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Unit information: Core Unit 3: Further Assessment in 2018/19

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Unit name Core Unit 3: Further Assessment
Unit code MEEDM0022
Credit points 10
Level of study M/7
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Mrs. Annie Noble-Denny
Open unit status Not open
Pre-requisites

Core Unit 1: Teaching, Learning and Assessing in the Health Professions.

Co-requisites

None

School/department Teaching and Learning for Health Professionals
Faculty Faculty of Health Sciences

Description

COMPULSORY CORE UNIT FOR THOSE STARTING THE CERTIFICATE BEFORE SEPTEMBER 2017

Aims: This unit will provide learners with a thorough understanding of the key concepts in devising and conducting formal assessment.

It will also incorporate elements of the programme’s three vertical themes:

  • learning technology in teaching & learning
  • evaluation of the effectiveness of teaching and of courses
  • respect for equality and diversity

Description: This unit builds on the foundations of what you learned about assessment in the core unit “Teaching and Learning in the Health Professions”. You will gain a fuller understanding of key concepts, underpinning theory and techniques necessary for the effective and efficient administration of assessment in the health professions.

Successful completion of this Unit is contingent upon completion of all relevant areas of the PSF mapping document. This will normally be assessed upon completion of the Certificate stage of the Programme, or at the completion of this unit on the Essentials programme.. The Unit will not be considered to be successfully passed if relevant areas of the PSF mapping document are not completed.

Intended learning outcomes

By the end of this unit, learners should be able to:

1. Demonstrate understanding of key concepts in designing and evaluating assessments.

2. Explore a range of assessment methods.

3. Design assessments drawing on a critical review of relevant learning theory.

Teaching details

Teaching methods will be drawn from a wide range of approaches including: small group styles, lecture, discussion, debate, presentations, case studies, role play, interactive whole-class teaching, tasks which apply new learning, video critique, distance and e-learning elements.

Assessment Details

1500-2000 words or equivalent in other media.

Summative: a study of an assessment with reference to relevant theory.

Formative: group and individual feedback plus online activities.

Reading and References

Ben-David MF (1999). AMEE Guide No. 14: Outcome-based education: Part 3-Assessment in outcome-based education. Medical Teacher, 21(1), 23 - 25.

Bloxham S and Boyd P (2007). Developing effective assessment in Higher Education: a practical guide. Maidenhead: Open University Press.

Brown SF, Race P and Smith BD (2005). 500 tips on assessment (2nd ed. ed.). London: RoutledgeFalmer.

Fletcher S (1997). Competence-based Assessment Techniques. Kogan Page; ISBN: 0749421975.

Grönlund NE and Waugh CK (2009). Assessment of student achievement (9th ed. ed.). Upper Saddle River, N.J.: Pearson.

Knight P (2001). Assessment Series No.7: A Briefing on Key Concepts Formative and summative, criterion & norm-referenced assessment. York: LTSN Generic Centre.

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