This module assists students to design strategies for evaluating and developing learning and assessment practice with a view to improving educational outcomes for learners and educational organisations. It includes exploration and discussion of relevant theory and practice in relation to leading the enhancement of learning and assessment practice.

A variety of learning and teaching methods are used such as presentations by specialist practitioners, group discussions, case studies, problem based learning activities and participant centred investigations. There is a strong emphasis on activity-focused learning and participants are expected to actively engage in all sessions. In addition, participants are required to engage in independent study so as to consolidate and build upon their learning in taught sessions. This takes the form of undertaking follow-up tasks and work based self-assessments and reading key texts and research papers.

- University Library for a range of mentoring and coaching texts, e-books and academic journals
- Materials and resources on the module VLE
- Access to academic and library support

Details -
The written proposal to develop an aspect of learning and assessment practice assesses LOs 1-5 (50%).
The academic poster presentation should report the changes made to practice and resulting findings and implications (Assesses LOs 1, 3, 4, 5) (50%).

Clouder, Lynn (2012). Improving student engagement and development through assessment: Theory and practice in Higher Education. Routledge
Hattie, J (2012) Visible Learning for Teachers: Maximizing Impact on Learning. Routledge
Illeris, K [Ed] (2008). Contemporary Theories of Learning - Learning Theorists¿ in their own words. Routledge
Sadler, D.R. (1989) Formative assessment and the design of instruction systems [Instructional Science, Vol 18, Issue 2, pp. 119 - 144] Kluwer Academic Publications
Sotto, Eric (2007) When teaching becomes learning : a theory and practice of teaching (2nd Ed) London: Continuum