| Unit name | Assessment and Evaluation |
|---|---|
| Unit code | MEEDM0026 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Ali |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
No prior certificate units are required. However, applicants must be practising health care professionals, who must also have some teaching responsibility during the duration of study. |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Teaching and Learning for Health Professionals |
| Faculty | Faculty of Health Sciences |
Why is this unit important?
In health professions education, measuring learning performances is a complex process that impacts healthcare delivery outcomes. This issue is fundamental across all levels of training; undergraduate, postgraduate, and workplace, also, across different specialities such as medical, dental, veterinarian and nursing education. This unit will introduce learners to assessment and to theories and methodologies relating to assessment of and feedback to learners. It will consider how assessment plays a key role in learning as well as discussing the design of assessments in health professions education. It will address to ideas of validity and reliability in relation to these. It will address more recent theory and practice on workplace- based assessment, as well as assessment of trust in clinical competence. Learners will also use validity theories to evaluate the effectiveness of their teaching methods. By understanding validity theories, teachers can ensure that the assessments they use to evaluate their teaching effectiveness are valid and reliable
How does this unit fit into your programme of study?
The first unit in this programme aims to provide learners with the theoretical knowledge and evidence-based skills to become better clinical teachers.Contingent to that, this unit will offer several approaches to assessment as a catalyst for learning and how to evaluate whether the teaching methods adopted are effective, identify areas where students are struggling, and adjust teaching strategies accordingly. Finally, feedback is an essential component of assessment in clinical education. By providing regular feedback, instructors can assess students' progress towards meeting learning objectives and competencies.
This is a must-pass unit.
An overview of content:
This unit runs over two full study days and following this you are asked to prepare a draft and then summative assignment. There are tasks in preparation for both study days guided by the core readings provided. On the study days there will be a mixture of individual, pair and small group work and discussion with tutor input. We aim for them to be interactive and help apply the concepts we are discussing.
How will students, personally, be different as a result of the unit?
As a result of this unit, students will demonstrate knowledge of the standards and criteria used to evaluate learning performances in HPE.
Learning Outcomes:
There will be a mixed method approach consistent with current best practice. This will include presentations by course tutors, large and small group discussions, workshops and teamwork, paired activities, presentations by participants with structured feedback and demonstrations.
Tasks which help you learn and prepare you for summative tasks (formative):
page 3.
Tasks which count towards your unit mark (summative):
For summative assement: written assignements totally 3,000 words (or equivalent). This totals 100% of final grade for the module.
Review, critique and suggest modifications to EITHER:
When assessment does not go to plan:
In the event of your assignment not reaching pass at first submission, you may re-submit it. In the event of resubmission, you will be offered a one-to-one tutorial to support you. This will offer clarity on how best to meet the required criteria with your resubmission. It should be noted that students following a 60-credit Certificate path of study may be given the opportunity to resubmit depending on previous unit results
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MEEDM0026).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
