Studying at York
Assessment in Education - EDU00010H
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2024-25 |
Module aims
Assessment is a key part of the educational process. It provides feedback to learners on their attainment and progress, information on which teachers can base decisions about future action, and evidence relating to the effectiveness of courses and institutions. This module starts by looking at the range of purposes of assessment in educational settings. Key ideas and concepts relating to assessment and testing are then introduced and explored, for example: (i) How it is attempted to measure variables of educational interest and the reliability and validity of such measurements; and (ii) considerations of what to assess and how to report outcomes, in particular the advantages and disadvantages of norm-, criterion- and domain- referencing. These ideas are then used as a “toolkit” with which to explore a range of contemporary issues in educational assessment, for example: (i) The role of assessment in monitoring and raising ‘standards’; (ii) the potential of formative assessment for improving attainment; (iii) detecting and minimising bias in assessment; and (iv) the case for more “authentic” assessments of performance.
Module learning outcomes
Subject content
After completing the module, students will:
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have a better understanding of key ideas and issues concerning educational assessment;
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be able to identify and discuss the advantages and disadvantages of various commonly used types of assessment instrument and approaches to assessment in educational contexts;
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have a better understanding of current issues concerning educational assessment, and its contribution to the improvement of educational outcomes.
Academic and graduate skills
After completing the module, students will:
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be able to locate and read with understanding a range of written sources;
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be able to extract key points from articles, identifying arguments and the evidence which supports these, and comparing and contrasting different viewpoints and conclusions;
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be able to communicate arguments orally and in and written form;
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be able to record key points arising from discussions.
Module content
Indicative module content is outlined below.
Key ideas relating to assessment in education: Building our conceptual “toolkit”:
Session 1: Why assess in education?
Session 2: How do we assess? Methods and instruments; What do we assess?
Session 3: Key issues in assessment: Reliability, validity, and ‘backwash’ effect.
Session 4: Reporting the outcomes of assessment: Norm- and criterion-referencing.
Exploring contemporary issues in educational assessment:
Session 5: International comparisons of assessment practice; and Teacher assessment.
Session 6: Formative assessment and ‘Assessment for Learning’.
Session 7: Are examinations and tests fair? Exploring bias in assessment.
Session 8: The ‘standards’ debate; and Support for planning your final assignments.
Session 9: Performance assessment: Assessing what students can do.
Session 10: Assessing affective outcomes.
Session 11: E-assessment: The future?
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Individual written feedback reports with follow-up tutor discussion if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.
Indicative reading
Black, P. (1998). Testing: Friend or foe? Theory and practice of assessment and testing. London: Falmer Press.