Assessment Design and Feedback for Learning in VET
9 ECTS
Assessment Design and Feedback for Learning in VET
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Module Description
This module is aimed at training the lecturing staff/faculty in assessment design, implementation, marking, scoring, and providing feedback in education in general and vocational contexts in particular.
This process includes designing assessments which are student-centric and level, load, occupational standards, and subject appropriate; as well as developing assessment briefs; observation schedules; logbook/portfolio templates; and contextualised rubrics to ensure consistent marking throughout.
Assessment in VET may also involve practice placements and recording the experiential work in logbooks/portfolios, hence the participants on this training programme will also be exposed to the development and use of logbooks and portfolios and their relevance in education and in vocational education and training in particular.
Participants will also get the opportunity to observe and assess students in practice and grade their practice logbooks/portfolios. The importance of providing constructive feedback to students and what that entails is also explored in this module.
Entry Requirements
- Full Qualification at MQF Level 6 or equivalent.
Target Audience
This programme has the following target groups:
- Prospective or already practicing lecturers and faculty.
Career Paths
This programme aims to equip the target audience with the knowledge, skills and competences listed in this application.
The possible posts that this course prepares for are:
- Further and Higher Education Assessors in VET.
- Trainers on Assessment and Verification Training Programmes for Further and Higher Education (FE/HE) in VET.
- Internal/External Verifiers in FE/HE in VET.
How you’ll be assessed
The module comprises:
- Evening classes for part-time courses.
- Classes held throughout the day for full-time courses.
- Guided learning, presentations, comprising synchronous online discussions, tutorials and/or videos.
- Self-study hours comprising research, reading and assignment work.
Assessment
Assessment is carried out via two mandatory components:
- Assessment 1
- Assessment 2
The mode of assessment varies and may include in-class practical assignments, and home-based assignments using diverse assessment tools which may include case studies, resource planning and development, experiential practice and presentations, as applicable to the diverse modules.
Module Intake Dates
TBC 2024
Learning Outcomes
Competences:
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
- Align assessments with the module learning outcomes and content.
- Think out of the box to design formative and summative assessments that are part of the learning process.
- Develop a contextualized rubric to be used as a guidance when judging and marking students’ assigned tasks.
- Apply a contextualized rubric effectively to ensure valid and reliable marking.
- Prepare observation schedules and conduct observation in practice placements.
- Assess students’ knowledge, skills, competences, and attitudes in practice.
- Grade students’ practice placement logbooks/portfolios.
- Provide constructive feedback that enhances learning through assessment.
Knowledge:
At the end of the module/unit, the learner will be able to:
- Align assessments with the module learning outcomes and content.
- Think out of the box to design formative and summative.
- Develop and apply a contextualized rubric to be used as a guidance when judging and marking students’ assigned tasks.
- Prepare observation schedules and conduct observation in practice placements.
- Assess students’ knowledge, skills, competences, and attitudes in practice.
- Grade students’ practice placement logbooks/portfolios.
- Provide constructive feedback that enhances learning through assessment.
Skills:
At the end of the module/unit, the learner will have acquired the following skills:
- Adopt a backward design when designing assessments.
- Adopt a student-centric approach that promotes assessment for learning when developing assignment briefs.
- Design inclusive assessments that engage students of different learning styles.
- Design assessments which promote students’ critical and original thinking skills.
- Formulate accurate and concise instructions for the assessment.
- Design observation schedules to assess students in practice placements.
- Assess students in practice placement.
- Grade students’ logbooks/portfolios.
- Provide constructive feedback to students by identifying strengths, as well as areas that need improving.
Module-Specific Learner Skills:
At the end of the module/unit the learner will be able to:
- Ensure that assessments are level, load, and occupational standards, and subject appropriate.
- Design adequate assessments keeping in mind the Backward Design – what should the students be able to demonstrate in this assessment?
- Develop a suitable assignment brief, rubric, and observation schedule.
- Develop, mark, and score assignments, logbooks, and portfolios effectively.
- Provide constructive feedback that enhances further learning.
Module-Specific Digital Skills and Competences:
At the end of the module/unit, the learner will be able to:
- Use appropriate digital resources to plan and design assessments (PowerPoint presentations, Canvas, Excel spreadsheets, etc.).