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Unit information: Assessment in Schools in 2021/22

Unit name Assessment in Schools
Unit code EDUCM0037
Credit points 20
Level of study M/7
Teaching block(s) Teaching Block 2 (weeks 13 - 24)
Unit director Dr. Brownhill
Open unit status Not open
Pre-requisites

None

Co-requisites

None

School/department School of Education
Faculty Faculty of Social Sciences and Law

Description

This unit will explore the relationship between learning, teaching and assessment in schools and other educational contexts. It will critically examine recent, current and future developments in the assessment of children, young people and adults at a local, national and international level. It will consider the benefits and costs of various methods of assessment used in schools and other educational contexts, reflecting on the key role that assessment plays in education. Contemporary issues will be examined in relation to the use of assessment as a formative, summative and diagnostic tool to support learning and teaching.

The Unit Aims:

  • To enable students to critically evaluate the methods of assessment that are used in schools and other educational contexts.
  • To provide students with a critical understanding of the issues associated with recent, current and future developments in assessment in schools and other educational contexts.

Intended learning outcomes

By the end of this unit students will be able to demonstrate that they:

  1. are able to critically and systematically evaluate methods of assessment that are used in schools and other educational contexts.
  2. have a deep awareness of a range of important issues within the field of assessment in schools or other educational contexts.
  3. are able to critically and systematically review research and other writings in relation to a select aspect of assessment in schools or other educational contexts.
  4. are able to reflectively develop ideas through peer-presentation, critical discussion and academic writing.

Teaching details

This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including seminars, lecture-based input, reading, reflection, presentations and group discussions

Assessment Details

Formative and Summative assessment:

Participants will prepare and deliver a small presentation for peers (formative assessment, 0% weighting, 1000-words equivalent, ILOs 1-4) and then submit a written report (summative assessment, 100% weighting, 3000 words, ILOs 1-4) based on their select aspect of assessment in schools or other educational contexts. This written report will be informed by critical discussion after the presentation with peers, and through wider reading and reflection.

Reading and References

Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.

Fautley, M., & Savage, J. (2008). Assessment for learning and teaching in secondary schools. Exeter: Learning Matters.

Garner, J. (Ed.). (2012). Assessment and Learning. London: Routledge.

Klenowski, V., & Wyatt-Smith, C. (2014). Assessment for Education: Standards, Judgement and Moderation. London: Sage Publications Ltd.

Murchan, D., & Shiel, G. (2017). Understanding and Applying Assessment in Education. London: Sage Publications Ltd.

Weeden, P., Winter, J., & Broadfoot, P. (2002). Assessment: What’s in it for Schools? London: RoutledgeFalmer.

Wragg, E. C. (2001a). Assessment and learning in the primary school (2nd ed.). London: RoutledgeFalmer.

Wragg, E. C. (2001b). Assessment and learning in the secondary school (2nd ed.). London: RoutledgeFalmer.

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