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Module Title |
Curriculum Assessment
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Module Code |
ES204
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School |
School of Education Studies
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Online Module Resources
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| Module Co-ordinator | Dr Justin Rami | Office Number | CA114 |
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Level |
2
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Credit Rating |
5
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Pre-requisite |
None
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Co-requisite |
None
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Module Aims
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· to provide students with an overview of assessment approaches and strategies appropriate to a variety of organisational cultures· to explore the sociological implication of our systems of assessment· to inform students of the main systems of assessment and accreditation available in this country and how these operate· to facilitate students in developing the skills required to construct assessments for education and training programmes
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Learning Outcomes
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· recognise and define different assessment types e.g. norm and criterion referenced, formative, summative, diagnostic, continuous etc.· understand the multiple purposes of assessment· implement a wide range of assessment strategies appropriate to the multi-faceted needs of further education participants· give a general description of the main assessment systems available in this country, e.g. Junior and Leaving Certificate, LCA, IAS· discuss the range of support structures they would require in order to implement a nationally-accrediting assessment system · select appropriate assessment techniques to assess individual learners· use a wide range of assessment procedures to devise education and training programmes
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Indicative Time Allowances
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Hours
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Lectures |
24
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Tutorials |
12
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Laboratories |
4
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Seminars |
0
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Independent Learning Time |
35
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Total |
75
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Placements |
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Assignments |
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NOTE
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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.
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Indicative Syllabus
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Assessment: definitions and descriptions: terminology - norm and criterion referenced, continuous, summative, formative, diagnostic; competence; validity and reliabilityHistory of Assessment: examination of the origins of our examination driven assessment culturePurposes and Audiences: assessment as methodology, as statement of achievement; as indicator of progress; as screening deviceSociology of Assessment: motivation, accreditation, on teaching and learning experience; validation of multiple forms of intelligenceAssessment 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, RSADiagnostic Work: using a wide range of techniques to develop individualised training programmesTask Analysis: matching assessment findings to content and methodologyEqual 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.
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| Assessment | | Continuous Assessment | 0% | Examination Weight | 100% |
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Indicative Reading List
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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. 1981Davis, 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 pp355-392Gipps., 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 30Williams K. 1992 Assessment: A Discussion Paper. Ireland. ASTI.
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Programme or List of Programmes
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| DET | Diploma in Education & Training |
| ET | BSc in Education & Training |
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