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Module Specifications

Archived Version 2003 - 2004

Module Title Curriculum Assessment
Module Code ES204
School School of Education Studies

Online Module Resources

Level 2 Credit Rating 5
Pre-requisite None
Co-requisite None
Module Aims
7 to provide students with an overview of assessment approaches and strategies appropriate to a variety of organisational cultures 7 to explore the sociological implication of our systems of assessment 7 to inform students of the main systems of assessment and accreditation available in this country and how these operate 7 to facilitate students in developing the skills required to construct assessments for education and training programmes

Learning Outcomes
7 recognise and define different assessment types e.g. norm and criterion referenced, formative, summative, diagnostic, continuous etc. 7 understand the multiple purposes of assessment 7 implement a wide range of assessment strategies appropriate to the multi-faceted needs of further education participants 7 give a general description of the main assessment systems available in this country, e.g. Junior and Leaving Certificate, LCA, IAS 7 discuss the range of support structures they would require in order to implement a nationally-accrediting assessment system 7 select appropriate assessment techniques to assess individual learners 7 use a wide range of assessment procedures to devise education and training programmes

Indicative Time Allowances
Lectures 30
Tutorials 5
Laboratories 0
Seminars 0
Independent Learning Time 40

Total 75
Assume that a 5 credit module load represents approximately 75 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module.

Indicative Syllabus
Assessment: definitions and descriptions: terminology - norm and criterion referenced, continuous, summative, formative, diagnostic; competence; validity and reliability History of Assessment: examination of the origins of our examination driven assessment culture Purposes and Audiences: assessment as methodology, as statement of achievement; as indicator of progress; as screening device Sociology of Assessment: motivation, accreditation, on teaching and learning experience; validation of multiple forms of intelligence Assessment techniques: examinations of different types- written, practical, interview and oral assessment, observation; portfolios, projects, task and performance related strategies: etc. The Profile Movement: a brief history - where it came from and why: main features of operation; advantages and disadvantages. Integrated Assessment System: aims, operation, recording mechanisms, evidence, accreditation. Other systems: a brief description of City and Guilds, NVQ, RSA Diagnostic Work: using a wide range of techniques to develop individualised training programmes Task Analysis: matching assessment findings to content and methodology Equal Opportunity and Assessment: concept of reasonable accommodation and its importance in understanding assessment techniques as they relate to people with special needs, including people with physical, sensory disabilities, specific and on specific learning difficulties.
Continuous Assessment0% Examination Weight100%
Indicative Reading List
Black, P. 1998. Testing: Friend Or Foe? London. The Falmer Press. Broadfoot, P. 1996. Education, Assessment and Society. UK. Open University. Coolahan, John. Irish Education: Its History and Structure. Institute of Public Administration. Dublin. 1981 Davis, A. 1998. The Limits of Educational Assessment. Oxford, UK. Blackwell Publishers. ESF. 1993. Certification Systems. Dublin: ESF Evaluation Unit. Gipps., C.V. 1994. Socio-Cultural Aspects of Assessment, Review of Research in Education, Vol. 24 pp355-392 Gipps., C.V. Brown, M., McCallum, B. & McAlister, S. 1995 Intuition Or Evidence? UK. Open University. Gipps., C.V., & Murphy, P. 1994 A Fair Test? Assessment, Achievement & Equity. UK. Open University. Hobart, C. & Frankel, J. 1996 Child Observation and Assessment. (2nd Ed) UK Stanley Thornes Ltd. Hanafin, J. (Editor). 1997. Towards New Understandings: Assessment and The Theory of Multiple Intelligences. Cork. UCC. Hyland, A. (Editor). 1998. Innovations In Assessment In Irish Education. Cork. UCC. Hyland, A. (Editor). 2000. Multiple Intelligences Curriculum and Assessment Project. Final Report. Cork. UCC. Kelly, M.B. 1994. Can You Credit It? Implications of Accreditation for Learners and groups in the Community Sector? Dublin. Combat Poverty Agency. Kubiszyn, T. & Borich, G. 1996. Educational Testing and Measurement. New York. Harper Collins. Walmsey, J. & Webb, J. 1995. Learning Design in Competence Based Systems, Competence and Assessment. No 30 Williams K. 1992 Assessment: A Discussion Paper. Ireland. ASTI.
Programme or List of Programmes
BETBachelor in Further Educ. & Training
DETDiploma in Education & Training