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CERT ULT
Teaching Methods fair and more effective for learning. You are required
to be reflective about your previous approaches to
This topic is taught through an initial face-to- assessment, challenge accepted practice in your
face seminar, to which students should bring an context and provide theoretical and contextual
assessment that they have written or marked for justification for your design rationale. Full assignment
discussion with the rest of the group. This will be details will be provided in the seminar.
followed by individual work, which is then submitted
for formative assessment and feedback. Learning will Pre-seminar reading of 2-3 papers will be made
be supported by directed reading of 5-10 key papers available three weeks before the seminar. In advance,
or readings that form an appropriately accessible students should also consider an assessment that
theoretical underpinning and introduction. they may wish to design or redesign and bring
documentation (e.g. assessment task, marking
Intended Learning Outcomes: criteria etc.).
Further suggested reading will also be provided in the
seminar.
By the end of the topic students will be better able to: ECTS credits: 5
UK PSF indicative mapping: A1, A2, A3, K1, K3, K4, K5,
1. Explain the difference between summative V2, V3, V5.
and formative assessment and discuss their Word Count: 1500-2000
purpose in the curriculum. Tutor: Mrs Kate Ippolito
2. Apply key assessment principles to make Public Engagement
assessment fair and more effective for
learning. Aims
3. Discuss the advantages and disadvantages Public engagement is increasingly seen as an inherent
of types of assessment – group, peer or self- part of the job of a scientist. Many of the Research
assessment. Councils now require a plan for public engagement as
a part of funding applications. This workshop aims to
4. Consider student perceptions and introduce students to the range of ways in which they
experiences of assessment and feedback. can engage with outreach activities and embed public
engagement into their research plan.
5. Reflect critically on their existing assessment
and feedback approaches and how they
impact on student learning.
Outcome Assignment:
Students will be asked to submit an individual Teaching Methods
written assignment of 1500-2000 words, presenting
and justifying the design/re-design of a future Initial seminar followed by individual work and
assessment for their students. This should reading.
demonstrate understanding of and the ability to
apply key assessment principles to make assessment
46 EDU © Imperial College London 2014-15
Teaching Methods fair and more effective for learning. You are required
to be reflective about your previous approaches to
This topic is taught through an initial face-to- assessment, challenge accepted practice in your
face seminar, to which students should bring an context and provide theoretical and contextual
assessment that they have written or marked for justification for your design rationale. Full assignment
discussion with the rest of the group. This will be details will be provided in the seminar.
followed by individual work, which is then submitted
for formative assessment and feedback. Learning will Pre-seminar reading of 2-3 papers will be made
be supported by directed reading of 5-10 key papers available three weeks before the seminar. In advance,
or readings that form an appropriately accessible students should also consider an assessment that
theoretical underpinning and introduction. they may wish to design or redesign and bring
documentation (e.g. assessment task, marking
Intended Learning Outcomes: criteria etc.).
Further suggested reading will also be provided in the
seminar.
By the end of the topic students will be better able to: ECTS credits: 5
UK PSF indicative mapping: A1, A2, A3, K1, K3, K4, K5,
1. Explain the difference between summative V2, V3, V5.
and formative assessment and discuss their Word Count: 1500-2000
purpose in the curriculum. Tutor: Mrs Kate Ippolito
2. Apply key assessment principles to make Public Engagement
assessment fair and more effective for
learning. Aims
3. Discuss the advantages and disadvantages Public engagement is increasingly seen as an inherent
of types of assessment – group, peer or self- part of the job of a scientist. Many of the Research
assessment. Councils now require a plan for public engagement as
a part of funding applications. This workshop aims to
4. Consider student perceptions and introduce students to the range of ways in which they
experiences of assessment and feedback. can engage with outreach activities and embed public
engagement into their research plan.
5. Reflect critically on their existing assessment
and feedback approaches and how they
impact on student learning.
Outcome Assignment:
Students will be asked to submit an individual Teaching Methods
written assignment of 1500-2000 words, presenting
and justifying the design/re-design of a future Initial seminar followed by individual work and
assessment for their students. This should reading.
demonstrate understanding of and the ability to
apply key assessment principles to make assessment
46 EDU © Imperial College London 2014-15
