Registry
Module Specifications
Archived Version 2020 - 2021
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Description This module focuses on the triad of learning, instruction and assessment, how each element interrelates and informs 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. 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 for recording and communicating assessment information. 5. Apply validity and reliability principles when gathering, interpreting, using and communicating assessment information. 6. Identify opportunities and approaches for supporting the optimal use of assessment at school level. | |||||||||||||||||||||||||||||||||||||
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 11. 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.22. 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.33. Exploration of the challenges and opportunities that changing expectations of second level teachers’ and students’ engagement with assessment present for both groups.44. 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.).55. 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
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Other Resources 38397, Website, 0, Loop page will contain a comprehensive range of resources including lectures slides, notes, readings, video resources etc., | |||||||||||||||||||||||||||||||||||||
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