EDM078-Assessment and Measurement

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2016/7

Module Convenor: Prof Jeanine Treffers-Daller

Email: j.c.treffers-daller@reading.ac.uk

Summary module description:
This module will provide a critical and research-based overview of the functions, purposes, modes and techniques of assessment and measurement in a range of educational contexts and curricular areas. Students will become familiar with a range of assessment practices and techniques, and ways to evaluate their validity and reliability using SPSS or a similar statistical package. They will also be expected to develop an understanding of the different purposes of assessment (e.g. formative and summative assessment), and become aware of the impact of assessment on learning.


Aims:
This module aims to further students’ understanding of:
-key concepts in assessment and measurement;
-the principles that underpin good assessment practice;
-a range of assessment practices and techniques;
-awareness of important issues in assessment and to encourage critical reflection on these;
-the basic mathematics that underpin assessment (e.g. levels of measurement; descriptive and inferential statistics as needed for testing; variability, percentiles, standard scores);
-how to compute descriptive and inferential statistics (e.g. correlations, t-tests, chi-square etc.) using SPSS or a comparable statistics package;
-The ways to interpret and systematically analyse evidence, and make appropriate use of data;
-research underpinning assessment practice and to enable them to carry out critical evaluation of this;
-how to use assessment as a research tool;
-how to carry out their own research into assessment

Assessable learning outcomes:
By the end of the module students will be able to:

-understand key concepts in assessment and measurement;
-critically evaluate approaches to assessment;
-understand the functions and purposes of assessment and how these relate to quality issues;
-understand and apply a range of assessment practices and techniques;
-read, understand and evaluate research on assessment and publications that report the use of assessment as a research tool;
-organise, manipulate and analyse assessment data using software;
-to conduct a small-scale research project into or using assessment;

Additional outcomes:
For students to become more reflective and self critical about their own assessment practices particularly where these raise ethical issues.

Outline content:
•Key concepts in assessment and measurement (including basic statistical concepts in quantitative approaches);
•The functions and purposes of assessment and their relationship with the users of assessment;
•Issues involved in the design/construction, administration and scoring of tests.
•Types of tests (standardised tests and classroom tests; formative and summative assessments; criterion-referenced versus norm-referenced tests).
•Types of questions (open/closed; e.g. essays, multiple choice, true/false and modifications thereof)
•Computer-based assessment techniques
•Standards and adaptations for different groups, including bilingual students or students with special educational needs
•Quality of assessment;
•Norm- and criterion referencing;
•Assessment for learning;
•Assessment in the Arts;
•Aptitude;
•Diagnostic assessment;
•The assessment of affect;
•Research into assessment;
•The organisation, manipulation and analysis of assessment data;
•Quantitative research methods workshops (practising the use of SPSS)

Brief description of teaching and learning methods:
-Interactive seminars;
-Group discussions and readings;
-Practical tasks in pairs and groups;
-Presentations;
-Software workshop

Contact hours:
  Autumn Spring Summer
Lectures 15
Seminars 15
Practicals classes and workshops 4
Guided independent study 166
       
Total hours by term 200.00
       
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Project output other than dissertation 100

Other information on summative assessment:
There will be one written assignment of 5,000 words to be handed in within a month of the date of the final session. The topic and title is to be negotiated with the module convenors and the work can consist of either a review of the literature or a small-scale empirical investigation.

Formative assessment methods:

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Length of examination:
None

Requirements for a pass:
Students must achieve 50%

Reassessment arrangements:
Resubmission within one calendar month of the notification of failure

Additional Costs (specified where applicable):
1) Required text books: There are no required text books for this module but the following book is recommended reading.
Bachman, L. F. &Palmer, A. (2010). Language assessment in practice. Part 1 Conceptual foundations, pp. 17–85. Oxford: Oxford University Press. (£42.56)
Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press. (£26.95)
These texts is available in the library or you may be able to source them more cheaply than the publisher’s recommended price.

Many items on the reading list are journal articles or e-books that are freely available via the University Library databases.

2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding:
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:

Last updated: 21 December 2016

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