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).
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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.
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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.
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Transparency and Attribution
• Issues related to ensuring transparency in assessment; ensuring clear guidance, assessment criteria and rubrics. Mechanisms to avoid risk of plagiarism.
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Equity and Diversity
• Designing inclusive assessment; ensuring equity of opportunity for a range of learners.
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Recommended Book Resources |
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Bloxham, S., and P. Boyd. (2008), Developing Effective Assessment in Higher Education: A Practical Guide, Open University Press McGraw-Hill, Maidenhead.
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Supplementary Article/Paper Resources |
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Gibbs G., C. Simpson. (2004), Conditions Under Which Assessment
Supports Student Learning, Learning and Teaching in Higher
Education, V. 1, p.3.
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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.
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This module does not have any other resources |
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