1. Analyse the principles and purposes of assessment in the primary curriculum and explain how these inform planning, teaching and pupil progress. Knowledge and Understanding

2. Design and justify assessment-informed approaches to planning and teaching that address misconceptions, promote memory and retrieval, and support progress for all learners. Application and Problem-Solving

3. Reflect critically on assessment decisions and their impact on learning, articulating a clear rationale. Communication Reflection

Presentation about how your assessment practice in school impacted children's learning in a foundation subject, demonstrating how assessment informed planning and teaching decisions and supported all pupils to make progress in their learning. The presentation should link classroom practice to relevant, current literature.

A variety of formative assessment opportunities will be offered, which may include but are not limited to:
- Mini teaching episode with peer feedback and reflection
- Group/paired work and reflective feedback
- Deliberate practice tasks with feedback aimed at differing audiences
- Self-assessment of subject knowledge
- Group discussion and questioning
- Tutorials for draft feedback

This module will develop trainees’ understanding of how assessment informs teaching and learning across the primary curriculum. Trainees will explore the principles and purposes of formative and summative assessment, and how these approaches can be used to support pupil progress and curriculum planning.

The module will consider strategies for giving effective feedback, identifying misconceptions, and using assessment data to plan responsive teaching and targeted interventions. Key themes include:
- The role of assessment for learning in promoting progress
- Principles of formative and summative assessment across subjects, including EYFS
- Using assessment information to inform planning and adapt teaching
- Approaches to feedback and marking that improve learning
- Tracking and monitoring pupil progress to evaluate impact
- Addressing misconceptions and assessing processes as well as outcomes
- Evidence-informed strategies for memory, retrieval, and spaced practice

Trainees will critically examine how assessment practices can be inclusive, equitable, and aligned with statutory requirements, while supporting high expectations for all learners.

In this module, you will develop understanding of how assessment drives effective teaching and learning in the primary classroom. You will learn how to use assessment information to plan lessons, adapt teaching, and provide feedback that moves learning forward. You will explore both formative and summative assessment, including statutory requirements, and consider how assessment can be used to identify misconceptions, track progress, and inform interventions across the curriculum.

You will also examine approaches to feedback and marking, and learn how to make assessment purposeful, inclusive, and manageable. By the end of this module, you will be able to justify your assessment decisions using evidence and communicate how they support pupil progress.

Within this module a number of learning strategies will be used, including seminars, tutorials, peer group discussion and teaching episodes. This will facilitate proactive learning based upon previous experience gained both prior to and during the course. This will be used to build on existing knowledge and promote critical practice-based reflection.

Trainees will be encouraged to be active participants in their learning, contributing to group activities and individual tasks including flipped-learning opportunities. Some sessions require prior reading and independent research to become familiar with the key concepts and practical activities to be covered.
Lectures - Will draw on school-based placements (from Level 4) and will aim to integrate practical classroom experience with appropriate theory and the pedagogy associated with the effective delivery of the National Curriculum. This will involve both independently and collaboratively working to plan, deliver and reflect on teaching episodes. These approaches are designed to enable all trainees to gain an authentic understanding of the primary classroom, developing their basic teaching skills, alongside their resilience and problem-solving abilities. These sessions will predominately be face to face with some elements of digital or virtual provision.

Tutorials – These provide the opportunity to discuss assignment requirements and reflections with the module tutors and gain academic support, or the opportunity to be signposted to other departments of the University who can support individual needs.   

Independent study – A significant element of the trainees’ professional and academic development is based on further independent study. This will enhance their pedological and curriculum knowledge, underpinning this with theory and the key concepts discussed in lectures, group discussions and tutorials. 

Guided reading – A reading list and appropriate resources will be provided to enable trainees to engage with relevant and appropriate debates.     

This module will also provide opportunities for trainees to: 
- work with their peers and colleagues
- develop interpersonal and professional skills outlined within the ITTECF 
- communicate and debate subject content 
- effectively use the National Curriculum and EYFS curriculum documents to plan and deliver effective learning opportunities during placement

General Primary Teacher/Curriculum texts: Allison, S. and Tharby, A. (2015) Making Every Lesson Count, Carmarthen: Crown House Publishing Black, P and Wiliam, D (2021). Inside the Black Box Hattie, J and Timperly, H (2007) The Power of Feedback

English specific texts: Education Endowment Foundation (2020) Improving Literacy in Key Stage 1 Education Endowment Foundation (2021) Improving Literacy in Key Stage 2

Maths specific texts: Mooney, C. Hansen, A. Ferrie, L. and Wrathmell, R. (2014) Primary mathematics: knowledge and understanding (7th ed.). Los Angeles: Learning Matters. Wiliam, D. (2011) Embedded Formative Assessment, Solution Tree Press.

Science specific texts: McMahon, K. (2018) ‘Assessment of Working Scientifically - The TAPS Focused Assessment Approach’, Primary Science, 15(16). Mepsted, J. (2018) ‘Supporting the Teaching and Assessment of Working Scientifically’, Primary Science, 19(20).

- Blackboard
- Educational framework documentation
- Children’s literature/text; films
- Subject appropriate practical resources
- Digital tools to support learning (e.g. Padlet, Mosaic, Mentee, Virti)

Unless otherwise stated, all books will be available online through The University of Staffordshire library website. If trainees have difficulty accessing these, they can contact the University Library. There is also an online reading list for each module on this course. To access this, they go to Reading lists and then type in the module code in the search box.

Tutors will also advise trainees on the relevant texts and sections of texts to read. They will be encouraged to engage with a wide range of literature to access the latest research within their study area. Further guidance and support with academic writing can be obtained from The University of Staffordshire Library Academic skills. The study skills team can also provide 1 to 1 support.  

The University VLE enables access to course materials, lecture notes, PowerPoint presentations and reading lists.