Assessing and Teaching for Learning Module Descriptor
Module Description
This module encourages teachers to focus on what learners, rather than teachers, do in the classroom and will help promote effective learning. Participants will explore methods and approaches that have been shown to encourage higher order thinking skills and a deep approach to learning (Nichols 2002; Chalmer & Fuller 1996; Lander et al 1995). Within a scaffolded environment (Dall Alba 2005; Van Der Stuyf 2002) participants will act as critical friends helping each other to explore ways of applying these methods in their classes (Curry 2008; Bambino 2002; Appleby 1998). There will be a particular focus on the central role of assessment in influencing how students approach their studies (Schouller 2000; Atkins et al 1993) and on how assessment can be structured to encourage and enable students to become critical persons (Roberts 2006; Boud 1995; Knight 1995). Participants will critically engage with literature relating to teaching and learning and their own subject-specific disciple to implement improvements to their current teaching and assessment practices.
Learning Outcomes
Having successfully completed this module, you will have demonstrated the ability to:
1. Critically review and, consequentially, improve assessment regimes of a module or other coherent set of learning activities.
2. Relate the choices made in the selection and application of the above to the established literature on teaching and learning in Higher Education.
3. Critically engage with the literature relating to teaching and learning in higher education.
- Please note the materials in this section will take in the region of c.5hrs to work through.
- Be sure to sign in and avail of saving and editing your exercises.
- And always remember to avail of the (further) ‘References’ listed under the “Literature and Resources” Section
Assessing and Teaching for Learning
