Postgraduate Course: Assessing What Matters (1) (EDUA11371)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||This course covers the principles and strategies of formative assessment and their role in the teaching and learning cycle. It helps students understand how assessment information is used to inform planned teaching and learning. It adopts an overtly political stance in supporting students to view assessment as a powerful tool for shaping their own learning as well as the learning of pupils. It considers the ways in which particular assessment practices can advantage or disadvantage particular groups of learners.
Please be aware that the General Teaching Council for Scotland has not confirmed placement availability for 20/21 due to the continuing Covid-19 situation. Students will be informed of updated information as it becomes available.
Through background reading, discussion and reflection, students are encouraged to relate formative assessment theory and practice to their own lived experience as learners in the roles of pupils and undergraduate university students.
They are introduced to the professional teaching and learning cycle and given opportunities to enact the cycle in a peer teaching and learning exercise in a popular culture context.
As beginning professionals, they are encouraged to apply course learning about assessment to their own academic learning and their early professional development as teachers.
100 student effort hours = 4 hrs lecture/ blended learning + 3x 2hrs group seminar + 10 hours group problem based learning + 10 hours directed study + 70 hours self study.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2020/21, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Formative task: Peer teaching and learning activity demonstrating understanding of key elements of the learning and teaching cycle and the role of formative assessment within that.
Summative task (100%) (2000 words)
Enhanced extract from Professional Development Portfolio: Students provide a reflective account of their own experience of assessment in their personal learning journey as pupils, undergraduate students and beginning teachers, and how this maps on to their professional reading about assessment.
||Formative task: interactive peer and tutor verbal feedback
Summative task : written tutor feedback provided via turnitin to feedforward into future learning on Programme.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate critical understanding of principal theories concepts and principles related to formative assessment in education and its role in the teaching and learning cycle
- Critically review their own personal history of assessment in educational contexts and relate to background reading on formative assessment.
- Critically reflect on their responsibilities related to assessment within their own learning in current and future professional studies
- Analyse their learning on this course in relation to relevant core concepts of social justice, sustainability, global perspectives, digital and statistical literacies and professional inquiry skills.
|INDICATIVE TEXTS: |
Black, P. & Wiliam, D (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy and Practice 5(1) pp. 7-71
Klap, A. (2015) Does grading affect educational attainment? A longitudinal study, Assessment in Education: Principles, Policy and Practice22 (3) pp 302-323
Lingard,B., Mills, M. & Hayes, D. (2006) Enabling and aligning assessment for learning: some research and policy lessons from Queensland, International Studies in Sociology of Education 16(2) pp83- 103
Reeves, J. The Successful Learner: A Progressive or an Oppressive Concept in Priestley , M. & Biesta, G. (eds) ( 2013) Reinventing the Curriculum , New Trends in Curriculum Policy and Practice
|Graduate Attributes and Skills
||Research and Enquiry
Analyse facts and situations and apply creative thinking to develop the appropriate solutions
Recognise diverse styles of thinking and ways of working and developing capabilities to bring out the best in others regardless of their style preferences
Personal and Intellectual Autonomy
be critically self-aware, self-reflective and self-manage in order to fully maximise potential
seek and value open feedback to help their self-awareness
analyse facts and situations and apply creative and inventive thinking to develop the appropriate solutions
use appropriate communication styles through understanding the needs of others and empathy towards them
an interactive communicator
be sensitive to and understand the diversity in people and different situations
communicate effectively knowledge, understanding and skills, in a range of settings, and using a variety of media
articulating and effectively explaining information
develop emotional intelligence and empathy
have an ability to plan and effectively use resources to achieve goals;
have resilience and the ability to recover from setbacks
have the ability to work collaboratively with colleagues both internally and externally, building and maintaining relationships
seek and value open feedback to help their self-awareness of working with a team
give direction to tasks and people in a confident and effective manner
formulate, evaluate and apply evidence-based solutions and arguments
|Course organiser||Dr Laura Colucci-Gray
Tel: (01316)51 6376
|Course secretary||Miss Annabelle MacInnes
Tel: (0131 6)51 7761