Pass or fail - who decides?

MEDN60332 Pass or fail - who decides? 20 Semester 2 Postgraduate Taught Level 7 Dianne Burns Unit coordinator Marcus Percy Unit coordinator Harish Thampy Unit coordinator Jessica Grundy Unit coordinator School of Medical Sciences 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 10.0 <div> 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 medical and healthcare education 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. In exploring assessment and evaluation of assessment practice, topics to be covered will include: assessment in different contexts, assessment design, standard-setting approaches and the principles and practice of feedback and feed-forward. The unit also explores best practice in supporting learners who are struggling or failing to progress. This unit requires participants to demonstrate an ability to adopt a critical approach to developing, delivering and evaluating assessment, evaluation and feedback strategies.</div>  <div> 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 medical and healthcare education 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. In exploring assessment and evaluation of assessment practice, topics to be covered will include: assessment in different contexts, assessment design, standard-setting approaches and the principles and practice of feedback and feed-forward. The unit also explores best practice in supporting learners who are struggling or failing to progress. This unit requires participants to demonstrate an ability to adopt a critical approach to developing, delivering and evaluating assessment, evaluation and feedback strategies.</div>  <div> The unit aims to: <ul> <li> explore assessment of learners’ work within the context of higher education and beyond</li> <li> facilitate participant evaluation of a range of relevant literature on assessment in their relevant disciplines</li> <li> invite the exploration of current assessment practices in the context of participant’s activity and their own practice discipline</li> <li> explore how assessment fits into the broader remit of evaluation and quality assurance</li> <li> emphasise the impact and value of giving feedback</li> </ul></div>  <ul> <li style="margin-left: 36pt;"> Critically evaluate the contemporary theories and principles of assessment, evaluation and feedback</li> <li style="margin-left: 36pt;"> Articulate a coherent argument regarding the impact and value of providing high quality feedback to learners</li> <li style="margin-left: 36pt;"> Critically appraise the factors that influence assessment of clinical competency to ensure standards are maintained for quality assurance purposes</li> <li style="margin-left: 36pt;"> Ensure constructive alignment of assessment methods with intended learning outcomes</li></ul> <ul> <li style="margin-left: 36pt;"> Subject their current assessment practice to critical evaluation through the process of reflection</li> <li style="margin-left: 36pt;"> Critically appraise existing assessment and feedback mechanisms to enable student progression</li></ul> <ul> <li> Make informed evidence-based judgements on appropriate assessment and feedback practices</li></ul> <ul> <li> Demonstrate awareness of the wider context of skills and experience in assessment and feedback</li></ul> <div> Learning and teaching processes utilise an online modality aligned to intended learning outcomes accompanied by online-guided reading.The on-line materials will deliver theory and core principles as well as promote reflective learning practice.To support independent study, learning materials including recommended reading will be provided on the unit’s online Blackboard learning environment.</div>  2 Written assignment (inc essay) 25% 5 Portfolio 25% 7 Oral assessment/presentation 25% 8 Practical skills assessment 25% Formative assessment and feedback will be offered via discussion board activities and timetabled webinars.Summative assessment and feedback will be provided in line with University regulations of 15 working days. PGCert MHE (UMW) PGCert MHE (UMW) Sept PGDT Taught Component Mandatory PGCert MHE (UMW) PGCert MHE (UMW) Nov PGDT Taught Component Mandatory PGCert MHE (UMW) PGCert MHE (UMW) Feb PGDT Taught Component Mandatory PGCert MHE (UMW) CPD MHE (UMW) Sept PGDT Taught Component Optional PGCert MHE (UMW) CPD MHE (UMW) Nov PGDT Taught Component Optional PGCert MHE (UMW) CPD MHE (UMW) Feb PGDT Taught Component Optional N Biggs, J. and Tang, C. (2011). Teaching for quality learning at university. Maidenhead: McGraw-Hill EducationBloxham, S. and Boyd, P. (2007). Developing Effective Assessment in Higher education: A Practical Guide, 2nd ed. Maidenhead: McGraw-Hill EducationBoud, D. and Falchikov, N. (2007). Rethinking Assessment in Higher Education: Learning for the Longer Term. Oxon: RoutledgeBrown, G., Bull, J., and Pendlebury, M. (2013). Assessing student learning in higher education. Oxon: RoutledgeBryan, C. and Clegg, K. (2006) (eds) Innovative assessment in Higher Education London: Taylor and FrancisDowning, S.M. and Yudkowsky, R. (2009). Assessment in Health Professions Education. Oxon: New York: RoutledgeFry, H. Ketteridge, S. and Marshall, S. (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. Oxon: Routledge Lectures 80 Seminars 30 Tutorials 10 0 80