SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMX023786
Module Leader Marty Wright
School School for Work Based Education
Subject SCWBE
  • A (September start)
  • A (September start)-B (January start)
  • B (January start)
  • B (January start)-C (May start)
  • C (May start)
  • C (May start)-A (September start)
  • S-C (May start)-A (September start)

Summary of Content

This module is intended to set in context the principles of higher education assessment and in particular work based assessment. Facilitating the creation of assessments that engage the students in proactive learning, where teachers and the learners are partners in the assessment. Assessment for learning is placed at the centre of the subject and the module design and is a focus for staff and institution development whilst also representing the students' achievement.


During this module students will cover a syllabus developing the following principal areas: Types of assessment How assessment is advanced Reflection Accommodating disabled students Formative, summative and transition Feedback Principles Validity Fairness Reliability Rigour

Learning Outcomes

On successful completion of the module students should be able to:Identify the contemporary challenges for maintaining academic and professional standards of assessment Design assessment strategies that are valid and contribute to the maintenance of academic standards associated with the modules they teach (a maximum of two)Relate the knowledge, understanding and skills the students are expected to display in the assessment instructions Provide students with high quality academic feedback that fulfils and enhances feedforward principles

Teaching / Learning Strategy

Students will be expected to draw on academic theories and techniques in order to frame, analyse and solve actual work-based problems. To this end learning will involve not only formal but informal learning strategies and assessment. This module particularly emphasises the integration of learning and work e.g. the student's assessment may involve them in conducting actual work based analysis and decision making within a work context. The module utilises an interactive lecture programme where students are encouraged to participate and contribute. Students are required to undertake a programme of specified reading for independent learning, and reflect upon managerial practices within the workplace. The teaching and skills development programme will be supported via GCU Learn, which will also enhance the students' ability to utilise e-communication.

Indicative Reading

-200 Chapter B4 of the UK Quality Code: (QAA 2013) QAA 2013 UK Quality Code Reflection of Assessment qaa 2005 -200 Wade, RC & Yarborough 1996 Portfolio a tool for reflective thinking in teacher education? Teaching and Teacher Education 12 1 63-67

Transferrable Skills

Self-management: self-motivation, time management and critical self-reflection and evaluation of personal performance. Interpersonal Skills: an ability to work collaboratively and constructively with others on a complex group assignment. Communication skills, negotiation skills and presentation skills when participating in the group work and group presentation Peer assessment: skills in giving and receiving constructive feedback. Research skills: data gathering using secondary methods, and data analysis. C & IT skills: engaging in a virtual learning environment; using MS Powerpoint and MS Word packages for presentations and report writing; accessing and using industry databases such as FAME, MINTEL, KEYNOTE. Using Refworks software to develop referencing skills, and Turnitin software to improve writing style.

Module Structure

Activity Total Hours
Tutorials (PT) 15.00
Independent Learning (PT) 95.00
Assessment (PT) 40.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 50% 100% Coursework: Portfolio.The assessments are work based and negotiated between the student and tutors from GCU.