This module is discontinued in the selected year. The information shown below is for the academic year that the module was last running in, prior to the year selected.
2013/14 Taught Postgraduate Module Catalogue
SDDU5120M Essentials of Learning and Assessment
15 credits
Module manager: Clara Davies
Email: C.M.A.Davies@adm.leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2013/14
Pre-requisite qualifications
i)Part-time or full-time contract of employment (minimum duration one year) with the University of Leeds.
ii)
Wide range of teaching and assessment responsibilities - enabling participant to complete the assessments - within the University.
This module is mutually exclusive with
| SDDU5125M | Essentials of Learning and Assessment (Open) |
| SDDU5150M | PGCLTHE Route 2 Portfolio |
Module replaces
SDDU4020This module is not approved as an Elective
Objectives
By the end of the module, it is expected that participants will be better able to:1. distinguish and compare different approaches to learning and studying
2. identify and estimate their own styles of learning and those of their students and apply this understanding in their own teaching as appropriate
3. assess the advantages and disadvantages of different types and methods of assessment for supporting learning, measuring achievement and giving feedback to students
4. develop and justify (by application of a specifications grid) a range of assessment techniques for assessing student learning in one of their own modules or programmes of study
5. discuss issues and recent trends in assessment procedures in higher education
6. compare and introduce appropriate aspects of C & IT into own teaching and assessment of students' learning
7. evaluate the current applications of C & IT in student learning and assessment
8. enhance their knowledge and understanding of higher education through awareness of and ability to evaluate the educational literature related to student learning and assessment (both generic and subject-specific)
9. appraise and critically reflect upon their own approaches to, and understanding of, student learning and assessment and so develop their own practice.
Syllabus
- Ways of estimating styles and approaches to study and learning
- How students learn (theories and perspectives) and the implications for teaching
- Helping students to improve their learning skills
- Purposes of, issues and trends in assessment procedures
- Traditional and innovative methods of assessment
- Designing in-course and end-of-course assignments and assessment procedures
- Marking to provide feedback and grades
- Assessing greater numbers of students
- Using communications and information technology (C & IT) in learning, teaching and assessment.
Teaching methods
| Delivery type | Number | Length hours | Student hours |
| Workshop | 20 | 1.00 | 20.00 |
| Consultation | 5 | 1.00 | 5.00 |
| Private study hours | 125.00 | ||
| Total Contact hours | 25.00 | ||
| Total hours (100hr per 10 credits) | 150.00 | ||
Private study
- Consultation specified above comprises mentor & peer discussion- Preparation & reading: 45 hours
- Practise (application of ideas, skills and methods) and reflection (evaluating the outcomes and action planning): 40 hours
- Preparation for, and of, the assignment: 40 hours.
Case Study
Based upon the preparation, implementation and reflection on a task to assess students' learning.
Participants will be required to design an assessment task including the criteria that will be used to assess the students' learning. Having set and marked the assignment and provided feedback to the students, participants are asked to select a small sample of the students' work that achieved high, medium and low scores and analyse and compare the differences in performance of this sample. Finally, participants are asked to reflect on the design-mark-feedback process and the students' performance and indicate how their practice and the assessment task might be improved (action plan).
The completed case study will be peer assessed against the criteria stated in the Handbook, and the comments of the peer assessor (responded to if appropriate) will be included with the submitted work which should be between 3,500 and 4,000 words excluding appendices.
Oral Presentatin
Alternatively, the Case Study can be described in an assessed oral presentation that is supported by a range of written evidence. The criteria for assessment of both options are the same.
The oral presentation & written evidence can replace the written case study for only one of three modules: this module or SDDU5125M or SDDU5160M.
Opportunities for Formative Feedback
- Meetings with mentors about summative assessment - case study.- Discussion with mentor and peers in subject departments / schools.
- Discussion with programme tutors.
- Self-monitor by completion of audit tools / professional development plan.
Methods of assessment
Coursework
| Assessment type | Notes | % of formal assessment |
| Assignment | Case Study or Oral Presentation (for more details please see the Private study section above) | 100.00 |
| Total percentage (Assessment Coursework) | 100.00 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Reading list
The reading list is available from the Library websiteLast updated: 13/05/2014
Browse Other Catalogues
- Undergraduate module catalogue
- Taught Postgraduate module catalogue
- Undergraduate programme catalogue
- Taught Postgraduate programme catalogue
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