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Unit information: Educational Assessment and Evaluation in 2019/20

Please note: Due to alternative arrangements for teaching and assessment in place from 18 March 2020 to mitigate against the restrictions in place due to COVID-19, information shown for 2019/20 may not always be accurate.

Please note: you are viewing unit and programme information for a past academic year. Please see the current academic year for up to date information.

Unit name Educational Assessment and Evaluation
Unit code EDUCD0009
Credit points 20
Level of study D/8
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Professor. Yu
Open unit status Not open
Pre-requisites

None

Co-requisites

None

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

Description

The unit looks at contemporary issues in theory, policy and practice of educational assessment internationally. Research on assessment in schools, higher education and vocational settings will be included in the course. Educational standards and the relationship between assessment and learning will be key themes.

Aims:

  • develop an understanding of theoretical models of assessment
  • to critically apply theoretical models to a variety of educational contexts
  • develop an understanding of the research basis for claims regarding assessment theory and practice
  • develop understanding of the relationship between assessment, teaching and learning.

Intended learning outcomes

By the end of the unit participants should be able to:

  • Understand the theory associated with assessment models and practice
  • Apply the theory to assessment practice in their own professional context
  • Critically review research on assessment theory, policy and practice

Teaching details

The unit is designed to be student-focused with an emphasis on active and experiential learning. Students will be encouraged and supported to reflect on and discuss theoretical concepts in a variety of ways including paired and small group discussion, experiential work, case studies and student led presentations. Such teaching and learning approaches provide the maximum opportunity to share experiences and to consider the relevance and appropriateness of concepts that are mainly Western in origin in participants own cultural context.

Assessment Details

The unit is assessed by means of a 4,000 word written assignment that is designed to consolidate and extend students learning from the unit. The assignment will be a choice of a literature review on a course topic, or a case study which applies theory from the course topics.

Reading and References

  • Cizek, G.J. and Bunch, M.B. (2007) Standard setting. A guide to establishing and evaluating performance standards on tests. Sage, California.
  • Cronbach, L.J. (1990) Essentials of psychological testing. Fifth edition. Harper Row.
  • Gardner, J. (Editor) (2006) Assessment and Learning. Sage, London.
  • Madaus, G., Russell, M. and Higgins, J. (2009) The paradoxes of high stakes testing. How they affect students, their parents, teachers, principals, schools and society. Information Age Publishing.
  • Miller, M.D., Linn, R.L. and Gronlund, N.E. (2008) Measurement and assessment in teaching. Tenth edition. Merrill Prentice-Hall.
  • Murphy, P. (Editor) (1999) Learners, Learning and Assessment. Paul Chapman Publishing Ltd.

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