Registry

Module Specifications

Current Academic Year 2012 - 2013
Please note that this information is subject to change.

Module Title Assessment and Feedback
Module Code ES204
School School of Education Studies
Online Module Resources

Module Co-ordinatorSemester 1: Justin Rami
Semester 2: Justin Rami
Autumn: Justin Rami
NFQ level 8 Credit Rating 10
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Description
The purpose of this module is to provide students with an overview of Assessment & Feedback approaches and strategies appropriate within a variety of organisational contexts.The approach taken will allow students to explore the sociological implications of systems of assessment and to facilitate students in developing the skills required to develop their own assessment & feedback strategies in their own learning or work contexts.The module will help enable students to understand the increasing importance of assessment on curriculum development and the theoretical principles underpinning a range of practices.Through a developmental and constructivist approach students will immerse themselves in the subject by designing and marking an assessment and providing feedback to the assessee.The approach taken will allow students to explore the sociological implications of systems of assessment & evaluation and to facilitate students in developing the skills required to develop their own strategies in their own contetxts.The module will help enable students to understand the increasing importance of assessment & evaluation on curriculum development and the theoretical principles underpinning a range of practices.Through a developmental and constructivist approach students will immerse themselves in the subject by designing and marking a range of assessments.Students will explore assessment systems in Ireland ranging from the SEC to FETAC, with an understanding of the NFQ, EQFLLL and the Bologna Process.

Learning Outcomes
1. Define a range of assessment instruments
2. Describe the multiple purposes of assessment in formal and non-formal educational and training settings
3. Select appropriate assessment techniques to assess individual learners
4. Develop relevant assessment procedures and design suitable assessment instruments in a range of learning environments including Further, Adult and Continuing Education.
5. Identify the key aspects of providing feedback on assessment including the process of feed-forward.



Workload Full-time hours per semester
Type Hours Description
Lecture36several core seminars and lectures and varying times for varying lengths
Assignment80three assignment tasks over the 12 week period
Tutorial26one to one meetings with Module coordinator
Moodle discussion22reflective discussion
Library20self directed focussed reading
Independent learning time66self initiated - reading / revison
Total Workload: 250

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities
Assessment.
Students will be introduced to the concept of Assessment and asked to contribute experiences of this. Areas covered will include: definitions and descriptions: terminology - norm and criterion referenced, continuous, summative, formative, diagnostic; competence; validity and reliability.

Assessment Purposes and Functions.
Students will explore assessment as methodology, as statement of achievement; as indicator of progress; as screening device, and as a tool for learning.

Domains of Learning.
Within this section the module will explore ares of learning from the psychomotor to the affective and looks at how this influence assessment techniques and strategies. Special attention will be paid to the design and interpretation of learning objectives and learning outcomes with a look at curriculum alignment.

Designing Assessments.
This section looks at Assessment techniques and examinations of different types- written, practical, interview and oral assessment, observation; portfolios, projects, task and performance related strategies: etc..

Marking Assessments & Providing feedback.
Teachers & trainers recognise that feedback is an essential element in helping learners / trainees improve. When using assessment for learning strategies, educators need to move away from giving work marks out of 10 with comments that may not be related to the learning intention of the task (eg 'try harder' or 'join up your writing') and move towards giving feedback to help the learner / trainee improve in the specific activity.

Assessment & Quality Assurance.
Students will examine and study various quality assurance processes and procedure within a range of assessment structure. Students studying for teaching in Further Education will focus on FETAC modules and the Common Awards System and how these relation to the NFQ, QQI, NQAI and the European equivalents..

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentMark and grade a peers assignment relating the the assessment design of a FETAC module and provide feedback.30%n/a
AssignmentAssessment design activity using FETAC module learning outcomes70%n/a
Reassessment Requirement
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List
  • Stenström, M.L, & & Laine, K (Eds): 2006, Quality and Practice in Assessment: New Approaches in Work-Related Learning, 3 - Rami, J & Lalor, J : Triangulation & Reflection within practice-oriented assessment in vocational teacher education programmes at Dublin City University, Institute for Educational Research, University of Jyväskylä, Finland,
  • Grollman, P & Stenström, M.-L: 2005, Quality Assurance and Practice-oriented Assessment in Vocational Education and Training: Country Studies, 55, Institute Technik und Bildung, University of Bremen, Germany, 1615-3138
  • Black, P: 1998, Testing: Friend Or Foe? London. The Falmer Press.,
  • Williams, K: 1992, Assessment: A Discussion Paper, ASTI, Ireland,
  • Rami, J., Lalor, J., & McNamara, G: 2007, Journal of Case Studies of Good Practice in the Assessment of Student Learning in Higher Education, Issue 1, Multiple approaches to reflection as a key component of Assessment., AISHE - HEA, Ireland,
  • Hyland, A: 2000, Multiple Intelligences Curriculum and Assessment Project. Final Report, UCC press, Cork, Ireland,
  • Davis, A: 1998, The Limits of Educational Assessment, Blackwell Publishers, Oxford, UK,
  • Stenström, M.-L. & Laine, K.: 2006, TOWARDS GOOD PRACTICES for Practice-Oriented Assessment in European Vocational Education, 2: Rami, J & Lalor, J: Elements of good practice: examples, Institute for Educational Research, University of Jyväskylä., Finland,
  • Gipps., C.V., & Murphy, P: 1994, A Fair Test? Assessment, Achievement & Equity, Open University Press, UK,
  • Kubiszyn, T. & Borich, G.: 1996, Educational Testing and Measurement, Harpers-Collins, New York,
  • Hobart, C. & Frankel, J: 1996, Child Observation and Assessment, Stanley Thornes Ltd, UK,
  • Broadfoot, P: 1996, Education, Assessment and Society, Open University Press, UK,
  • Evaluation :: 0, Evaluation:, Esterby-Smith M. Evaluation of Management, Education, Training and Development London: Gower, 1994Maykut, P and Moorehouse, R (1994) Beginning Qualitative Research. London: Falmer Murray, B. Faugham P and Redmond D. Undertaking an Evaluation:,
Other Resources
6225, Web Resource, FESS (Further Education Support Service), 2013, Quality Assuring Assessment, FESS / DES, http://www.fess.ie/index.php/assessment/quality-assuring-assessment, 6226, Online Video, Dylan Wiliam, 2011, Assessment for Learning, Scoltand, Education Scotland, http://www.journeytoexcellence.org.uk/videos/expertspeakers/assessmentforlearningdylanwiliam.asp, 6227, Online Video, Youtube, 0, Blooms Taxonomy, http://www.youtube.com/watch?v=v0JuFHNp5PI, 6228, Authority Website, QQI, 2013, Qulaity and Qualifications Ireland, QQI is responsible for carrying out a comprehensive range of quality assurance functions across education and training. Further details are available in the overview of our Quality Assurance Services section., http://www.qqi.ie/Pages/default.aspx, 6229, Authority Website, FETAC, 0, FETACs website, http://www.fetac.ie/fetac/, 6230, Authority Website, SOLAS, 0, new further education and training authority SOLAS (Seirbhísí Oideachais Leanunaigh agus Scileanna), http://www.solas.ie/,
Array
Programme or List of Programmes
ETBSc in Education & Training
Timetable this semester: Timetable for ES204
Date of Last Revision05-FEB-10
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