Assessing Learning
| Module title | Assessing Learning |
|---|---|
| Module code | HPDM104 |
| Academic year | 2025/6 |
| Credits | 15 |
| Module staff | Dr Amad Al-Azzawi (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
This module introduces the principles and practice of assessment in clinical education, including assessment types and relevant theoretical frameworks. You will learn about the constructs used to evaluate assessments, such as validity, reliability, and utility, and how to apply these when designing an assessment. Through exploring the clinical education evidence base, you will explore a variety of work-based assessment tools and their use in continuing professional development. You will also consider the uses of learning technologies in assessment, and issues around equality, diversity, inclusion and their implications for assessment design and practice.
Module aims - intentions of the module
This module aims to give you both a sound knowledge of assessment principles and an understanding of how to apply them in assessment design for professional practice.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate in-depth knowledge, understanding and critical evaluation of the contemporary assessment evidence base in a variety of practical clinical education contexts
- 2. Analyse critically the utilisation and practical application of an assessment using specific and relevant criteria for evaluating effectiveness (example reliability, validity, impact, etc)
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Appraise assessment methods based on fundamental principles in relation to equity, diversity, and inclusion, and the needs of learners in terms of student support and accessibility
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. Formulate a new and effective assessment method within your own professional clinical education practice
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
- What is assessment?
- Assessment types
- Formative / Summative
- Reliability, Validity, Educational Impact etc
- Choosing professionally relevant curriculum areas that require assessment (Knowledge, Skills, Attitudes)
- Aligning Assessment with Intended Learning Outcomes
- Model Assessment techniques
- Ways to present the results of assessment
- Supporting learners through the assessment process
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning & teaching activities | 16 hours | All student taught sessions (2x8 hour sessions) |
| Guided independent study | 34 hours | Online pre-course preparation, formative assessment and preparation for practical assessment |
| Guided independent study | 100 hours | Post- course assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Demonstration of an infographic | 15 minutes | 1-4 | Oral and written feedback from peers and tutors supervised by module leads |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Design an assessment method related to your professional practice or educational experience | 100 | 2000 words | 1-4 | Written feedback from module leads |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Design an assessment method related to your professional practice or educational experience (100%) | (2000 words) | 1-4 | Typically within six weeks of the result |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Introduction to the general principles of teaching and learning
Swanwick, T., Forrest, K., & O\’Brien, B. C. (Eds.). (2019). Understanding medical educationâ?¯: evidence, theory, and practice (Third edition.). Wiley-Blackwell.
Dent, J., & Harden, R.M. (2017). A Practical Guide for Medical Teachers. Elsevier - Health Sciences Division, Elsevier
Cantillon, P., Wood, D. F., & Yardley, S. (Eds.). (2017). ABC of learning and teaching in medicine (Third edition.). Wiley Blackwell.
Harden, R. M., Lilley, P., & Patricio, M. (2016). The definitive guide to the OSCE the Objective Structured Clinical Examination as a performance assessment. Elsevier.
Norcini, J. (2018). Consensus framework for good assessment. Medical Teacher, 40(11), 1102–1109. https://doi.org/10.1080/0142159X.2018.1500016
Key words search
Formative, summative, assessment, workplace
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/02/2016 |
| Last revision date | 18/04/2024 |
