| Module title: |
Assessing work-based learning and development
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| SCQF level: |
10: |
| SCQF credit value: |
20.00 |
| ECTS credit value: |
10
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| Module code: |
HSS10106 |
| Module leader: |
MRS JANIS DEANE |
| School |
Life Sport & Social Sciences |
| Subject area group: |
Generic - Health, Life & Social Sciences |
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Prerequisites
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There are no pre-requisites for this module to be added
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 2013/4, Trimester 1, ,
| Occurrence: | 001 | | Primary mode of delivery: | | | Location of delivery: | | | Partner: | | | Member of staff responsible for delivering module: | MRS JANIS DEANE | | Module Organiser: | | | Learning, Teaching and Assessment (LTA) Approach: |
Face to face input early on introduces the module and offers the opportunity for group work and discussion opportunities on the key themes of the principles and practice of assessment (LOs 1,2,4). Thereafter, students and tutors use a combination of work-based and applied online learning approach to further explore key issues and concepts related to assessment. From the outset students will engage with the subject, and each other, through a series of individual (LOs 1,2) and collaborative tasks (LOs 3,4). Participation in asynchronous discussion is encouraged throughout. Tutor support is provided via e-mail, and online tutorials that flexibly utilise asynchronous and synchronous forms of online communication to individual needs. Students will be supported in their work-based learning by a named workplace supervisor as well as the module leader, who will offer support not only to the student but also to the supervisor during arranged visits to the workplace.Embedding of employability/PDP/scholarship skillsWithin the work to be undertaken, this module will provide students with the opportunity to develop or further develop the following key employability skills: Critical thinking; problem solving; negotiating; team working, information handling and online communication literacy.Assessment (formative and summative) Students will be provided with on-going constructive feedback by their workplace supervisor. Academic support and formative feedback will be provided on request and on submission of draft essay and portfolio outlines.The summative assessment has two components: The first component weighted at 30% requires students to submit a 1,500 word analytic essay on the principles and practice of assessment in work-based learning, feedback and the systems in place to ensure and enhance quality (LO1,2). The essay should be based on assessment and evaluation of learning, its developmental and motivational value and the provision of student support and related issues and should be well supported by references. The second summative component of assessment weighted at 70%.is a 3500 word portfolio of evidence that students have achieved LO3, 4. The nature of the evidence will be negotiated between the learner and module leader and could include a variety of media such as text or audio visual materials on: • Self-assessment of personal progress and developing skills, knowledge and understanding. • Examples of actual involvement in the practice of assessment and evaluation • Evaluation of process and practice issues Research/ teaching linkagesIn order to identify current debates and practice, students are expected to access relevant quality journals, and use on-line databases.All teaching, learning and assessment materials are available on the VLE to cater for diversity in student groups. Delivery through the VLE and asynchronicity of discussions provide flexible access and contact with peers and staff. Internationalisation The module materials will draw from contemporary and seminal policy, practice and research from national and international sources exposing the students to the wider international context.
| | Student Activity (Notional Equivalent Study Hours (NESH)) | | Mode of activity | Learning & Teaching Activity | NESH (Study Hours) | | FACE TO FACE | Tutorial / Seminar / Class Groupwork | 3 | | Work-based learning activity | 1 | | ONLINE | Individual Learning Activities | 21 | | Work-based learning activity | 115 | | Independent Learning | Individual Learning Activities | 60 | | Total Study Hours | 200 | | Expected Total Study Hours for Module | 200 |
| Assessment | | Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words | | OTHER Analytical Essay | 30 | 1-2 | 10 | HOURS= WORDS= 1500 | | Portfolio | 70 | 3-4 | 15 | HOURS= WORDS= 3500 | | Component 1 subtotal: | 30 | | | Component 2 subtotal: | 70 | | | | | Module subtotal: | 100 | | | |
2012/3, Trimester 2, ,
| Occurrence: | 002 | | Primary mode of delivery: | | | Location of delivery: | | | Partner: | | | Member of staff responsible for delivering module: | MRS JANIS DEANE | | Module Organiser: | | | Learning, Teaching and Assessment (LTA) Approach: |
Face to face input early on introduces the module and offers the opportunity for group work and discussion opportunities on the key themes of the principles and practice of assessment (LOs 1,2,4). Thereafter, students and tutors use a combination of work-based and applied online learning approach to further explore key issues and concepts related to assessment. From the outset students will engage with the subject, and each other, through a series of individual (LOs 1,2) and collaborative tasks (LOs 3,4). Participation in asynchronous discussion is encouraged throughout. Tutor support is provided via e-mail, and online tutorials that flexibly utilise asynchronous and synchronous forms of online communication to individual needs. Students will be supported in their work-based learning by a named workplace supervisor as well as the module leader, who will offer support not only to the student but also to the supervisor during arranged visits to the workplace.Embedding of employability/PDP/scholarship skillsWithin the work to be undertaken, this module will provide students with the opportunity to develop or further develop the following key employability skills: Critical thinking; problem solving; negotiating; team working, information handling and online communication literacy.Assessment (formative and summative) Students will be provided with on-going constructive feedback by their workplace supervisor. Academic support and formative feedback will be provided on request and on submission of draft essay and portfolio outlines.The summative assessment has two components: The first component weighted at 30% requires students to submit a 1,500 word analytic essay on the principles and practice of assessment in work-based learning, feedback and the systems in place to ensure and enhance quality (LO1,2). The essay should be based on assessment and evaluation of learning, its developmental and motivational value and the provision of student support and related issues and should be well supported by references. The second summative component of assessment weighted at 70%.is a 3500 word portfolio of evidence that students have achieved LO3, 4. The nature of the evidence will be negotiated between the learner and module leader and could include a variety of media such as text or audio visual materials on: • Self-assessment of personal progress and developing skills, knowledge and understanding. • Examples of actual involvement in the practice of assessment and evaluation • Evaluation of process and practice issues Research/ teaching linkagesIn order to identify current debates and practice, students are expected to access relevant quality journals, and use on-line databases.All teaching, learning and assessment materials are available on the VLE to cater for diversity in student groups. Delivery through the VLE and asynchronicity of discussions provide flexible access and contact with peers and staff. Internationalisation The module materials will draw from contemporary and seminal policy, practice and research from national and international sources exposing the students to the wider international context.
| | Student Activity (Notional Equivalent Study Hours (NESH)) | | Mode of activity | Learning & Teaching Activity | NESH (Study Hours) | | FACE TO FACE | Tutorial / Seminar / Class Groupwork | 3 | | Work-based learning activity | 1 | | ONLINE | Individual Learning Activities | 21 | | Work-based learning activity | 115 | | Independent Learning | Individual Learning Activities | 60 | | Total Study Hours | 200 | | Expected Total Study Hours for Module | 200 |
| Assessment | | Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words | | OTHER Analytical Essay | 30 | 1-2 | 10 | HOURS= WORDS= 1500 | | Portfolio | 70 | 3-4 | 15 | HOURS= WORDS= 3500 | | Component 1 subtotal: | 30 | | | Component 2 subtotal: | 70 | | | | | Module subtotal: | 100 | | | |
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What you will learn and what this module is about:
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In this work-based module you will develop a practical and pedagogic understanding of the principles and practice of work-based assessment and its impact on, and for, learning. You will evaluate practice from a wide range of sources including competence-based vocational qualifications, work-based higher education and professional bodies’ assessments for granting licence- to- practise or fully qualified status.
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Description of module content:
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The role of assessment as an integral part of the entire teaching and learning process. The multiple roles of assessors. Motivational theories of assessment. Designing assessment tasks to foster positive learning and study habits. The capacity of learners, to analyse, contextualise and synthesise new information and concepts. The variety of appropriate assessment methods. Limitations of particular methods. Theory and practice of both formative and summative assessment. Feedback, importance and effects of explanatory and diagnostic feedback. Bias in assessment. University systems relating to both assessment and support.
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Learning Outcomes for module:
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LO1: Apply valid, core principles to the practice of effective work based assessmentLO2: Critically evaluate the use of a range of methods of assessment for work-based learning in an appropriate context and at an appropriate levelLO3: Critically assess the importance/validity of types of feedback/feed forward in assessment for learningLO4: Critically evaluate the requirements/procedures for the collection, recording and feeding back of assessment information through quality systems
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Indicative References and Reading List - URL:
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T1: Billet, S. (2002) Workplace pedagogic practices: co-participation and learning, British Journal of Educational Studies, 50(4), pp. 457–81.T2: Billet, S. (2004) Learning through work: workplace participatory practices. In Rainbird, H. et al. (eds) Workplace learning in context. London: Routledge 109–125 T3: Boud, D., Solomon, N. (2001) Work-Based Learning: A New Higher Education. Buckingham: SRHE and OU PressT4: Brodie, P., Irving, K. (2007) Assessment in work-based learning: investigating a pedagogical approach to enhance student learning. Assessment & Evaluation in Higher Education 32 (1), 11–19T5: Gravells, A. (2011) Principles and Practice of Assessment in the Lifelong Learning Sector. Learning Matters ltd.T6: Nicol, D. J., Macfarlane-Dick, D. (2006) Formative assessment and self- regulated learning: A model and even principles of good feedback practice, Studies in Higher Education Vol. 31, No. 2, April 2006, pp. 199–218
Click here to view this module's reading list. |
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