Socially Just Assessment Futures in the School Context EDUC5949
- Academic Session: 2019-20
- School: School of Education
- Credits: 20
- Level: Level 5 (SCQF level 11)
- Typically Offered: Summer
- Available to Visiting Students: No
- Available to Erasmus Students: No
- Taught Wholly by Distance Learning: Yes
This is an optional course within the MSc in Assessment in Education. Participants develop in depth their critical knowledge and understanding of current theories and research in relationships between assessment in school and the promotion of social justice. As participants identify, propose, examine and evaluate likely developments in assessment policy and practice, they draw on and review their own experience and practice. 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 the summer semester. 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
This course is summatively assessed by a report (4000-4500 words). Participants in collaboration with their tutor identify an issue within their own professional context related to the interaction of social justice and assessment. Drawing on the knowledge, understanding, skills and attributes developed through the course, participants plan, carry out, evaluate and report on a piece of structured research designed to improve the impact of assessment on an aspect of social justice.
1. To enable participants to reflect critically on theories, principles, research and practice which contribute to developing socially just assessment in emerging future school contexts.
2. To enable participants to reflect critically on the development and evaluation of socially just assessment practices related to the major purposes of assessment.
3. To enable participants to identify and evaluate the knowledge and understanding, skills and attributes necessary to sustain further learning and professional action in developing socially just assessment practice in their professional context.
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. engage critically with current theory, research, policy and practice related to the development and use of socially just assessment
2. engage critically with key concepts and implications of emerging technologies, social developments and concerns (local and global) which may impact on and inform the development of socially just assessment approaches
3. employ critical skills to design, develop, implement and evaluate in their own professional context assessment practice which promotes social justice
4. employ critical skills to develop, use and evaluate a range of assessment methodologies, including group and team approaches and co-constructed assessments.
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.