Module Specification
Module Title:
Assessment and Evaluation in Higher
Education – reflection and development
Module code:
EPH703
Semester(s) in which to
be offered:
Existing/New:
Title of module being
replaced (if any):
New
Originating Subject:
Module duration
(contact hours/
directed/directed private
study:
Informal and Continuing
Education
40
60
100
Level:
1&2
Credit Value:
With effect from:
20
Sept 2010
EPHM120 Reflective Practice in Higher
Education
EPHM121 Learning, Teaching and
Assessment in Higher Education
Module Leader:
Status: core/option/elective
(identify programme where
appropriate):
Percentage taught by Subjects other than
originating Subject (please name other
Subjects):
7
Dr Peter Gossman
Core (for those completing
the Higher Education
Academy accredited
programme)
None
Programme(s) in which to be
offered:
Pre-requisites per programme
(between levels):
Co-requisites per programme
(within a level):
Postgraduate Certificate in
Professional Development in
Higher Education
None
None
MSc Professional Education
Module Aims
1. To explore knowledge, skills and attitudes required for effective assessment of learning
experiences.
2. To consider systematic approaches to improving assessment.
3. To evaluate the use of ILCT (Information, learning and communication technology) in participant’s
own assessment practice.
4. To promote, for assessment, the development of appropriate evaluation and quality assurance
processes.
In addition to and via the above aims the module will emphasise the following areas of
professional activity identified in the UK Professional Standards Framework (UKPSF) – See
additional table for coverage details.
Expected Learning Outcomes
Knowledge and Understanding
At the end of this module, students should be able to:
C1. Conceptualise assessment practice in relation to an analysis of a range of theoretical
paradigms.
C2. Describe, plan, rationalise, and critically evaluate assessments that incorporate educational
theory in relation to the assessment’s desired and stated aims.
C3. Develop, use and critically evaluate a variety of methodologies and resources to assess
student learning.
C4. Critically appraise own assessment practices, reflect upon them and identify actions for
improvement.
C5. Review and critically evaluate own assessment practice in the context of own institution’s
learning and teaching strategy
C6. Develop, use and critically appraise a variety of methodologies and resources to evaluate
teaching.
Practical, Professional and employability skills
At the end of this module, students should be able to:

Isolate, clarify, assess and manage resolution of most problems;

Engage confidently in academic and professional communication with others within their field.

Constructively align pedagogical practice to subject specific and institutional strategic goals.

Identify, share and promote good practice, including innovative approaches to subject-based
pedagogy.

Develop critical thinking and scholarship.

Reflect on own and others’ practice in order to enhance quality.

Justify outcomes of reflective practice.
Assessment
A portfolio that will focus upon two or three assessment practices that the students use in their
teaching. It will also include the use and development of teaching evaluations.
Indicative tasks
1. Develop two assessment tasks and for each; a) explain how it relates to assessment theory
(reliability / validity, etc), b) evaluate it against what it aims to measure / achieve, and identify
how it might be improved in line with institutional policy and personal educational philosophy.
2. Use personally developed evaluation techniques to improve teaching practice. Write up the
methods used and their effects upon teaching practice and student learning.
Assessment
Learning
Outcomes
to be met
Type of assessment
Weighting
Duration
(if exam)
Word count
or equivalent
if appropriate
One
1-6
Portfolio of tasks
100%
na
4500
Learning and Teaching Strategies
Learning will be supported through active learning and interactive teaching approaches including
blended learning using on-line materials. The interactive teaching paradigm will be based on group
and work-based learning and peer tutoring. Participants will be expected to engage actively in
workshops and seminars as well as practical work-based tasks. Participants will be encouraged to
reflect on their practice and to make connections between theory and practice throughout. The
PGCPD approach seeks to utilise a wide range of independent and work-based paradigms reflecting a
learner-centred philosophy and approach in initial and continuing professional learning. All participants
can expect to negotiate their learning programme and content of their assessment tasks on the
grounds of discussions held both within class and during tutorials. The PGCPD programme outcomes
are congruent with the University Learning & Teaching Strategy, in that the Programme seeks to
promote self-development and reflective practice within a context of innovation and scholarship.
Syllabus outline

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


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Functions of assessment
Assessment theories.
(Formative / summative / ipsative, reliability / validity etc, norm / criterion (competence and
achievement) referencing)
Constructive alignment
Surface / deep learning in relation to assessment
Assessment for / of learning
ICT in assessment
Solo taxonomy
Criteria referencing rubrics (styles of achievement based rubrics – pass / merit / distinction or
boundaries according to marks)
Assessment feedback
Options for assessment (examinations, multiple choice, etc. Their influence on surface / deep
learning)
Evaluation and the quality cycle
Bibliography
Students enrolled on the PGCPD will be required to engage with current teaching and research
literature. As the skills taught are generic it is expected that students will investigate the
pedagogical content knowledge of their discipline. To enable students to maintain currency in
this work a comprehensive list of publications is provided as a guide to where such literature
may be found.
Essential reading
Biggs, J. & Tang, C. (2007). Teaching for quality learning at university: What the student does (3rd Ed.).
Maidenhead, England: OUP.
Fry, H., Ketteridge, S. & Marshall, S. (2008). A handbook for teaching and learning in higher education:
Enhancing academic practice (3rd Ed.). London, England: RoutledgeFalmer.
Ramsden, P. (2003). Learning to teach in higher education (2nd Ed.). London, England:
RoutledgeFalmer.
Other indicative reading
Armstrong, S., Chan, S., Malfroy, J., & Thomson, R. (2008). Assessment Guide Implementing criteria
and standards-based assessment. Teaching Development Unit, University of Western Sydney.
Retrieved February 10, 2010, from University of Western Sydney:
http://tdu.uws.edu.au/qilt/downloads/Assessment_Guide.pdf
Angelo, T. & Cross, P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers
(2nd Ed.). San Francisco, CA: Jossey-Bass.(Note: The above is an American book where assessment
means evaluation and vice versa)
Bloxham, S. & Boyd, P. (2007). Developing assessment in higher education: A practical guide.
Maidenhead, England: OUP.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81112.
Irons, A. (2007). Enhancing Learning Through Formative Assessment and Feedback
McGhee, P. (2003). The academic quality handbook. London, England: Kogan Page.
McKeachie, W. (2001). McKeachie’s teaching tips (11th Ed.). Boston, MA: Houghton Mifflin Company.
Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. London,
England: RoutledgeFalmer.
Sadler, R. (2005). Interpretations of criteria-based assessment and grading in higher education.
Assessment and evaluation in higher education, 30(2). 175-194.
Nursing specific texts
Drummond, J, Standish, P (2007) The Philosophy of Nurse Education. Basingstoke: Palgrave
Macmillan
Gopee N (2010) Practice Teaching in Healthcare. London: Sage
Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice: NMC
standards for mentors, practice teachers and teachers. London: NMC
Quinn, F, Hughes, S (2007) Quinn's Principles and Practice of Nurse Education (5th Edition);
Cheltenham: Nelson Thornes
Nursing - Other indicative reading
Journal: Nurse Education Today