Assessment for Learning and Progression EDUC5948
- Academic Session: 2019-20
- School: School of Education
- Credits: 20
- Level: Level 5 (SCQF level 11)
- Typically Offered: Semester 2
- Available to Visiting Students: No
- Available to Erasmus Students: No
- Taught Wholly by Distance Learning: Yes
This is a core compulsory course in the MSc in Assessment in Education. Through critical review of literature and critical reflection on practice, including their own, participants develop their understanding of the relationships among assessment processes, curriculum and pedagogy. They examine in depth the key roles of inquiry based learning and assessment in understanding what learners are learning, determining next steps in learning and informing means of progression. Participants apply their learning to their own context, taking account of issues of social justice. As members of a collaborative learning community, participants are supported by the formative use of self-, peer- and tutor- assessment; a final assignment assesses course attainment.
This course is taught entirely through distance learning. The course runs through Semester 2. It is taught over 12 weeks followed by 3 weeks assignment preparation. There are 4 milestone activities during the 12 week teaching period. Students are expected to be online at least once every week in this course, to work online and with the online resources for some 90 notional learning hours, to undertake guided independent and groupwork activity for some 68 notional learning hours and to deploy some 42 notional learning hours to assignment preparation with peer and tutor support.
Requirements of Entry
Participants prepare a portfolio of evidence of their analysis of student learning, which illustrates the use of assessment to support learning in school or another educational setting. An accompanying commentary provides evidence of their informed understanding of the interactions among curriculum, pedagogy and assessment in assessment for learning and progression and a critical review of the approach used in the analysis. (Equivalent to 4000-4500 words).
1. To enable course members, through critical and informed reflection on theories, principles, concepts and practice, to develop the critical knowledge and understanding, skills and attributes necessary to a deep understanding of the interaction among curriculum, assessment and pedagogy.
2. To enable course members to develop critical knowledge and understanding, skills and attributes which will support them in developing their understanding of the uses of different assessment approaches in the development of learning.
3. To enable course members to develop the critical knowledge and understanding, skills and attributes required to analyse pupil learning and effectively use assessment to support learning and progression.
4. To enable course members to develop the critical knowledge and understanding, skills and attributes which will enable them to develop an inquiry approach to learning and teaching.
Intended Learning Outcomes of Course
By the end of this course, participants, drawing on their reading of theory and research and on critical analysis of their own experience, will be able to:
1. provide, through a critical review of literature and critical reflection on practice, detailed accounts of their knowledge and understanding of an inquiry approach to learning and teaching involving an issue related to the alignment of assessment, curriculum and pedagogy;
2. design, develop and evaluate assessment processes which aim to promote progression in learning within their own professional contexts;
3. demonstrate, through critical analyses of learners' work, their knowledge and understanding of effective assessment for learning and progression;
4. critically appraise current theory, research, policy and practice in relation to the development of socially just practices in assessment for learning.
Minimum Requirement for Award of Credits
Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.