Postgraduate Course: Assessing Students (EDUA11176)
|Moray House School of Education
|College of Humanities and Social Science
|Not available to visiting students
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Home subject area
|Other subject area
|Taught in Gaelic?
|The twin starting-points for this unit are on the one hand the myriad and competing purposes, goals and functions associated with the assessment of student progress and performance in higher education, and on the other the advent of mass higher education, where questions of quality, accountability, student-centredness and economy further complicate considerations of goals and functions. Participants will be invited to relate these challenges to consideration of which stakeholders university teachers are accountable to, and in what respects, as far as their assessment practices are concerned.
The tensions between contrasting assessment goals and functions and the available empirical evidence will be reviewed by means of three illustrative themes: the relative extent of alignment or congruence between different methods and strategies of assessment and intended learning outcomes; the growing evidence on the benefits of formative or learning-oriented assessment; and the impact of developments in assessment practices (largely but not wholly technology-driven), which can open up opportunities to strike new balances between competing goals but also prompt a reappraisal of traditional assumptions about student assessment.
Entry Requirements (not applicable to Visiting Students)
Course Delivery Information
|Delivery period: 2013/14 Full Year, Not available to visiting students (SS1)
|Learn enabled: No
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
Lecture Hours 14,
Online Activities 1,
Feedback/Feedforward Hours 8,
Other Study Hours 1,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Breakdown of Assessment Methods (Further Info)
|No Exam Information
Summary of Intended Learning Outcomes
|On completion of the unit, programme participants will be able to :
- review and critically appraise the principal goals and functions of student assessment in higher education
- identify and evaluate the empirical evidence on the competing tensions to which these may give rise
- critically examined the balances which can be struck between these tensions in designing and implementing assessment strategies
|Each participant will prepare an analytical critique of assessment strategies in a particular course unit or year of study, recommending changes which could enhance the quality of students' learning while safeguarding academic standards. Critiques (target length 2000-2,500 words) would draw on the relevant literature to anticipate likely drawbacks and potential objections to the proposals and discuss how these might be constructively addressed.
A pass in this course is contingent on course participants demonstrating a critical grasp of contemporary assessment processes and practices in higher education and how these are linked to student learning. The assignment should demonstrate awareness of diversity with regards to student learning and the practical constraints and affordances of particular assessment strategies within discipline-specific and research-intensive contexts. Course participants will be expected to show a reflective awareness of current conceptions of and orientations to assessment.
|Dr Janice Mcarthur
Tel: (0131 6)51 6674
|Miss Emily Salvesen
Tel: (0131 6)51 6661
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:58 am