MEDN67092
Assessment and Feedback
15
Semester 2
Postgraduate Taught
Level 7
Marcus Percy
Unit coordinator
Harish Thampy
Unit coordinator
School of Medical Sciences
Division of Nursing, Midwifery and Social Work
1
FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 '
European Credit Transfer & Accumulation System Rating : 7.5
<p>This course unit considers ways in which meaningful assessment has a strong influence on learning. Participants will explore current methods and directions in assessment of learning in higher education generally and in Biology, Medical and Health Sciences in particular. Both formative and summative assessment will be considered. Assessment theory will be explored, particularly in relation to concepts of validity, reliability, transparency, professional accountability and generalisability. Participants will be encouraged to be innovative in applying their knowledge and skills to the review of their current assessment practice. In exploring assessment and evaluation of assessment practice in Biology, Medical and Health Sciences, topics to be covered will include: assessment and evaluation in different contexts ensuring professional accountability; objectivity and fairness in assessment; relationships between teaching and assessment; sharing our assessment practices; assessing our teaching; the importance of feedback for interpreting assessment; the importance of ‘feed-forward’ into assessment and feedback design. This unit requires participants to demonstrate an ability to adopt a critical approach to developing, delivering and evaluating teaching sessions and assessment strategies (HCPC, 2018, GMC., 2015, NMC, 2018, 2019).</p>
<p>This course unit considers ways in which meaningful assessment has a strong influence on learning. Participants will explore current methods and directions in assessment of learning in higher education generally and in Biology, Medical and Health Sciences in particular. Both formative and summative assessment will be considered. Assessment theory will be explored, particularly in relation to concepts of validity, reliability, transparency, professional accountability and generalisability. Participants will be encouraged to be innovative in applying their knowledge and skills to the review of their current assessment practice. In exploring assessment and evaluation of assessment practice in Biology, Medical and Health Sciences, topics to be covered will include: assessment and evaluation in different contexts ensuring professional accountability; objectivity and fairness in assessment; relationships between teaching and assessment; sharing our assessment practices; assessing our teaching; the importance of feedback for interpreting assessment; the importance of ‘feed-forward’ into assessment and feedback design. This unit requires participants to demonstrate an ability to adopt a critical approach to developing, delivering and evaluating teaching sessions and assessment strategies (HCPC, 2018, GMC., 2015, NMC, 2018, 2019).</p>
<div>
<div>
<p>The unit aims to:</p><p> • explore assessment of a learner’s work within the context of practice, higher education and beyond.</p><p> • facilitate participant evaluation of a range of relevant literature on assessment in their relevant disciplines.</p><p> • in the context of the participant’s activity and their own practice discipline, invite exploration of current assessment practices across higher education and health care settings.</p><p> • explore how assessment fits into the broader remit of evaluation and quality assurance.</p><p> • emphasise the impact and value of giving feedback.</p></div>
</div>
<p> </p>
<p>Knowledge and understanding:</p>
<ul>
<li>
Critically evaluate the contemporary theories and principles of assessment, evaluation and feedback and justify their relevance to the Faculty.</li>
<li>
Critically evaluate the literature on assessment, pertinent to their own discipline areas.</li>
<li>
Articulate a coherent argument regarding the impact and value of providing high quality feedback to students.</li>
<li>
Critically appraise the relationship between assessment and the broader remit of evaluation and quality assurance.</li>
<li>
Ensure constructive alignment of assessment methods with intended learning outcomes within the context of their discipline areas.</li>
</ul>
<div>
Intellectual skills:</div>
<ul>
<li>
Subject their current assessment practice to critical evaluation through the process of reflection.</li>
</ul>
<div>
Practical skills:</div>
<ul>
<li>
Plan, design and execute formative and summative assessment to enable learning, progression and support for different educational contexts.</li>
<li>
Make informed judgements on appropriate assessment practices.</li>
</ul>
<p>Transferable skills and personal qualities:</p>
<ul>
<li>
Further develop a reflective approach to their own professional practice as educators which will serve as a basis for continuing professional development.</li>
</ul>
Analytical skills
Analyse learning material and research data; examine a problem thoroughly, requiring attention to detail, perseverance and maintaining focus.
Innovation/creativity
Write assignments, relating the theory to own work practices; be innovative in relation to ideas, to generate solutions, make improvements and to think creatively and enterprisingly in order to produce an effective outcome.
Problem solving
Demonstrate the ability to analyse a problem, research the options, weigh up the pros and cons, and reach a logical conclusion; Take the initiative and demonstrate the ability to be resourceful and to introduce a new course of action; set realistic and achievable targets in order to meet deadlines and develop strategies to work under pressure if deadlines are looming.
<div> Learning and teaching processes utilise a mixed modality delivery aligned to intended learning outcomes: interactive workshops accompanied by online-guided reading and class exercises.</div><div> </div><div> Interactive workshops will be supported by on-line materials to deliver theory and core principles.</div><div> </div><div> To support independent study, learning materials including lecture slides and recommended reading will be provided on the unit’s online Blackboard learning environment prior to sessions.</div>
2
Written assignment (inc essay)
100%
<p>A summative mark and detailed, individual tutor written qualitative feedback will be provided following the written assignment.</p><p>Students will have the opportunity to submit draft work to a maximum of 500 words or a plan of the essay via the link in the online submission area on Blackboard. Formative feedback will be provided by your seminar lead.</p><p>Verbal tutor feedback and comment will be provided directly to students during interactive workshops and there will be an opportunity for formative feedback on progress with the summative assignment during a drop-in tutorial.</p><p>Throughout the unit, students will have the opportunity to self-evaluate their work and understanding against class discussion and tutor comment.</p>
PGCert Med & Health Education
PGCert Med&Health Education
PGDT Taught Component
Mandatory
PGCert Med&Health Education
PGCert Med&Health Education
PGDT Taught Component
Mandatory
N
Tutorials
12
0
138