INTRODUCTION: Why should we clarify how assessment elements fit together?
This module focuses on the second of the ‘Assessment Literacy’ sub-dimensions of the EAT Framework, and investigate the benefits and impacts of clarifying with students and colleagues how assessments fit together across a course or programme.
This module will look at some of the key questions to ask yourself when reviewing how you signpost to students the ways assessments are planned within your module/programme, and it also looks at the pedagogy underpinning such decisions around your organisation of assessment.
Learning is a journey, a process of discovery. As with any journey, you need a map of where you are going, and how you will get there.
In order for students to be agentic managers of their assessment decisions (Evans, 2022), they need to understand how assessments fit together within their programme of study so that they can make informed decisions about where to invest time and effort, and how to organise their learning and time most effectively
With this understanding, students are supported in becoming effective self-regulators, who know what their strengths and areas for development are, and where best to apply effort.
Learners can only do this effectively if they have access to how a programme works. In this module we will look at organisation of assessment from individual differences in learning perspectives and through the lens of assessment design principles.
Activity: Watch the short video, which focuses on the role of assessment in a progressive learning journey.
The remainder of this module will focus on the second of the ‘Assessment Literacy’ dimensions of the EAT Framework, and investigate the benefits and impacts of clarifying how assessments fit together across a course or programme, and will look at some of the challenges to this, and how to overcome them.