The purpose of this module is to enable the understanding of theories, principles and applications of assessment and feedback in educational settings. It aims to develop an understanding of the role of assessment of and for learning which can be applied to the design and conduct of assessment in professional practice. Critical engagement with policy documentation and underpinning theory will encourage evaluation of the effectiveness of assessing and planning learning. The use of an investigative approach will provide an introduction to academic research.

A small-scale guided research investigation

Carry out a small-scale research investigation into an aspect of your current assessment practice. This could relate to formative or summative assessment.

This research will be guided by the topic of Assessment for Learning and suggested format below.

Your research should include:

Introduction/rationale: provide an overview of your investigation and the reasons chosen. Suggested word count 200 words

Literature Review: a critical review of key literature relating to theories and principles of assessment and feedback within your education sector, analysing the role of assessment in informing accountability practices in education. Suggested word count 1600 words

Methodology: an overview of methodology used, including ethical considerations. . Suggested words count 400 words

Findings and analysis: provide an overview of your findings including analysis of salient aspects relating this to relevant theory. Suggested word count 800 words

Reflection: Identify potential developments to your assessment practice. Suggested word count 1000 words

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises that you come to the programme through a different route to “traditional” students and your learning needs to be supported, in a different way. We recognise that you bring with you a wealth of practical experience and detailed knowledge of specific contexts to share with others, and this vast pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. The following strategies will be adopted to ensure that students have a supportive teaching and learning environment, providing a range of learning opportunities. A blended learning approach will provide both face-to-face and virtual opportunities.

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies. Work-based activities help students to establish connections between the workplace and issues raised by the programme.

Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions, dependent on the Blended Learning policy.

Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and individual tutorials. This will support the development of theoretical understanding.

Guided reading and supported self-study – You will be provided with booklists and reading tasks in order to enable you to engage with relevant and appropriate debates.

This module will also provide opportunities for you to:

work with others

develop interpersonal skills

demonstrate the capacity to plan, share goals, and work as a member of a team

communicate and present oral and written arguments

Your College VLE will be used as a support resource for candidates by providing flexible learning, especially during reading week with access to materials on-line to enable candidates to manage their time more effectively and to improve staff/ student communication through bulletin boards. Your VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists, to enable you to manage your time more effectively. Your VLE offers opportunities to engage in group work and independent learning by the use of such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.

Demonstrate knowledge, critical understanding and application of theories and principles of assessment and feedback.

Critically analyse the role of assessment in informing accountability practices in education.

Carry out a small-scale investigation into an aspect of assessment practice at your institution using main methods of enquiry.

Reflect on potential developments to assessment practice.

Unless otherwise stated, all books are available online through Staffordshire University library website when logged in using your university username and password. If you have difficulty accessing these, please contact the University library. There is also an online reading list for each module on this course. To access this, go to http://staffs.rebuslist.com/ and then type in the module code in the search box. Do not worry if this list seems excessively long. You may wish to focus on texts which are most relevant to your education sector. This module covers a wide range of texts and you may find that you only need to read short sections of the texts listed (or from other texts that you may find in libraries or journals). Your tutor will also advise you on the relevant texts and sections of texts to read. Remember that it is important to show you have considered views from a wide range of sources. When referring to texts in your assignment, always use https://libguides.staffs.ac.uk/refzone for guidance. There are many versions of Harvard referencing systems in use around the world, but for Staffordshire University, Refzone Harvard system is the only correct method to use.

Study skills:

For guidance on academic writing, remember that the Staffordshire University library holds a wealth of resources to support study skills at https://libguides.staffs.ac.uk/study-skills. The study skills team can also provide 1 to 1 support.

Suggested texts:

Bedford, D. and Wilson, E., (2013), Study Skills for Foundation Degrees (2nd Ed.), Abingdon: Routledge

Bolton, G. and Delderfield, R. (2018) reflective Practice: writing and professional development. London. Sage.

Cottrell, S., (2011), Critical Thinking Skills: Developing Effective Analysis and Argument, Basingstoke: Palgrave.

Greasley, P. (2016) Doing Essays and assignments: essential tips for students (2nd Edition) London. Sage.

Weyers, J & McMillan, K. (2011) How to Write Essays and Assignments (2nd Edition)

VLE Resources

Your College VLE will be used as a support resource for candidates by providing flexible learning, especially during reading week with access to materials on-line to enable candidates to manage their time more effectively and to improve staff/ student communication through bulletin boards. Your VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists, to enable you to manage your time more effectively. Your VLE offers opportunities to engage in group work and independent learning by the use of such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.

Bailey, C. (2018) A Guide to Qualitative Field Research. 3rd Edition. London. Sage.

Carter, C. (2018) Successful Dissertations: the complete guide for education, childhood and early childhood studies students. 2nd Edition. London. Bloomsbury Academic.

Christodoulou, D. (2016). Making good progress? The future of assessment for learning. Oxford. Oxford University Press

DfE: https://www.gov.uk/government/collections/statutory-guidance-schools#assessment

Isaacs, T., Zara, C., Herbert, G., Coombs, S.J. & Smith, C. (2013). Key concepts in educational assessment. London. Sage.

Murchan, D. and Shiel, G. (2017). Understanding and applying assessment in education. London. Sage

Suggested texts:

Bell, J. (2014) Doing Your Research Project (6th Edition), Maidenhead: Open University Press.

Coffield, F. and Williamson, B. (2011) From exam factories to communities of discovery: the democratic route. London. Institute of Education.

Cohen, L. Manion, L and Morrison, K. (2017) Research Methods in Education(8th edition), London: Routledge.

DenscombE, M. (2014) The Good Research Guide (5thEdn.) Buckinghamshire: OUP.

Earle, S. (2019) Assessment in the Primary Classroom: principles and practice. London. Sage.

Gardner, J. (Ed.) (2012). Assessment and Learning. London. Sage

Glazzard, J., Chadwick, D., Webster, A. & Percival, J. (2010). Assessment for learning in the Early Years Foundation Stage. London. Sage.

Hindmarch, D., HalL, F., Machin, L. and MurraY, L. (2017) a Concise Guide to Education Studies. Northwich: Critical Publishing. (Chapter 9).

Machin, L., Hindmarch, D., Murray, S. and Richardson, T. (2016) A Complete Guide to the level 5 Diploma in Education and Training (2nd Edn.) Northwich. Critical Publishing.

Ofsted: https://www.gov.uk/government/organisations/ofsted

Ofqual: https://www.gov.uk/government/organisations/ofqual

Thomas, G. (2017) How to do your research project: A guide for students. London. Sage.