Unit information: Educational Assessment and Evaluation in 2020/21

Unit name	Educational Assessment and Evaluation
Unit code	EDUCD0009
Credit points	20
Level of study	D/8
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Professor. Yu
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

The unit looks at contemporary issues in theory, policy and practice of educational assessment internationally. Research on assessment in schools, higher education and vocational settings will be included in the course. Educational standards and the relationship between assessment and learning will be key themes.

Aims:

• develop an understanding of theoretical models of assessment

• to critically apply theoretical models to a variety of educational contexts

• develop an understanding of the research basis for claims regarding assessment theory and practice

• develop understanding of the relationship between assessment, teaching and learning.

Intended Learning Outcomes

By the end of the unit participants should be able to:

• Understand the theory associated with assessment models and practice

• Apply the theory to assessment practice in their own professional context

• Critically review research on assessment theory, policy and practice

Teaching Information

The unit is designed to be student-focused with an emphasis on active and experiential learning. Students will be encouraged and supported to reflect on and discuss theoretical concepts in a variety of ways including paired and small group discussion, experiential work, case studies and student led presentations. Such teaching and learning approaches provide the maximum opportunity to share experiences and to consider the relevance and appropriateness of concepts that are mainly Western in origin in participants own cultural context.

Assessment Information

There will be a single assignment of 4,000 words. Assignments can be of two kinds: 1. A professionally-oriented case analysis. Cases will focus upon an assessment issue from your own experience, but will be analysed with reference to the theoretical concepts introduced in the course. Reference to the research literature surrounding the issue will be needed to critically analyse the problems. OR 2. A research proposal for an empirical study addressing a current theoretical or curricular issue in educational assessment and evaluation, including a focussed literature review, research questions and procedures for data collection and data analysis. Topics should be specific and considered in depth. Your assignment should focus upon a particular theme of this Unit, but it may draw upon material from more than one theme, as appropriate. It is expected that you will generate the title of your assignment and negotiate with the course tutor to ensure the focus of your assignment is appropriate.

Reading and References

• Cizek, G.J. and Bunch, M.B. (2007) Standard setting. A guide to establishing and evaluating performance standards on tests. Sage, California.

• Cronbach, L.J. (1990) Essentials of psychological testing. Fifth edition. Harper Row.

• Gardner, J. (Editor) (2006) Assessment and Learning. Sage, London.

• Madaus, G., Russell, M. and Higgins, J. (2009) The paradoxes of high stakes testing. How they affect students, their parents, teachers, principals, schools and society. Information Age Publishing.

• Miller, M.D., Linn, R.L. and Gronlund, N.E. (2008) Measurement and assessment in teaching. Tenth edition. Merrill Prentice-Hall.

• Murphy, P. (Editor) (1999) Learners, Learning and Assessment. Paul Chapman Publishing Ltd.