Program Overview

Assessment for Learning (CPAS0061)

Key Information

• Faculty: IOE
• Teaching department: Curriculum, Pedagogy and Assessment
• Credit value: 30
• Restrictions: Priority given to MA Education (Assessment) students. Students from other programmes should send a brief statement to the Module Lead with details on their teaching experience.

Alternative Credit Options

There are no alternative credit options available for this module.

Description

Module Aims and/or Objectives: This module aims to explore the concept of Assessment for Learning (AfL) and its implications for classroom practice. We will be addressing fundamental questions such as 'what is assessment?' and 'what is learning?', 'how can assessment support learning?', and 'what is the role of teachers, students, and peers in supporting learning?', and 'how can AfL promote social justice?'. Although we will explore different approaches to conceptualising, implementing, practising, and facilitating assessment for learning, the goal is not to equip students with the 'tricks of the trade' but to support them to think deeply and critically about the fundamental principles that underpin AfL practice, and in doing so reflect on their own engagement with AfL in the classroom.

Indicative Topics:

• Assessment process and functions
• The relationship between teaching, learning, and assessment
• The big 5 AfL strategies: co-constructing learning intentions and success criteria, classroom dialogue, feedback, peer- and self-assessment
• Role of teachers and learners
• Assessment literacy
• Assessment and social-justice

Teaching and Learning: The taught element of the module runs in term 2. In total, there will be 10 weeks of focused teaching and learning activities. We follow a blended approach to teaching and learning, which means that students will be engaging in a live f2f weekly session together with online pre- and post-session activities (which run throughout the week). Students are expected to engage in 8-10 hours of teaching and learning related activities, per week. We use AfL strategies in our teaching and discuss them as part of the pedagogical approach both during the f2f sessions and online.

Recommended Reading: Heritage, M. and Harrison, C., 2019. The Power of Assessment for Learning: Twenty Years of Research and Practice in UK and US Classrooms. Corwin.

Module Deliveries for 2026/27 Academic Year

Intended Teaching Term: Term 2, Postgraduate (FHEQ Level 7)

Teaching and Assessment

• Mode of study: In person
• Methods of assessment: 100% Coursework
• Mark scheme: Numeric Marks

Other Information

• Number of students on module in previous year: 23
• Module leader: Mrs Kim Insley

Additional Module Delivery

Intended Teaching Term: Term 2, Postgraduate (FHEQ Level 7)

Teaching and Assessment

• Mode of study: In person
• Methods of assessment: 100% Coursework
• Mark scheme: Letter Grade

Other Information

• Number of students on module in previous year: 0
• Module leader: Mrs Kim Insley