Postgraduate Course: Digital Education: Assessment (EDUA11476)
Course Outline
| 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) |
| Course type | Online Distance Learning |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course explores how the assessment of students and their learning is rapidly evolving in ways that capitalise on developments in digital technologies considering pedagogical and technological considerations, as well as conceptual and practical issues. Underpinning our exploration is a review of key assessment purposes, processes and guiding principles which allows us to take a more questioning eye to newly emerging and more established directions in digital education and assessment. |
| Course description |
Assessing and evaluating the work of students is a critical aspect of education across all sectors. While there is a long history of work using digital technologies to support and diversify assessment practice, recent developments in AI and data-driven technologies have created profound challenges for the ways in which educators approach this task.
This course will explore the nature of assessment, with a particular focus on data-driven technologies and artificial intelligence. It will introduce you to the theory and history of assessment, providing you with an overview of the politics of assessment internationally, and then moving on to look at how digital practices and norms are changing how educators and students approach it.
We will look at the ethical and pedagogical challenges around the widespread use of generative AI in schools and universities, considering the ways in which educational technology platforms and plagiarism detection systems are changing the ways in which assessment is understood and organised. We will also consider the impact of these forms of technological change on the politics, culture and practices of teaching.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
Course Delivery Information
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| Academic year 2025/26, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Written Exam 0 %, Coursework 100 %, Practical Exam 0 % |
| Feedback |
The course has two feedforward events integrated into the second assignment - the collaborative writing in response to our Big Questions. (Feedforward is feedback on a draft before the final submission.) The first feedforward comes early in the endeavor with tutors providing written commentary on the group plan for the assignment. The second feedforward comes later in the activity when students have a full draft ready for comments. This second feedforward is delivered in two ways: an audio file of two tutors discussing the piece and making recommendations for each group and a text file of generic feedforward for the whole class. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate an analytical grasp of the purposes, practices and politics of assessment in education.
- Critically evaluate its benefits, limitations and uses.
- Demonstrate your familiarity with a range of approaches to designing and evaluating assessment strategies.
- Understand the practical and strategic issues posed for assessment by technologies including artificial intelligence.
- Critique and review assessment practices in your chosen professional area.
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Reading List
Grek, S. (2009). Governing by numbers: the PISA ¿effect¿ in Europe. Journal of Education Policy, 24(1), 23¿37. https://doi.org/10.1080/02680930802412669
Kirschenbaum M, Raley R. AI and the University as a Service. PMLA/Publications of the Modern Language Association of America. 2024;139(3):504-515. https://www.cambridge.org/core/journals/pmla/article/ai-and-the-university-as-a-service/
Sitta, F. A. et al (2023) The Futures of Assessments: navigating uncertainties through the lens of anticipatory thinking. DEFI/Cambridge University Press. https://www.cambridgeassessment.org.uk/Images/698413-the-futures-of-assessment-navigating-uncertainties-through-the-lenses-of-anticipatory-thinking.pdf
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Assessment,Evaluation,Artificial Intelligence,Teaching practice |
Contacts
| Course organiser | Prof Sian Bayne
Tel: (0131 6)51 6337
Email: sian.bayne@ed.ac.uk |
Course secretary | Ms Annemarijn Huizinga
Tel:
Email: ahuizing@ed.ac.uk |
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