and techniques, fostering proficiency in integrating technology into assessment practices - promote culturally responsive and ethical assessment strategies, ensuring students can apply these principles within diverse educational settings and understand the impact of global, national, and local contexts on education.The course unit will also support reflection on and practical skills development in relation to the following focus areas: - foundations of assessment in international contexts - progressive assessment practices - digital tools and techniques for assessment - culturally responsive and ethical assessment 12 weeks of teaching (Lecture – Online 1 hour(s); Tutorial – Face to Face on campus 2 hour(s) per week using a hybrid/blended classroom approach with assigned readings, videos, or group activities before/after class   5 Portfolio 100% Online within Faculty guidelines MA International Education MA International Education PGDT Taught Component Optional MA International Education MA Int Ed: Glob&Int Dev PGDT Taught Component Optional MA International Education MA Int Ed: Equ Div & Inclus PGDT Taught Component Optional MA International Education MA Int Ed: Higher Ed PGDT Taught Component Optional MA International Education MA Int Ed: TESOL PGDT Taught Component Optional MA International Education MA Int Ed: Curric & Pedagogy PGDT Taught Component Optional Y Almossa, S.Y. and Alzahrani, S.M. (2022). Assessment practices in Saudi higher education during the COVID-19 pandemic. Humanities and Social Sciences Communications, 9(1).Baidoo-Anu, D. and DeLuca, C. (2023) Educational assessment in Ghana: The influence of historical colonization and political accountability, Assessment in Education: Principles, Policy & Practice, 30(3–4), pp. 225–244.Berry, R. (2011). Educational Assessment in Mainland China, Hong Kong and Taiwan. In Assessment Reform in Education. Dordrecht: Springer Netherlands, pp. 49–61.Broadfoot, P. and Black, P. (2004). Redefining assessment? The first ten years of assessment in education. Assessment in education: Principles, policy & practice, 11(1), pp.7-26.Brown, G.T., Gebril, A. and Michaelides, M.P. (2019). Teachers' conceptions of assessment: A global phenomenon or a global localism. In Frontiers in Education(4), p.16). Frontiers Media SA.Brown, M., Bruns, D., MacNamara, G. and O’Hara, J. (2022). Culturally responsive classroom-based assessment: A case study of secondary schools in Ireland. Revista Investigación Educativa, 40(1), pp.15–32.Calvo Bernardino, A., and Mingorance Arnáiz, C. (2010). Continuous evaluation: knowledge vs. Competences. Comparative analysis of students’ results with two different assessment systems. Journal of Educational Research, 28(2), 361–383.Clark, T. and Endres, H. (2021). Computer-based diagnostic assessment of high school students’ grammar skills with automated feedback - an international trial. Assessment in Education : principles, policy & practice, 28(5–6), pp.602–632.Kanjee, A. and Sayed, Y. (2013) Assessment policy in post-apartheid South Africa: challenges for improving education quality and learning. Assessment in Education: Principles, Policy & Practice, 20(4), pp. 442–469.Kundu, A. and Bej, T. (2021). Experiencing e-assessment during COVID-19: an analysis of Indian students' perception. Higher Education Evaluation and Development, 15(2), pp.114-134.Luo, J., & Chan, C. K. (2023). Twenty years of assessment policies in China: A focus on assessing students’ holistic development. International Journal of Chinese Education, 12(2),Manzi, J., García, M.R. and Taut, S. eds. (2021). Validity of educational assessments in Chile and Latin America. Cham, Switzerland: Springer.Nkealah, N. (2023). Unravelling an assessment puzzle: reflections on reconciling effective assessment and workload management in South African higher education. Assessment & Evaluation in Higher Education, 48(8), 1092–1102.  Lectures 22 0 128