Module Code: H9MCAL
Long Title Educational Assessment and Feedback
Title Educational Assessment and Feedback
Module Level: LEVEL 9
EQF Level: 7
EHEA Level: Second Cycle
Credits: 5
Module Coordinator: Leo Casey
Module Author: Stephanie Roe
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Develop a critical awareness of the various and conflicting purposes and principles of assessment.
LO2 Based on peer discussions and engagement with assessment literature, identify key assessment principles applicable to one’s own professional learning setting.
LO3 Apply theoretical knowledge of assessment principles to design a practical assessment strategy (with assessment of/for/as learning) for a module or learning event appropriate for one’s professional learning setting.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).

No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Introduction to Assessment Principles and Assessment Autobiography
• Learners introduced to key assessment principles (Boyd and Bloxham 2008) and discussion of the conflicting purposes of assessment and assessment of/for/as learning. Learners encouraged to reflect on own experience of assessment to identify characteristics of meaningful assessment (educational autobiography writing).
Validity and Reliability in Assessment
• Learners critically engage with issues relating to assessment validity and reliability. Includes engagement with constructive alignment (Biggs 2003), Bloom’s taxonomy.
Effectiveness and Efficiency in Assessment
• Learners critically explore issues related to assessment effectiveness and assessment for ‘deep learning’. Issues related to assessment burden for educators and learners, and the design of effective and efficient feedback and feedforward mechanisms.
Transparency and Attribution
• Issues related to ensuring transparency in assessment; ensuring clear guidance, assessment criteria and rubrics. Mechanisms to avoid risk of plagiarism.
Equity and Diversity
• Designing inclusive assessment; ensuring equity of opportunity for a range of learners.
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: CA 1 % of total: 40
Assessment Date: n/a Outcome addressed: 1,2
Non-Marked: No
Assessment Description:
Learners are required to engage with module readings, read peers’ posts, respond to others in their assigned online group and post a substantial response to a question on the assessment principle they consider particularly important in their learning and teaching setting.
Assessment Type: CA 2 % of total: 60
Assessment Date: n/a Outcome addressed: 1,3
Non-Marked: No
Assessment Description:
Learners will design a Concept Map using VUE software to illustrate an assessment strategy that they can use in the context of their own professional practice. Formative feedback is provided via lecturer feedback on progress to date and in-class peer review in late March.
No End of Module Assessment
No Workplace Assessment

Part Time

Coursework
Assessment Type: CA 1 % of total: 40
Assessment Date: n/a Outcome addressed: 1,2
Non-Marked: No
Assessment Description:
Learners are required to engage with module readings, read peers’ posts, respond to others in their assigned online group and post a substantial response to a question on the assessment principle they consider particularly important in their learning and teaching setting.
Assessment Type: CA 2 % of total: 60
Assessment Date: n/a Outcome addressed: 1,3
Non-Marked: No
Assessment Description:
Learners will design a Concept Map using VUE software to illustrate an assessment strategy that they can use in the context of their own professional practice. Formative feedback is provided via lecturer feedback on progress to date and in-class peer review in late March.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed
Reassessment Description
Students must pass all components of assessment on the module; a component fail leads to a component repeat.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Lecture 24 Per Semester 2.00
Independent Learning Independent Learning 101 Per Semester 8.42
Total Weekly Contact Hours 2.00
Workload: Part Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Lecture 24 Per Semester 2.00
Independent Learning Independent Learning 101 Per Semester 8.42
Total Weekly Contact Hours 2.00
 

Module Resources

Recommended Book Resources
  • Bloxham, S., and P. Boyd. (2008), Developing Effective Assessment in Higher Education: A Practical Guide, Open University Press McGraw-Hill, Maidenhead.
Supplementary Article/Paper Resources
  • Gibbs G., C. Simpson. (2004), Conditions Under Which Assessment Supports Student Learning, Learning and Teaching in Higher Education, V. 1, p.3.
  • Nicol, D. and MacFarlane-Dick, D. (2006), Formative assessment and self-regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, 31 (2), p.199.
This module does not have any other resources
Discussion Note: