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Unit information: Assessment and Evaluation in 2018/19

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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 Mrs. Annie Noble-Denny
Open unit status Not open

Successful completion of the TLHP Unit Introduction to Learning and Teaching


To be actively engaged in the assessment of learners and the evaluation of the student’s own and/or others’ teaching.

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


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 reviewing the social role of assessment, and motivation/personality as it relates to educational assessment. It will address more recent theory and practice on workplace based assessment, as well as values based assessment of such qualities as professional attitudes, including selection methods. In addition, the unit aims to improve participants’ skill at identifying and using sensitive and sensible tools for the evaluation of teaching.

Intended learning outcomes

  • Explore how assessment, evaluation and feedback can be used to enhance learning and teaching.
  • Critique assessments and suggest improvements with reference to current theory and practice in this field.
  • Design valid, reliable and appropriate assessments for varied learning outcomes.
  • Critique and reflect upon appropriate methods for the evaluation of their own and others’ teaching.
  • Demonstrate criticality towards literature and theory relevant to educational assessment and the evaluation of teaching.

Teaching details

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, demonstrations and work-based learning.

Assessment Details

Assessment will entail the production of varied texts and/or items in other media, contributing to an overarching, programme-level portfolio assessment, employing the concept of the ‘patchwork text’.

Each unit will have required items and types of texts to be produced at stated times within the framework of the unit and others will stretch across the entire Certificate permitting learners to demonstrate how they are connecting key concepts and synthesising the material. This provides a more appropriate assessment for the development of understanding and skills in a course where reflection on progress parallels a critical approach to theory.

Formative assessment includes reflective writing that contributes to the student’s portfolio giving evidence of engagement with the HEA PSF.

This unit:

Formative assessment: writing and critiquing assessments with reference to theory; researching and presenting evaluation methods; feedback from peers and tutor.

Summative assessment: written assignment(s) totalling 2,500 - 3000 words (or equivalent). This totals 100% of final grade for the module.

Reading and References

  • Boud & Falchikov (2006) Aligning assessment with long-term learning, Assessment & Evaluation in Higher Education Vol. 31, No. 4, August 2006, pp. 399–413
  • Brown S & Race P (1995). Assess Your Own Teaching Quality. Kogan Page. ISBN: 0749413700
  • Fletcher S (1997). Competence-based Assessment Techniques. Kogan Page; ISBN: 0749421975
  • Fry H, Ketteridge S & Marshall S (1999). A handbook for Teaching and Learning in Higher Education: enhancing academic practice. London, Kogan Page. ISBN 0 7494 2948 8.
  • George J & Cowan J (1999) A Handbook of Techniques for Formative Evaluation. Kogan Page; ISBN: 074943063X
  • Habeshaw, S., Gibbs, G. and Habeshaw, T. (1986) 53 interesting ways to assess your students, Bristol, TES.
  • Petty, G, (2009) Teaching Today, Nelson Thornes, Cheltenham pp 516- 528
  • Pinsky, L. E. & Irby, D. M. (1997) "If at first you don't succeed": using failure to improve teaching. Academic Medicine, 72 (11), 973-976.
  • Smith B, Brown S & Race P (1996). 500 Tips on Assessment. Kogan Page; ISBN:07494194
  • Swanwick T.(Ed) (2014) Understanding Medical Education. 2nd ed. New York: John Wiley & Sons Inc.