PED7313 - Developing Assessment Literacy

Objectives:

On successful completion of the module, students will be able to:

1 Identify and synthesise research and scholarship and precis key theoretical and policy frameworks related to the substantive topic of assessment literacy (I2)

2 Demonstrate a capacity for critical reasoning, analysis, and synthesis; applying knowledge in practice; an ability to retrieve, analyse and evaluate information from different sources (E4)

3 Understanding of potential barriers to learning that arise from cultural and social and economic factors and how schools and teachers might mitigate for these (K6)

4 Critically evaluate and apply research findings and other evidence to inform their practice in the substantive topic (I1)

5 Judge the impact of their learning on professional practice in education and justify implications for their own future professional development (I5)

Content:

Becoming assessment literate is a crucial part of teacher education, requiring students to become skilled at developing and utilising formative and summative assessment strategies. Drawing on guidance from the Education Endowment Foundation, this module explores the principles of high-quality assessment and will consider how teachers tailor feedback to support pupils in achieving learning goals.

The module recognises that assessment is not only the formal recognition of achievement but is also a means by which teachers monitor progress and identify the next steps for learning. Returning to key messages about inclusive practice, students will learn to see pupil progress through the relationship between achievement, underachievement, motivation and metacognition. They will be asked to look critically at the ways in which teachers are accountable for progress, reflect upon how they can empower pupils to challenge themselves and in doing so recognise how they can create a sustainable culture of learning in their classrooms.

Learning and Teaching Information:

Using the 3-part model of teaching (Pre/Live/Post), learning will be aligned to the needs of students who have some experience in the classroom and will support them in developing and securing their knowledge and skills. Pre-tasks will introduce themes that will be extended in live lectures and seminar content. The themes addressed will be consolidated through post activities during school experience which will be designed to connect theory to practice.

Workshops will be dialogic, discursive and collaborative. Relevant academic articles will be provided on Moodle to promote academic reading skills and will be used in workshops sessions to extend critical understanding. Opportunities for formative assessment, one-to-one tutorials and related Panopto presentations with specific guidance for writing at Level 7 and understanding the assessment brief will also be used to enhance the module.

Lectures
Hours: 15
Intended group size: Cohort

Workshops and Seminars
Hours: 15
Intended group size: 5-10

Tutorials
Hours: 1

Guided independent study
Hours: 269

Further details relating to assessment
Assessment will be through the presentation of a case study that evidences the development of assessment literacy. It will be submitted as one document. It will typically consist of the following components:

Part A: What is Assessment? (2000 words)
This written element will present a critical discussion of the policy and theory that underpins assessment practices in the early years setting and/ or primary school.

Part B: A critical reflection on assessment in action (2500 words)
This reflection will draw upon what has been learned in Part A to consider its application in the classroom. With specific reference to evidence gathered during school experience, students will consider the impact that specific assessment strategies had on pupil learning.

Part C: Assessing Pupil Progress (1500)
Assessment will draw upon evidence gathered during placement that pertains to specific children and will require a well-considered explanation about what assessment tells us about their progress over time.

The nature of this assignment requires students, as part of their normal QTS work in schools, to work with individual pupils. Guidance will be provided by the Programme Co-ordinator to ensure that ethical permission is not required to enable students to complete this assessment.
Other relevant matters
To be awarded a Post Graduate Certificate of Education students must pass both modules at Level 7 (60 Level 7 Credits). Attendance that falls below 90% could lead to professional misconduct investigations and sanctions as set out in the relevant misconduct policy.

Assessment:

001 Essay & evidence; 4,000 word essay & 2,000 word evidence; end of module 100%

Fact File

Module Coordinator - Naziya O'Reilly
Level - 7
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 7PGS2

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