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.

2011/12 Taught Postgraduate Module Catalogue

SDDU5225M Promoting Learning through Assessment

15 creditsClass Size: 1

Module manager: Dr Clara Davies
Email: c.m.a.davies@adm.leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2011/12

Pre-requisite qualifications

Generally expected to have a degree or equivalent in the subject you are to teach

Module replaces

SDDU 5220M

This 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 different approaches to learning and studying;

2. identify and estimate their own learning preferences and those of their students and apply this understanding in their own
teaching as appropriate;

3. evaluate different types and methods of assessment for supporting learning, measuring achievement and giving feedback to students, including the use of computer-assisted assessment;

4. design learning and assessment opportunities that take into consideration the needs of a diverse student body and the requirements of student with disabilities;

5. justify a range of assessment techniques for assessing student learning in one of their own modules or programmes of study;

6. 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);

7. appraise and critically reflect upon their own approaches to, and understanding of, student learning and assessment and so develop their own practice;

8. analyse their own professional progress and development needs.

Skills outcomes
Participants will further develop their skills in the following areas throughout the module:
- communicating and presenting oral and written arguments
- using Information and Communication Technology, including word processing and PowerPoint in their own teaching
- information retrieval, searching library catalogue and resources data bases, plus on-line searches for generic and subject-specific educational literature
- working with and learning from others
- managing their time effectively ? co-ordinating a range of commitments such as research, study, teaching duties, other paid employment and extracurricular activities
- improving their own learning and performance through the process of reflective practice
Participants will further develop their skills in the following areas throughout the module:
- communicating and presenting oral and written arguments
- using Information and Communication Technology, including word processing and PowerPoint in their own teaching
- information retrieval, searching library catalogue and resources data bases, plus on-line searches for generic and subject-specific educational literature
- working with and learning from others
- managing their time effectively - co-ordinating a range of commitments such as research, study, teaching duties, other paid employment and extracurricular activities
- improving their own learning and performance through the process of reflective practice.

Syllabus

- How students learn: theories and perspectives and their implications for courses and teaching.

- Ways of estimating learning preferences and approaches to study.

- Helping students to improve their learning skills.

- Purposes of, issues and trends in assessment procedures.

- Traditional and innovative methods of assessment, including the use of communications and information technology (C & IT) in assessment for learning.

- Designing assignments and assessment procedures for work during a course and/or for written examinations.

Private study

- 40 hours teaching
- 20 hours reflection
- 25 hours reading
- 40 hours assignment.

- Undertake 40 hours of paid teaching duties (or equivalent contact time by negotiation)
- Meet with their mentor to discuss their assessment practices and their approach to writing the module assignment;
- Reflect on their own assessment practices, their assessment experiences and their knowledge of assessments elsewhere (eg in the programme, the department, the University and externally);
- Complete an assessed piece of work in the form of a case study based on the implementation, marking and review of a task to assess student learning;
- Participants will be expected to undertake independent reading and will be directed to relevant reference materials through bibliographies included in workshop materials.

In addition participants will be expected to consult discipline specific literature and will be given guidance on locating this.

Opportunities for Formative Feedback

- Workshop attendance records.
- Meetings with mentors about their assessment practices and their assignment - case study.
- Discussion with programme tutors.
- Self-monitor through audit tools together with reflection on assessment practices and marking moderation process.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Case Study	.	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 website

Last updated: 21/06/2012

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