Registry

Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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.

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.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
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

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

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.

2
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.

3
3. Exploration of the challenges and opportunities that changing expectations of second level teachers’ and students’ engagement with assessment present for both groups.

4
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.).

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

Indicative Reading List

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, 978183867738

Other Resources

31997, Website, 0, Loop page will contain a comprehensive range of resources including lectures slides, notes, readings, video resources etc., 0, Website, NCCA, 2015, The Junior Cycle Framework, Dublin, NCCA, https://ncca.ie/en/junior-cycle/, 0, Website, NCCA, 2021, Senior Cycle Advisory Report, Dublin, NCCA, https://ncca.ie/en/senior-cycle/senior-cycle-redevelopment/,

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