PED7313 - Assessment and Planning for Pupil Progress in the Primary Classroom

Objectives:

On successful completion of the module, participants will be able to:
Critically examine and reflect on their own professional practice to identify professional development needs and justify personal learning goals.
Identify and synthesise research and scholarship and précis key theoretical and policy frameworks related to the substantive topic: pupil progress.
Critically evaluate and apply research findings and other evidence to inform their practice in the substantive topic, taking into account ethical considerations.
Judge the impact of their learning on professional practice in education and justify implications for their own future professional development.

Content:

Assessment is at the heart of the teaching and learning process in which teachers are skilled at both formative and summative assessment of their pupils and use a range of data to track and accelerate pupil progress. Since the discontinuation of levelled assessment, schools have a renewed focus on how they assess pupil learning and provide evidence that all children make at least expected progress. The Centre for Educational Research and Innovation (CERI, 2018) identified formative assessment as a key factor in schools addressing specific needs of pupils and the ways to make progress in a child’s learning. With continual focus on the achievement of pupils, this assignment captures the process of assessment of progress in your school in a small action research investigation with pupils in your Stage 2 classroom.

Learning and Teaching Information:

Tutor input will be through a combination of lectures and workshops. Lectures will introduce key themes early in the programme, which will be built upon and extended through Level 6 Professional Studies content. Workshops will focus on topics within inclusion to show the range of themes within this area and identify possible topics of focus for the assignment.

Students will be provided with extensive resources on Moodle and will be encouraged to use the Learning Hub and the Learning Centre specialist librarians. A high level of engagement in self-study is expected from students at Level 7.

Directed readings of relevant academic articles will be provided to promote reading skills and be used to assist critical understandings at Level 7. Small face-to-face tutorials and Panopto presentations with specific guidance for writing at Level 7 and the assessment will also be provided.

Smaller group sessions and individual drop in sessions will be timetabled at points across the term for additional support.

Lectures
Hours: 18
Intended group size: Cohort

Workshops and Seminars
Hours: 18
Intended group size: 20-30

Support Sessions
Hours: 12
Intended group size: 1-10

Guided independent study
Hours: 252

Further details relating to assessment
The 6,000 word portfolio typically consists of the following component parts:

- Essay (2,500 words)
- Reflective account (1,500 words)
- Evidence bundles (2000 words) to include an impact report on teaching (& student outcomes) in Stage 2 SBT

The nature of this assignment requires students, as part of their normal QTS work in schools, to work with individual pupils and/or groups of pupils. However, students are working within strict written guidance provided by the Programme Co-ordinator to ensure that ethical permission is not required to enable students to complete this assignment.

Assessment:

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

Fact File

Module Coordinator - Jonathan Doherty
Level - 7
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 7PGS2

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