| Module Title |
Assessment, Learning & Teaching |
| Module Code |
EDS1022 (ITS: PR105) |
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Faculty |
Policy & Professional Practice |
School |
DCU Institute of Education |
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NFQ level |
8 |
Credit Rating |
5 |
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Description
This module focuses on the triad of teaching, assessment and learning how each element interrelates and supports the other, and the centrality of aligning each element in planning and teaching. In the context of emerging trends regarding the role of assessment and measurement in national and international policies and practices, the module supports second level teachers to interrogate the shifting roles and responsibilities they hold. Crucially, it supports students to develop the requisite knowledge, skills, concepts and attitudes they will require as teachers if they are to employ a range of assessments competently and confidently.
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Learning Outcomes
1. Identify, compare and critique learning theories, teaching models and assessment frameworks.
2. Evaluate and appraise dominant forms of assessment (notably assessment of, and for, learning) and their associated
strategies and techniques, using a variety of assessment modes.
3. Review and appraise key literature and policy documents on assessment from national and international sources and interrogate their relevance for teaching, learning and assessment in Irish second level schools.
4. Select and implement a range of strategies and digital technologies to support, monitor and holistically assess students’ approaches to learning and their progress.
5. Develop a variety of forms of effective feedback and reporting to students and to parents.
6. Apply validity and reliability principles when gathering, interpreting, using and communicating assessment information.
7. Identify opportunities and approaches for supporting the optimal use of assessment and reporting to the school community.
8. Critically engage with the rationale, pedagogy and framework of curricula in Irish post primary schools.
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Lecture | 24 | No Description | | Online activity | 33 | Students will be guided to explore a range of podcasts and ideas for enriching assessment, learning and teaching in the classroom available online; further, they will be encouraged and supported to contribute to the creation of a shared database which they can use as they progress through the degree and beyond. | | Independent Study | 33 | No Description | | Assessment Feedback | 35 | Throughout the module, students will be obliged to engage in self- and peer-review of their work and act on the feedback provided, using class-designed tasks (e.g. rubrics, checklists etc.) |
| Total Workload: 125 |
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| Section Breakdown | | CRN | 20328 | Part of Term | Semester 2 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Pia O'Farrell | Module Teacher | |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Assignment | The first assignment will require students to research, design and submit an infographic which explains: the meaning and application of summative assessment (AoL) to teaching and learning and the three components of formative assessment (AfL – the big idea), and the 5 key strategies and how they are applied to teaching and learning. The second assignment students have a choice to complete an essay on (a) how assessment needs to change for senior cycle which will incorporate a broader rationale and serve the needs of all students or (b) how this new Junior Cycle curriculum encourages a new teacher agency in teaching, assessment and learning. | 100% | n/a |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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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
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Indicative Content and Learning Activities
1
1. Examination of the evolution in learning theories (e.g., behavioural through social constructivist) that underpin assessment and measurement in education and the implications of same for classroom assessment, learning and teaching in Irish second level schools.
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2. Review of national and international policy trends vis assessment, evaluation and accountability and how these impact the emergent roles and responsibilities of second level teachers and their students from 1st through 6th year inclusive.
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3. Exploration of the challenges and opportunities that changing expectations of second level teachers’ and students’ engagement with assessment present for both groups.
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4. Interrogation and development of the knowledge, skills, concepts and attitudes teachers require to ensure they meet the expectations of a range of stakeholders (the Department of Education and Skills, students, parents etc.).
5
5. Practical application of the key principles of class-based assessment, with specific focus on the alignment of assessment, learning and teaching in planning and teaching , using a range of assessment approaches represented along the assessment continuum (from high stakes, summative assessment to teacher-informed, classroom-based criterion-referenced assessments etc.).
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Indicative Reading List
Books:
- Damian Murchan and Gerry Shiel: 2017, Understanding and Applying Assessment in Education, Sage Publications Ltd., London,
- Priestley, M., Alvunger, D., Philippou, S., Soini, T.: 2021, Curriculum Making in Europe, Emerald Publishing, UK, 320, 978183867738
Articles:
- P. Black, C. Harrison, J. Hodgen, B. Marshall, & N. Serret: 2011, Can teachers’ summative assessments produce dependable results and enhance classroom learning?, Assessment in Education, 18(4), https://www.tandfonline.com/doi/abs/10.1080/0969594X.2011.557020, 59475
- 2017: Teacher and Teaching Effects on Students’ Attitudes and Behaviors, Educational Evaluation and Policy Analysis, 39(1), https://doi.org/10.3102/0162373716670260, 59476, 1
- On the reliability of high-stakes teacher assessment.: Research Papers in Education, 28(1), https://www.tandfonline.com/doi/abs/10.1080/02671522.2012.754229, 59477, 1, McPhail, A., Halbert, J., O’Neill, H
- Assessment in Education: Principles, Policy & Practice: 25(3), https://doi.org/10.1080/0969594X.2018.1441125, 59478, 1, Wyatt-Smith, C., V. Klenowski, Y., & S. Gunn, 2010
- 17(1): https://www.tandfonline.com/doi/abs/10.1080/09695940903565610,
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Other Resources
- Website: Loop page will contain a comprehensive range of resources including lectures slides, notes, readings, video resources etc.,
- Website: NCCA, 2015, The Junior Cycle Framework, Dublin, NCCA, https://ncca.ie/en/junior-cycle/
- Website: NCCA, 2021, Senior Cycle Advisory Report, Dublin, NCCA, https://ncca.ie/en/senior-cycle/senior-cycle-redevelopment/
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