Pass or fail - who decides?

MEDN60332 Pass or fail - who decides? 20 Semester 2 Postgraduate Taught Level 6 Marcus Percy 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> <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 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.</p></div><p> </p> <div> <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 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.</p></div><p> </p> <div> <p>The unit aims to:</p> <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><p> </p> <table border="1" cellpadding="1" cellspacing="1" style="width:500px;"> <tbody> <tr> <td>Knowledge and understanding</td> <td> <ul> <li>Critically evaluate the contemporary theories and principles of assessment, evaluation and feedback</li> <li>Articulate a coherent argument regarding the impact and value of providing high quality feedback to learners</li> <li>Critically appraise the factors that influence assessment of clinical competency to ensure standards are maintained for quality assurance purposes</li> <li>Ensure constructive alignment of assessment methods with intended learning outcomes</li> </ul> </td> </tr> <tr> <td>Intellectual skills</td> <td> <ul> <li>Subject their current assessment practice to critical evaluation through the process of reflection</li> <li>Critically appraise existing assessment and feedback mechanisms to enable student progression</li> </ul> </td> </tr> <tr> <td>Practical skills</td> <td> <ul> <li>Make informed evidence-based judgements on appropriate assessment and feedback practices</li> </ul> </td> </tr> <tr> <td>Transferable skills and personal qualities</td> <td> <ul> <li>Demonstrate awareness of the wider context of skills and experience in assessment and feedback</li> </ul> </td> </tr> </tbody></table><p> </p> <div><p> </p></div><p> </p> 6 Project output (not diss/n) 100% <p>Formative assessment and feedback will be offered via two peer review activities, timetabled online webinar tutorials and optional 1-1 academic support.  Summative assessment and feedback will be provided in line with University regulations.</p> MEDN60332 AS Online conditions (Programme 10020) PG Cert MHE PGCert MHE Sept PGDT Taught Component Mandatory PG Cert MHE PGCert MHE Nov PGDT Taught Component Mandatory PG Cert MHE PGCert MHE Feb PGDT Taught Component Mandatory PG Cert MHE CPD MHE Sept PGDT Taught Component Optional PG Cert MHE CPD MHE Nov PGDT Taught Component Optional PG Cert MHE CPD MHE Feb PGDT Taught Component Optional N Seminars 20 Tutorials 10 0 170