Page 46 - EDU_Programme_Handbook_2015

PG CERT ULT
should present the design or re-design of a unit of
learning in the student’s own teaching context and
state the educational rationale for the decisions
and approaches taken, supported with reference to
educational literature.
Pre-seminar reading of 2-3 papers will be made
available two weeks before the seminar. In advance,
students should also consider a unit of learning (e.g. assessment activity that they are involved in (as
series of teaching sessions, module) that they may
wish to design or re-design and bring documentation
(e.g. module outline, session plans).
Further suggested reading will also be provided in the tool/documentation with the group. These learning
seminar.
ECTS credits: 5
UKPSF indicative mapping: A1, A2, A3, A4, A5, K1, K2,
K3, K4, K5, V1, V3, V4, V5.
Word Count: 1500-2000
Tutor: Mrs. Kate Ippolito
Assessment and
Feedback
Aims
Assessment and feedback are fundamental, yet
often under-examined, elements of the university
learning experience. They present a high risk activity 2.
for both students and their teachers, and, as such,
can provoke student dissatisfaction and reluctance
towards innovation amongst teachers.
This topic provides students with opportunity to:
• discuss challenges and possibilities in
student assessment;
• develop a deeper understanding to inform
the practical development of fair and
44 EDU © Imperial College London 2015-16
more educationally effective, but feasible,
approaches to assessment.
Teaching Methods
This topic is taught through an initial face-to-face
seminar. In advance students should identify an
designer, teacher, marker and/or feedback giver)
and bring documentation to the session (e.g. related
ILOs, assessment brief, marking criteria etc.). They
will discuss the pros and cons of this assessment
activities, in combination with directed reading and
self-study should prepare students to complete a
written assignment on the design or re-design of a
future assessment for their students. This will be
submitted for formative assessment and feedback.
Intended Learning Outcomes:
By the end of the topic students will be better able to:
1. Explain the difference between summative
and formative assessment and discuss their
purpose in the curriculum.
Apply key assessment principles to make
assessment fair and more effective for
learning.
3. Discuss the advantages and disadvantages of
group, peer or self-assessment.
4. Consider student perceptions and
experiences of assessment and feedback.
5. Reflect critically on their existing assessment
and feedback approaches and how they
impact on student learning.