A written assignment (4500 words) - weighted at 80% and written contribution to a set task on the VLE online discussion forum (500 words) – weighted at 20%.

The Assignment requires the student to systematically analyse relevant academic, policy and practice sources and conclude with issues raised in relation to the student’s learning and assessment practice in an education setting. (assesses LOs 1-4) (80%).

The written contribution to an online discussion forum (maximum 500 words) will require students to engage in critical dialogue with peers about issues of learning and assessment. (Assesses LOs 1-4) (20%).

Both elements of the assessment are submitted in the same semester and must be passed.

PLEASE NOTE ALTERNATIVE ASSESSMENTS FOR Semester 1 2020/21 DUE TO COVID-19 AS FOLLOWS: 100% Assignment

This module presents the concept of learning, the developing theories of learning and explores ways in which learning can be measured and assessed. In discussing the relationship between learning and a range of theoretical positions, the module will highlight implications of these theories for supporting learning in practice. It will also consider aspects of recent neuroscience in relation to cognitive development. It will also present different approaches to the assessment of learning (including formative and summative assessment) and discuss effective learner feedback strategies.

1. Demonstrate a critical understanding of current factors, problems and challenges in approaches to learning and assessment in education.
Knowledge & understanding

2. Critically evaluate theories of learning and assessment and translate into workable strategies to develop education practice in this area.
Analysis
Application
Learning

3. Effectively communicate key concepts and ideas to peer and student audience.
Communication

4. Demonstrate a reflective approach to improving learning and assessment practice in order to develop new ideas to provide more effective learning and assessment strategies.
Reflection
Enquiry
Problem solving

A variety of learning and teaching methods are used such as presentations by specialist practitioners, group discussions, contribution to online discussion boards, 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 relevant texts, e-books and academic journals
• Materials and resources on the module VLE
• Access to academic and library support

MA EDUCATION FULL TIME

Bandura, A. (1986) Social foundations of thought and action Engelwood Cliffs, NJ: Prentice-Hall

Bruner, J. S. (1999) Toward a theory of instruction Cambridge, MA: Harvard University Press

Clarke, S. (2008) Active learning through formative assessment Hodder Education

Claxton, G. (2008) What's the point of school?: rediscovering the heart of education Oneworld

Clouder, L. (2012) Improving student engagement and development through assessment : theory and practice in higher education Routledge

Daniels, H. [Series Ed.] (1996) An introduction to Vygotsky London, Routledge

Gardner, H. (1983) Frames of mind: The theory of multiple intelligences New York, NY: Basicbooks

Gardner, J. (2012 – 2nd Ed.) Assessment and Learning London, SAGE

Gould, J. (2009) Learning theory and classroom practice in the lifelong learning sector Learning Matters
Harasim, L.M. (2012) Learning theory and online technologies Routledge

Illeris, K. [Ed] (2008) Contemporary Theories of Learning – Learning Theorists… in their own words Routledge

Lave, J. (1988) Cognition in Practice Cambridge Cambridge University Press

Papert, S. (1993) The Children’s Machines: rethinking school in the age of the computer London, Harvester Wheatsheaf

Sotto, E. (2007) When teaching becomes learning : a theory and practice of teaching London, Continuum

Wenger, E. (1999) Communities of Practice. Learning, meaning and identity Cambridge: Cambridge University Press.

This module presents the concept of learning, the developing theories of learning and explores ways in which learning can be measured and assessed. In discussing the relationship between learning and a range of theoretical positions, the module will highlight implications of these theories for supporting learning in practice. It will also consider aspects of recent neuroscience in relation to cognitive development. It will also present different approaches to the assessment of learning (including formative and summative assessment) and discuss effective learner feedback strategies.