Faculty of Education and Children’s Services
PGCE Early Years/ Primary and
Secondary
PR7103 The Nature and Purpose of Assessment
Level: 7 Credits: 20
Module Leader: Dr Michael Bird
CHESTER/ WARRINGTON
2014 - 2015
Contents
Contents ...................................................................................................................... 2
Contact Details............................................................................................................ 3
Introduction to the Module ........................................................................................ 4
Aims ............................................................................................................................. 4
Learning Outcomes .................................................................................................... 4
Module Content........................................................................................................... 5
Attendance .................................................................................................................. 5
Key References ........................................................................................................... 6
Key Journals ............................................................................................................... 6
Schedule of Sessions................................................................................................. 7
Assignment Title ......................................................................................................... 9
Assignment Guidance ................................................................................................ 9
Reassessment........................................................................................................... 10
Assignment Specific Criteria ................................................................................... 11
Assessment Regulations ......................................................................................... 13
The Faculty Hub ........................................................................................................ 13
Quality Assurance Procedures ............................................................................... 13
Contact Details
Module Leader:
Name(s)
Dr. Michael Bird
Room
229
Email Address
m.bird@chester.ac.uk
Extension
2142
Module Team:
Name(s)
Arthur Kelly
Deirdre Hewitt
Luke Jones
Room
112
112
218
Email Address
a.kelly@chester.ac.uk
d.hewitt@chester.ac.uk
l.jones@chester.ac.uk
Extension
1578
1546
1577
Room
228
112
003
Email Address
james.holt@chester.ac.uk
a.kelly@chester.ac.uk
s.tones@chester.ac.uk
Extension
1604
1578
3433
Email Address
Extension
1026
1026
4269
3444
Programme Leader:
Name(s)
Dr. James Holt
Arthur Kelly
Steve Tones
Administrative Assistant(s):
Name(s)
Room
PGCE Secondary
137
PGCE Primary
137
PGCE Early Years
137
PGCE School Direct
137
pgce.secondary@chester.ac.uk
pgce.primary@chester.ac.uk
pgceey@chester.ac.uk
schooldirect@chester.ac.uk
NB All Chester/Riverside campus numbers begin 01244 51____
External Examiners
All programmes have External Examiners who scrutinise samples of coursework to ensure
consistency of standards across institutions. The External Examiners provide valuable
feedback to tutors to support programme improvement. For information only, the External
Examiner(s) for this programme are listed below.
Programme Name
Name of External Examiner
Institution
Malcolm Beet (MFL)
Anne Haworth (Maths)
Joanne Pearce (R.E.)
Simon Spencer (Drama and Chief
EE)
Julie Armstrong-Gregson (PE)
Open University
University of Manchester
University of London
Birmingham City University
Durham University
Please note:
Under NO circumstances should students contact External Examiners directly.
Introduction to the Module
The module seeks to provide an overview of assessment in educational institutions. It seeks
to introduce practitioners to a range of assessment strategies and to help them to understand
the outcomes that are produced and what this might mean for future planning.
This module will seek to equip each future teacher with a coherent rationale to their approach
to assessment linked to teaching and learning. It will challenge preconceived ideas and
provide a sound theoretical base for their work in schools. The model of the reflective
practitioner will be central to the whole Programme, and as such it will underpin the dynamic
relationship between theory and practice.
Formative learning opportunities will be through a combination of attendance at relevant
seminars, workshops and lectures and the provision of individual tutorial support. Formal
teaching is only part of the time allocated to the study of this module. You should be aware of
the time needed for pre-session task completion, theoretical reading and research. Emphasis
will also be placed on reflective and analytical discussion, using peers from your own and
other subjects to facilitate collaborative learning. These will provide Associate Teachers with
opportunities to work formatively with others (tutors, mentors and peers) to develop and
explore the potential for assessment practices which can be used within their school based
learning.
Aims
This module aims to develop and challenge:

The AT’s understanding of assessment, its relationship to learning and the
range of concepts, theories and research which underpin it.

The AT’s understanding of assessment strategies which promote pupil progress
in order that all pupils achieve their learning potential.

The AT’s ability to analyse assessment learning and progression, and critically
reflect on learning episodes, linking practice to theory.
Students who have successfully completed this module will be able to:
1. Critically analyse and evaluate key concepts in the assessment of learning in
education.
2. Critically evaluate assessment methods and strategies, in order to select the most
appropriate and effective for use in particular learning situations.
3. Critically reflect on feedback methods and strategies in order to select the most
appropriate and effective for use in particular learning situations.
Module Content
1. What is assessment and what are the issues associated with it? The nature of
assessment; issues in assessment of learning (e.g. bias; validity; ethics; inclusion).
2. What are the summative assessment and reporting procedures and arrangements,
and what purpose do they serve? Critical examination of summative assessment and
reporting arrangements.
3. What research-informed approaches to assessment are there? Assessment for
Learning/Assessment to Learn – overview and critical exploration; Key Aspects of
Formative Assessment for Learning and their application (e.g. effective questioning, self,
and peer assessment).
4. Does effective monitoring underpin assessment procedures and how do schools
develop this process in their staff? Key aspects of monitoring and recording.
5. What are the processes involved in effective feedback? Focusing on the research and
critical reflection on practice. Consideration of the term ‘feed forward’.
6. Is assessment always inclusive? Discussion focusing on issues relating to SEN; EAL;
gifted and talented; other vulnerable groups.
7. Can technology enhance assessment? Discussion relating to the uses of technology to
enhance assessment; critical evaluation of given examples.
8. How do you assess in a given situation? Designing assessment methods and
strategies for given contexts.
Attendance
Students are expected to attend all timetabled sessions, organised visits and placements. A
register of attendance is kept by module tutors who will monitor patterns of attendance and
where necessary raise concerns with the Programme Leader. It is courteous to notify
unavoidable absence to module tutors, placement providers and to the Programme
Administrator.
Key References
Black, P., Harrison, C., et al. (2002). Working Inside the Black Box. UK: London, Kings
College.
Black, P., Harrison, C., et al. (2003) Assessment for Learning: Putting it into Practice. UK:
Milton Keynes, Open University Press.
Black, P (1999) Assessment Learning Theories and Testing Systems in Murphy, P (ed)
Learners, Learning and Assessment UK, Paul Chapman
Briggs, M., Woodfield, A. et al. (2008). (2nd edition). Assessment for Learning and Teaching
in Primary Schools. UK: Exeter, Learning Matters.
Bryant, D., and Carless, D. (2010). ‘Peer assessment in a test dominated setting: empowering
boring or facilitating examination preparation’? Educational Research for Policy and
Practice, 3, 3- 15.
Clarke, S. (2003). Enriching feedback in the primary classroom. UK: London, Hodder.
Clarke, S. (2011). (2nd edition). Active Learning Through Formative Assessment. UK:
London, Hodder.
Dann, R. (2012). Promoting Assessment as Learning: Improving the Learning Process
(Primary schools). UK: Abingdon, Routledge.
Denby, N., Butroyd, R., et al. (2008). Master’s Level Study in Education. UK: Maidenhead,
Open University Press.
Department for Education (2014) Reforming Assessment and Accountability for Primary
Schools: A Government response to consultation on primary school assessment and
accountability Department for Education: London UK
Fautley, M., Savage, J (2010). (2nd edition). Assessment for Learning and Teaching in
Secondary Schools: Achieving QTS. UK: Exeter, Learning Matters.
Gardner, J. (ed.). (2011). Assessment and Learning. UK: London, Sage Publications Ltd.
Gershon, M (2013) AfL Toolkit. (Times Educational Supplement.)
http://www.tes.co.uk/teaching-resource/Assessment-For-Learning-Toolkit-6020165/
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to Teacher
Feedback during Active Learning. UK: London, Routledge.
Hayes, McDowell, L. (2013). Balancing Dilemmas in Assessment and Learning in
Contemporary Education. UK: Abingdon, Routledge.
Johnson, S. (2011). Assessing Learning in the Primary Classroom. UK: Abingdon,
Routledge.
NAHT (2014) Report of the NAHT Commission on Assessment: NAHT:UK
Teachers TV. (2013). Assessment for Learning: Formative Assessment and Independent
Learning. http://www.tes.co.uk/teaching-resource/Teachers-TV-Assessment-forLearning-6083129/
Torrance, H. (2007). ‘Assessment as learning? How the use of explicit learning objectives,
assessment criteria and feedback can come to dominate learning’, Assessment in
Education, 14(3): 281-294.
Wiliam, D. (2011) Embedded Formative Assessment. USA: Bloomington, Solution Tree
Press.
Webb, M. & Jones, J. (2009). Exploring tensions in developing assessment for learning. In
Assessment in Education: Principles, policy and practice. Vol. 16(2) July 2009, 165–
184.
Wolf, A (2013) This Educational C Change is Long Overdue The Times 2nd September 2013;
London: UK
Wolf, A (2011) A Review of Vocational Education: The Wolf Report Department for Education:
London, UK
Key Journals
Children and Society, Early Child Development and Care, Curriculum Journal, British
Educational Research Journal, Oxford Review of Education, Educational Assessment
Schedule of Sessions
Session
Number
Day 1;
Sessions
1,2 and 3
Outline of Sessions
1. Introduction to Assessment –
the narratives of
psychometrics, competition,
inequality and emancipation.
2. Introduction to the
Assignment – advice and
instructions (feedback from
PR7101 assignment)
3. Learning Theories and
Testing Systems – tensions
and synergies.
Directed Study and/ or Key Reading
Hayes, McDowell, L. (2013). Balancing
Dilemmas in Assessment and
Learning in Contemporary
Education. UK: Abingdon,
Routledge
Black, P (1999) Assessment Learning
Theories and Testing Systems in
Murphy, P (ed) Learners, Learning and
Assessment UK, Paul Chapman
Learning
Outcome
s
Teachers’
Standard
s
LO 1;
Summative Assessment:
Day 2;
Sessions
1,2 and 3
1. Global, national and
institutional reporting
procedures and implications
for school and teacher
accountability.
2. An analysis of performance
data and the ‘spheres of
inference’.
3. Assessing the arguments
over reform and the
implications for ATs’ practice.
Wolf, A (2013) This Educational C
Change is Long Overdue The
Times (September 2nd 2013)
LO1, 2
and 3
http://www.education.gov.uk/schools/pe
rformance/
Gardner, J. (ed.). (2011). Assessment
and Learning. UK: London, Sage
Publications Ltd.
NAHT (2014) Report of the NAHT
Commission on Assessment: NAHT:UK
Department for Education (2014)
Reforming Assessment and
Accountability for Primary Schools:
Department for Education: London UK
Other Assessment strategies:
Day 3;
sessions
1,2, and
3
1. From formative assessment
to AfL – Trojan Horse or Bolt
on?
2. The importance of feedback,
dialogue and questioning in
planning.
3. Assessing other strategies:
e.g. BLP, TEEP, ELLI, LHTL /
Theoretical influences and
tensions
Black, P., Harrison, C., et al. (2003)
Assessment for Learning: Putting it into
Practice. UK: Milton Keynes, Open
University Press
Torrance, H. (2007). ‘Assessment as
learning? How the use of explicit
learning objectives, assessment criteria
and feedback can come to dominate
learning’, Assessment in Education,
14(3): 281-294.
Hattie, J. (2009). Visible learning: A
synthesis of over 800 meta-analyses
relating to Teacher Feedback during
Active Learning. UK: London,
Routledge
Wiliam, D. (2011) Embedded Formative
Assessment. USA: Bloomington,
Solution Tree Press
LO 1 and
3
Day 4;
sessions
1, 2 and
3
Honing judgement and preparing for
assignment:
1. Practical guide to assessing –
the array of what can be done
and what are the pitfalls?
Mason, J (2001) The Discipline of
Noticing: Routledge
LO 1, 2
and 3
Gershon, M (2013) AfL Toolkit. (Times
Educational Supplement.)
2. The discipline of noticing and
implications for planning
Day 5
3. Critical readings: provoking a
critical response to help
develop thinking and writing.
Tutorials to help prepare ATs for
their final submission.
ATs should discuss their progress in
the written assignment, their reading of
literature and their experiences to date
in placement schools.
Assessment Information
Assessment of PR7103
The assessment for module PR7103 is a compulsory part of this module. The assignment is
composed of 3 components outlined below. Strict penalties are applied where work is
submitted late and this may result in a fail grade in the module. Failure to submit work for
assessment will result in the failure of the module.
Assignment Title
Please refer to assignment guide for more detailed information about specifics.
A critical reflection on assessment with regard to
1) The underlying theoretical assumptions behind assessment practices. (3,000 – 4,000
words)
2) How assessment has informed teaching and learning in a specific series of lessons. (1000 1500 words)
LOs 1-3 4000 -5500 words or equivalent (20 CAT points)
Word Limit: 4,500 – 5,000
Weighting: 100%
Learning Outcomes: 1-4
Teachers’ Standards (where applicable): S1 - 8
Assignment Guidance
Please refer to separate Assignment booklet
Reassessment
Where an overall pass grade of 40% has not been achieved, the assessment task may
be resubmitted.
Support from tutors is available during the reassessment period. Please contact your module
tutor for availability and regularly check your University email for messages from the
Programme Leader regarding reassessment.
Assignment Specific Criteria
Distinction
70%+
KNOWLEDGE
& UNDERSTANDING
of the academic
discipline, field of
study, or area of
professional practice
Evidence of…
as 60-69 &
 excellent
coverage,
offering
sophisticated or
original insights;
 a synthesis,
possibly, of
disparate
material.
Merit 60-69%
Evidence of…
as 50- 59 &
 an awareness of
problems and insights
much of which is at,
or informed by, the
forefront of the
discipline/practice.
Pass (strong) 50-59%
Pass (threshold +) 40-49%
Evidence of…
Evidence of…
as 40-49 &
 a systematic understanding
of relevant knowledge;
 good identification, selection
and sound understanding of
key issues;
 awareness of current
problems and/or new
insights;
 accuracy in detail.





RESEARCH I:
READING &
USE OF OTHER
APPROPRIATE
RESOURCES
Where relevant to
LOs
RESEARCH II:
as 60-69 &
 extensive, wellreferenced
research both in
breadth & depth.
as 50- 59 &
 a range in breadth or
depth of wellreferenced research
as 60-69 &
 sophisticated
use and
evaluation of
possibilities and
limitations of the
methodologies
used by the
student.
as 50- 59 &
 a critical use and
interpretation of
methodologies and
methods applicable to
the student’s own
research.
as 40-49 &
 a good range of reading,
beyond core and basic texts
and including reasonably
wide reference to current
research at the leading edge
of the discipline, with
sources appropriately
acknowledged according to
academic conventions of
referencing.
as 40-49 &
 comprehensive
understanding of how
established techniques of
research and enquiry are
used to create and interpret
knowledge in the discipline;
 research work planned in
scale and scope so that
robust and appropriate
evidence can be gathered.



Fail 20-39%
Fail 0-19%
Evidence of…
Evidence of…
adequate understanding of
relevant knowledge;
identification, selection and
moderate understanding of
key issues;
some conceptual
awareness enabling critical
analysis;
response is appropriate to
the question and
adequately addresses the
range of learning outcomes;
accurate knowledge, but
may lack sustained depth or
detail.
a range of reading, beyond
core and basic texts and
including some reference to
current research in the
discipline, with sources
appropriately acknowledged
according to academic
conventions of referencing.
 poor coverage
of relevant
issues with
limited
understanding;
 identification of
some
underpinning
issues.

paucity of
relevant
material in
support of
response
 the range of
reading is
limited to core
and basic texts;
 sources not
always explicitly
or accurately
acknowledged.

inadequate
resourcing
and/or
sources
insufficiently
acknowledge
d.
a practical understanding of
how established techniques
of research and enquiry are
used to create and interpret
knowledge in the discipline;
research work planned in
scale and scope so that
adequate and appropriate
evidence can be gathered.
 some
demonstrated
understanding
of
methodologies
used but these
may have been
applied
ineffectively

very limited
understandin
g of
methodologie
s which are
used
inappropriatel
y or
erroneously.
METHODOLOGY
CRITICAL ANALYSIS
& INTERPRETATION
COMMUNICATION
SKILLS &
PRESENTATION
Where relevant to
LOs
CRITICAL
REFLECTION:
PERSONAL &/OR
PROFESSIONAL
APPLICATION &
EVALUATION
as 60-69 &
 imaginative,
insightful,
original or
creative
interpretations;
 impressive,
sustained level
of analysis and
evaluation;
 a cogent
argument with
awareness of
limitations.
as 50- 59 &
 a convincing
command of
accepted critical
positions;
 conceptual
understanding that
enables the student
to propose new
hypotheses.
as 60-69 &
 authoritative,
articulate
communication
demonstrating a
balance of
enthusiasm and
control
as 50- 59 &
 persuasive
communication skills;
the academic form
largely matches that
expected in published
work
as 60-69 &
 a very
sophisticated
critical selfevaluation;
 new insights
informing
practical
situations.
as 50- 59 &
 demonstrated
decision-making in
complex situations;
 originality in
addressing needs or
specifications, and /or
solving problems.
as 40-49 &
 an ability to deal with
complex issues both
systematically and creatively,
and make sound
judgements;
 consistent analysis and
critical evaluation of current
research and advanced
scholarship in the discipline;
 ability to devise and sustain
a coherent argument
supported by evidence.

as 40-49 &
 clear expression, observing
academic form;
 (in written work) accurate in
spelling and grammar;
 conclusions communicated
clearly for specialist and nonspecialist audiences as
appropriate.
as 40-49 &
 collaborative or individual
problem-solving, and
planning and implementing
of tasks appropriate to a
professional context;
 the independent learning
ability and self-evaluation
required to continue to
advance the student’s
knowledge and
understanding, and to
develop new skills
appropriate to a professional
context.







some ability to deal with
complex issues both
systematically and
creatively, and to make
sound judgements;
whilst the analysis may be
inconsistent, there is
adequate critical evaluation
of current research and
advanced scholarship in the
discipline;
ability to devise a coherent
argument is supported by
evidence.
 a lack of ability
to deal with
complex issues;
 judgements not
all well
substantiated;
 some evaluation
of research and
scholarship;
 the ability to
construct an
argument is
limited.

adequate expression,
observing academic form;
(in written work)
predominantly accurate in
spelling and grammar;
conclusions communicated
satisfactorily for specialist
and non-specialist
audiences as appropriate.
Some collaborative or
individual problem-solving,
and planning and
implementing of tasks
appropriate to a
professional context;
the independent learning
ability and self-evaluation
required to continue to
advance the student’s
knowledge and
understanding, but limited
ability to develop new skills
appropriate to a
professional context.
 Some errors in
academic form
and/or (in
written work)
spelling and
grammar.

 minimal
initiative and
personal or
professional
responsibility
but a limited
self-evaluation




analysis is
very limited,
deriving from
limited
sources
and/or too
limited to a
single
perspective;
argument or
position not
made clear;
selfcontradiction
or confusion.
very poor
observation
of academic
conventions;
repeated
deficiencies
in spelling
and grammar.
clear
weakness in
independent
learning,
decisionmaking
and/or selfevaluation.
Assessment Regulations
Please see Handbook F by clicking on the following link:
Handbook F: The Assessment of Students
Please also see the University Assessment Guide
University Assessment Guide
The Faculty Hub
This mobile web site has been developed in consultation with students and staff with the aim
of helping you to access key information with ease, wherever you are:
http://facultyhub.weebly.com/
There are five sections which comprise:







The Successful Student
Assignment Help
How can I improve my assignments?
Our Commitment to You
Partnership
Stay Safe
Online Suggestion Box
Quality Assurance Procedures
You are provided with a number of opportunities to provide your tutor(s) with feedback on the
module. These include:



A formal, written on-line module evaluation;
Direct feedback to the tutor at the end of each session;
Student Academic Representative (StAR) meetings.
All such feedback, together with External Examiner feedback, contributes to the annual
monitoring and improvement and development planning process of each programme within
the Faculty of Education and Children’s Services.