This module will give participants an opportunity to make an analytical study of curriculum design and mode(s) of assessment. A critical analysis of these areas will support recommendations for change in assessment design and delivery strategies for their modules and programmes.
This module content looks at the relationships between learning, teaching and assessment, and the design of appropriate assessment tasks. This is set against the wider context of national, institutional and departmental strategies and the need to situate assessment activity in the whole programme.
Participants will consider active learning in terms of curriculum design and development, assessment and feedback, quality assurance and enhancement. In particular, they will critically explore the influence of external factors, including Higher Education Academy, Quality Assurance Agency, in relation to designing modules and writing curriculum and assessment activities which work within their institutions academic and quality frameworks.
This
module will cover: A
review of participants’ present experience and study of assessment; Inclusive
types of assessment practice; assessment periods and relationships; Involving
students in programme design; Constructive alignment: designing assessment
tasks to effectively measure learning outcomes against quality benchmarks;
feedback in the learning process and techniques for giving and managing
feedback effectively; The management of assessment within an institutional or
departmental policy such as participant’s own institution Code of Practice on
Assessment and with reference to the QAA Quality Code and the importance of
good assessment design in promoting ethical behaviour.
This module introduces the participants to significant theories and models of practice in Higher Education. These enable participants in this module to critically evaluate core skills and techniques relevant to the teacher and learner support role, set within a broader context of how their students learn and are supported in their learning in Higher Education. Relevant theories will be applied to the context of the participants' roles, rather than as abstract theories. Participants will consider the teaching and support process from the teacher’s, support officer’s and the learners' perspectives, so that they can engage with the most appropriate techniques and approaches to use with their own students. These will enable participants to develop the knowledge and skills to enhance the effectiveness of their current teaching and assessment practice and to support the practice of others.
Central to the module is the notion of deliberated change, supported by scholarship and critical evaluation. It provides a framework within which participants can engage in research-informed teaching innovation in their disciplinary field. Participants will also have the opportunity to learn from other related subject areas and consider alternative approaches.