Module Details

Module Code: EDUC9045
Title: Assessment & Feedback
Long Title: Assessment & Feedback
NFQ Level: Expert
Valid From: Semester 1 - 2017/18 ( September 2017 )
Duration: 1 Semester
Credits: 10
Field of Study: 1420 - Education Studies
Module Delivered in: 3 programme(s)
Module Description: In this module, learners will explore the nature and importance of assessment and feedback on learning in higher education. Learners will experience, select, implement and reflect on assessment strategies that support learning. The importance of engaging students with the feedback, and the assessment process in general will be explored. Emerging research and current issues will be explored.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Critically engage with key theoretical concepts and schools of thought on assessment in higher education
LO2 Evaluate a module of learning using the principle of constructive alignment
LO3 Create pedagogically effective, evidence based assessment strategy for a selected module
LO4 Critique an assessment strategy based on established good practice recommendations and principles
LO5 Critically reflect on their own assessment practice
LO6 Synthesise learning in the form of a short research article
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Theoretical Concepts
Assessment as the curriculum, research base to support assessment, assessment of learning, assessment for learning, assessment as learning, formative assessment, gap between potential and practice
Constructive Alignment
Constructivism, alignment between learning outcomes and assessment, Blooms taxonomy, assessment instruments and what they assess
Supporting Learning and Engaging Learners
Assessment literacy, assessment briefs, assessment criteria and standards, assessment rubrics or marking schemes, exemplars, dialogue, feedback, characteristics of quality feedback, personal feedback, two-stage assignments, nurturing the relational dimension, technology to support learning and engagement
Good practice recommendations
Conflicts in assessment e.g validity, reliability, equity, effectiveness. Principles of good assessment and feedback practice (e.g. works by David Nicol, Margaret Price, David Carless, Graham Gibbs and their colleagues) Using assessment to develop judgement and self-regulation.
Reflective Practice
Reflection, the reflective process, models of reflective practice, reflective writing, Stephen Brookfields' four lenses, critical reflection.
Research Article
Structure of a research paper, how to write an abstract, introduction and conclusion, how to write a literature review, peer-review process, referencing and citations
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Other % of Total Mark 20
Timing Week 9 Learning Outcomes 1,2,3,5,6
Assessment Description
Draft paper that could be aimed at a national conference and reports on the assessment strategy developed for a particular module.This will be peer-reviewed and self-assessed against an assessment rubric
Assessment Type Other % of Total Mark 80
Timing Sem End Learning Outcomes 1,2,3,4,5,6
Assessment Description
Final version of paper that could be aimed at a national conference and reports on the assessment strategy developed for a particular module.This will be self-assessed against an assessment rubric.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

This module has no Full Time workload.
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Independent Learning Non Contact Review and reflect on learning materials and resources; engage with learning outcomes by applying them to an assessment context; prepare assessment material Every Week 13.00 13
Lecture Contact Interactive lectures addressing the learning outcomes and indicative content Every Week 1.00 1
Total Hours 14.00
Total Weekly Learner Workload 14.00
Total Weekly Contact Hours 1.00
 
Module Resources
This module does not have any book resources
Recommended Article/Paper Resources
  • Winstone, Naomi E. Nash, Robert A. Parker, Michael Rowntree, James. (2016), Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes, Educational Psychologist, 1520, September, p.21.
  • Carol Evans. (2013), Making sense of assessment feedback in higher education, Review of Educational Research, 83(1), p.50.
  • Dylan Wiliam. (2011), What is assessment for learning?, Studies in Educational Evaluation, 37(1), p.11.
  • O’Donovan, Berry Rust, Chris Price, Margaret. (2015), A scholarly approach to solving the feedback dilemma in practice, Assessment & Evaluation in Higher Education, 2938, December, p.12.
  • Carless, David Salter, Diane Yang, Min Lam, Joy. (2011), Developing sustainable feedback practices, Studies in Higher Education, 36 (4), p.12.
  • Boud, David Molloy, Elizabeth. (2013), Rethinking models of feedback for learning: the challenge of design, Assessment & Evaluation in Higher Education, 38(6), p.14.
  • David Nicol. (2010), From monologue to dialogue: improving written feedback processes in mass higher education, Assessment & Evaluation in Higher Education, 35(5), p.17.
  • Nicol, David J Macfarlane-dick, Debra. (2006), Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 31(2), p.19.
  • Handley, Karen Price, Margaret Millar, J. (2008), Engaging students with assessment feedback, Final Report for FDTL5 Project 144/03, Oxford Brookes University.
  • Mcdowell, Liz Sambell, Kay Bazin, Victoria Penlington, Roger Wakelin, Delia Smailes, Joanne. (2006), Assessment for Learning: Learning Current Practice Exemplars from the Centre for Excellence in Teaching and Learning, Red Guide No. 22, CELT, Northumbria University.
  • Graham Gibbs. (2010), Using assessment to support student learning, Leeds Metropolitan University.
  • Y1Feedback. (2016), Technology Enabled Feedback in the First Year: A Synthesis of the Literature, p.96,
    http://www.teachingandlearning.ie/wp-con tent/uploads/2016/10/SynthesisoftheLiter ature2016.pdf
This module does not have any other resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HTLHE_9 Master of Arts in Teaching and Learning in Higher Education 1 Mandatory
CR_HTLRN_9 Postgraduate Certificate in Teaching & Learning in Higher Education 1 Mandatory
CR_HTCHL_9 Postgraduate Diploma in Arts in Teaching & Learning in Higher Education 1 Mandatory