20 credits at level HE7
In this module you will develop a critical understanding of current educational practices in the theories of course/module design and assessment in HE in the context of the University of Bolton’s key challenges of recruitment and retention.
The module will develop an appreciation of the necessity for inclusive models of curriculum design and planning complemented by an understanding of how assessment informs delivery.
Informing the design of the module is the concept of the Bolton Academic and Bolton Professional described in the Professional Academic Practice Framework for the University of Bolton.
This module will require course members to engage with the areas of activity, core knowledge and professional values articulated in the UK Professional Standards Framework for teaching and supporting learning in higher education, (Standard Descriptor Two).
Curriculum theory including models, values and philosophies,the hidden curriculum; factors that influence curriculum design including employer and professional organisation engagement; diverse student needs; programme specifications; schemes of learning.
Assessment theory including benchmarking; module specifications; institutional Codes of Practice; written and oral feedback; summative and formative feedback; validity and reliability measures; relationship of assessment data to curriculum design; the design of assessment instruments; interpreting assessment data; peer and self-assessment; and authentic work-based assessment.
An exploration of the use of technology-enabled learning through curriculum design, delivery and assessment.
The module will be delivered by taught using strategies such as interactive group sessions, lectures and inquiry.
Your assessment will consist of:
1 A critical evaluation of an interactive task designed to generate critical reflective debate on curriculum development and assesment issues
2 A Mentor Review of Professional Practice, linked to discussion around curriculum design and assessment issues.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Analyse learner needs and articulate appropriate objectives and effective and efficient teaching and assessment approaches to achieve specified learning outcomes.||Critically evaluate the implementation of a curriculum design in terms of its inclusivity and potential to meet the diverse needs of learners.|
|2.||Evaluate curriculum models and modes of assessment in terms of providing an effective and dynamic learning environment.||Produce critical evaluations of,and reflections on, a curricula identifying opportunities for improvement.|
|3.||Critically analyse the relevance of a range of curriculum theories and models related to learning, teaching and assessment within a learning context and/or subject discipline.||Critically evaluate theories and models of curriculum learning, teaching and assessment in terms of their application within a learning context and/or subject discipline.|
|4.||Critically analyse a range of issues relating to assessment within a specific subject and curriculum||Engage in critical reflection around the purpose and appropriateness of assessment methods and strategies.|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||A critical evaluation on an interactive task related to current curriculum development and assessment issues||A Mentor Review of Professional Practice linked to discussion around curriculum design and assessment issues.|
There are no prerequisites for this module.
No restrictions apply.
Barnett, R., and Coate, K. (2005) Engaging the curriculum in higher education. Maidenhead: Society for Research into Higher Education and Open University Press.
Becher, T. and Trowler P. (2002) Academic disciplines. In: Academic tribes and territories. 2nd ed. Maidenhead: Society for Research into Higher Education and Open University Press.
Bloxham, S. and Boyd, P. (2007) Developing assessment in higher education: a practical guide. Maidenhead: Open University Press.
Boud D.and Falchikov, N. (2007) Rethinking assessment in higher education: learning for the longterm. London: Routledge.
Brockbank A. and McGill, I. (2007) Facilitating reflective learning in higher education. 2nd ed. Maidenhead: Society for Research into Higher Education and Open University Press.
Brown, S. and Knight, P. (2004) Assessing learners in higher education. Abingdon: Routledge Falmer.
Bryan, C. and Clegg, K. (2006) Innovative assessment in higher education. London: Routledge.
Burge, E. J. (ed) (2007) Flexible higher education: reflections from expert experience. Maidenhead: Society for Research into Higher Education and Open University Press.
Butcher, C., et al (2006) Designing Learning: from module outline to effective teaching. London: Routledge.
Cochran-Smith, M., et al. (eds) (2008) Handbook of research on teacher education: enduring questions in changing contexts. London: Routledge.
Fry, H. Ketteridge, S. and Marshall, S. (2009) A handbook for teaching and learning in higher education. 3rd ed. Abingdon: Routledge.
Irons A. (2007) Enhancing learning through formative assessment and feedback. London: Routledge.
Jenkins, A., et al. (2003) Designing the curriculum to link teaching and research. In: Reshaping teaching in higher education. London: Kogan Page.
Knight, P. T. and Yorke, M. (2003) Assessment, learning and employability. Maidenhead: Society for Research into Higher Education and Open University Press.
Moon, J. (2002) The module and programme development handbook: a practical guide to linking levels, outcomes and assessment criteria. London: Routledge.
Moon, J. (1999) Learning journals. London: Kogan Page.
Nicholls, G. (2001) Professional development in higher education in assessment, reflection and professional development. Lodnon: Kogan Page.
Race, P. (2006) The lecturer’s toolkit a practical guide to assessment, learning and teaching. London: Routledge
Trigwell, K. and Prosser, M. (1999) A model for understanding learning and teaching in Higher Education. In: Understanding learning and teaching - the experience in HE. Maidenhead: Society for Research into Higher Education/Open University Press.
Salmon, G. (2004) E-Moderating: the key to teaching and learning online. London: Routledge.
Schiro, M.S. (2008) Curriculum theory: conflicting visions and enduring concerns. London: Sage.
Scott, D. (2007) Critical essays on major curriculum theorists. London: Routledge.
Sutherland-Smith (2008) Plagiarism, the internet and student learning. London: Routledge.
Toohey, S. (1999) Designing Courses for Higher Education. Philadelphia: Open University Press.
Warren, D. (2002), Curriculum design in a context of widening participation in higher education. Arts and Humanities in Higher Education, 1(1) pp.85-99.
Winter, R. (2003) Contextualizing the patchwork text: addressing problems of coursework assessment in higher education: Innovations in education. Education and Teaching International. 40(2), pp.112-122.
Yorke, M. (2007) Grading student achievement in higher education. London: Routledge.
Journals and Publications
Active Learning in Higher Education
Assessment and Evaluation in Higher Education
Innovations in Education and Teaching International
International Journal for Academic Development
Journal of Further and Higher Education
Quality in Higher Education
Studies in Higher Education
Teaching in Higher Education
Websites and Other Resources
Websites and other resources will be created as an electronic dynamic resource ‘bookmark’ list, to which both course members and tutors can add as appropriate.
Academic Quality and Standards Unit http://data.bolton.ac.uk/aqas/default.htm
Centre for Recording Achievement (CRA) http://www.recordingachievement.org/
Higher Education Academy (HEA) http://www.heacademy.ac.uk
Course members will be expected to register for their relevant Higher Education Academy (HEA) Subject networks.
International Journal for Academic Development http://informaworld.com/ijad
Open University Press http://www.openup.co.uk
Staff and Educational Development Association (SEDA) publications http://www.seda.ac.uk
The Quality Assurance Agency for Higher Education (QAA) http://www.qaa.ac.uk/
University of Bolton http://www.bolton.ac.uk/
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