ET5622 Assessment and Evaluation in Education

Academic year

2024 to 2025 Semester 2

Further information on which modules are specific to your programme.

Key module information

SCOTCAT credits

15

The Scottish Credit Accumulation and Transfer (SCOTCAT) system allows credits gained in Scotland to be transferred between institutions. The number of credits associated with a module gives an indication of the amount of learning effort required by the learner. European Credit Transfer System (ECTS) credits are half the value of SCOTCAT credits.

SCQF level

SCQF level 11

The Scottish Credit and Qualifications Framework (SCQF) provides an indication of the complexity of award qualifications and associated learning and operates on an ascending numeric scale from Levels 1-12 with SCQF Level 10 equating to a Scottish undergraduate Honours degree.

Availability restrictions

Only available to PGT and PGR TESOL and International Education distance learning programme students.

Planned timetable

Not applicable

This information is given as indicative. Timetable may change at short notice depending on room availability.

Module coordinator

Dr S O'Grady

This information is given as indicative. Staff involved in a module may change at short notice depending on availability and circumstances.

Module Staff

Lynn Wilson, Stefan O'Grady

This information is given as indicative. Staff involved in a module may change at short notice depending on availability and circumstances.

Module description

This module brings together the study of language testing with the theory and practice of assessment in pedagogy. You will learn key concepts in both, how to design and improve tests for different purposes, and how to make productive use of assessment within teaching. We also consider some of the broader social impacts of assessment and testing and how teachers navigate tensions when promoting student learning within a measurement culture. The module also acts as an example of learning through assessment, giving you opportunities to reflect on how different approaches such as mastery learning or active learning are reflected in assessment design, as well as critiquing aspects of assessment such as the use of time limits, group tasks, multiple-choice questions, and gamification.

Assessment pattern

Coursework = 100%

Re-assessment

Coursework = 100%

Learning and teaching methods and delivery

Weekly contact

N/A (distance learning)

Scheduled learning hours

29

The number of compulsory student:staff contact hours over the period of the module.

Guided independent study hours

125

The number of hours that students are expected to invest in independent study over the period of the module.

Intended learning outcomes

  • Make principle-informed assessment decisions
  • Critique existing assessment on a practical level
  • Critique existing assessment on a theoretical level
  • Apply principles of assessment to pedagogical practice around assessment