Your essay should analyse different assessment approaches such as formative, summative, and diagnostic, and ipsative assessment discussing their strengths, limitations, and suitability in different context - PaperQuest

ASSIGNMENT BRIEF
PROGRAMME TITLE	BA (Hons) Education Studies	MODULE CREDIT VALUE	20
MODULE TITLE	The Assessment and Evaluation of Learning	MODULE LEVEL	7
MODULE CODE	TBA	ACADEMIC YEAR	2025-26
LEARNING OUTCOMES	On successful completion of this module students will be able to: Understand and explain the importance and role of assessment in the learning process. Explain the process of planning, designing and evaluating assessment. Analyse the different approaches for assessing learning and how to select an appropriate approach for a specific situation. Explain the problems of ensuring the academic integrity of assessments.
SUBMISSION DEADLINES	Assignment 1: LOs 1 and 3: Essay 13/11/2025 at 4:00 PM Assignment 2: LOs 2 and 4: Presentation 11/12/2025 at 4:00 PM	ISSUE DATE	25/09/2025

MODULE DESCRIPTION

The module is designed to develop an understanding of the role of assessment in the evaluation of learning and the learning process.A range of techniques and strategies are examined that will enable students to select techniques appropriate to particular circumstances including an evaluation of their effectiveness.Assessment methods are examined in terms of validity, reliability, fairness and practicability including the design of assessments for practical situations.The module will also help students find solutions to problems in the design of assessments and explore how evaluation can lead to improved programmes of learning.

ASSESSMENT TASKS

There are TWO assessments to be completed in this module:

Assignment 1 – Essay 2000 words +/- 10%

ü Total Weighting: 50%

Intended Learning Outcomes: 1 and 3

Assignment 2 – Presentation (10 to 15 mins.)

ü Total Weighting: 50%

Intended Learning Outcomes: 2 and 4

Formative Assessment

Weekly workshops will give students an opportunity to discuss their work as part of in-class activities for formative feedback.

Total Weighting: 0%

ASSIGNMENT 1 – Essay (2000 Words)

This assignment will demonstrate your understanding of the role of assessment in supporting and improving learning. You are required to write an essay that explains the importance and purpose of assessment and its impact on learner progress and teaching practice.

Your essay should analyse different assessment approaches such as formative, summative, and diagnostic, and ipsative assessment discussing their strengths, limitations, and suitability in different contexts. You must also explain how to choose the most appropriate approach for a specific situation, considering learning goals and learner needs.

The essay should link theory to practice, showing how effective assessment can enhance teaching and learning. Use research to support your analysis. (2000 words)

[Total: 100 Marks]

ASSIGNMENT 1- INDICATIVE MARKING CRITERIA

	Essay
A* 80%+ High First	An excellent essay will demonstrate exceptionally broad and deep discussion of the importance and role of assessment in the learning process. Outstanding analysis of different approaches to assessment, with highly appropriate and insightful examples. Critical evaluation and synthesis showing originality and independent thinking. Extensive and relevant reading of primary and secondary sources. Exceptionally well-structured, coherent and fluent academic writing. Accurate and consistent use of Harvard referencing.
A 70 – 79% First Class	All components will have been submitted, and the remaining criteria will be as per the 80%+ marking band. However, in one or two areas student may not have demonstrated the skills as noted in band 80%+.
B 60 – 69 % Upper Second	A very good essay showing clear understanding of the importance and role of assessment. Good analysis of different assessment approaches, supported with relevant examples. Sound evaluation of approaches, with some evidence of critical thinking. Very good structure and clarity of writing with few errors. Referencing is mostly accurate with only minor mistakes.
C 50 – 59% Lower Second	All components will have been submitted, and the remaining criteria will be as per the 60- 69% marking band. However, there will be some gaps in knowledge and analysis.
D 40 – 49% Third Class	A limited level of discussion of the importance and role of assessment in the learning process. One element of the task may be insufficient or missing. A limited discussion of assessment approaches, with weak or underdeveloped examples. A limited evaluation and analysis of ideas. Satisfactory but weak reading comprehension and academic writing, with noticeable errors. Referencing list may be incomplete or inconsistent with Harvard style.

F 30 – 39%

Fail

A poor discussion of the importance and role of assessment. Two key elements of the task may be insufficient or missing.
A poor demonstration of knowledge of assessment approaches with little or no examples.
Not meeting the minimum word count requirement of the assessment.
A poor ability to analyses or evaluate ideas.
Weak academic writing with many grammatical errors.
Citations and referencing are mostly incorrect or missing.

F 0 – 29%

Poor Fail

Largely irrelevant or inaccurate material with little reference to the essay task.
Structure is very weak or absent.
Not meeting the minimum word count requirement of the assessment.
Frequent and serious mistakes in grammar or expression.
Citations and referencing are missing or wholly incorrect.
The work may be incomplete or too brief to meet requirements.

ASSIGNMENT 2 – ACADEMIC PRESENTATION (2000 Words)

Deliver a 10 – 15 minutes presentation explaining the process of planning, designing and evaluating assessments. You also need to explain the problems of ensuring the academic integrity of assessments. A Q & A session (maximum 5 minutes) should follow this presentation, inviting both the audience and the assessors to engage in discussion and clarify any aspects of the knowledge presented.

Your presentation should broadly evidence the following:

1. Understanding of Assessment Planning

Explanation of the purpose and role of assessment planning.
- Consideration of learning outcomes, assessment objectives, and alignment with curriculum requirements.
- Discussion of fairness, inclusivity, and meeting learner needs at the planning stage.
- Guiding principles of assessment design.
  - Explanation of different types and methods of assessment (formative, summative, diagnostic, self, and peer assessment).
  - Selection of appropriate assessment strategies in relation to subject, learners, and context.
  - Explanation of how to measure the effectiveness of assessments in supporting learning.
  - Approaches to feedback, learner reflection, and teacher self-evaluation.
  - Consideration of quality assurance and continuous improvement in assessment practices.
    - Discussion of common challenges such as plagiarism, collusion, use of AI tools, and contract cheating.
    - Explanation of institutional policies and methods to safeguard integrity (e.g., plagiarism detection software, assessment design strategies).
    - Consideration of ethical implications and the importance of maintaining academic standards.

2. Understanding of Designing Assessments

3. Understanding of Evaluating Assessments

4. Understanding of Academic Integrity Issues in Assessment

[Total = 100 Marks]

ASSIGNMENT 2 – INDICATIVE MARKING CRITERIA
	Presentation
A* 80%+ High First	An excellent presentation will demonstrate exceptionally broad and deep discussion of all four components (planning, designing, evaluating, and integrity issues). Outstanding analysis, critical evaluation, and synthesis of ideas, supported by highly appropriate examples. Presentation is exceptionally well-structured, coherent, and engaging, delivered with confidence and excellent audience interaction. Extensive and relevant reading of primary and secondary sources is evident, integrated seamlessly into the presentation. Slides are visually effective, clear, concise, and professional. Accurate and consistent use of Harvard referencing.
A 70 – 79% First Class	All components will have been submitted, and the remaining criteria will be as per the 80%+ marking band. However, in one or two areas student may not have demonstrated the skills as noted in band 80%+.
B 60 – 69 % Upper Second	A very good presentation showing clear understanding of the four components of the task. Good analysis of assessment approaches and integrity issues, supported with relevant examples. Sound evaluation of approaches, with some evidence of critical thinking. Delivery is clear and structured with good audience engagement, though confidence may vary. Slides are well-presented with mostly consistent formatting. Referencing is mostly accurate with only minor mistakes.
C 50 – 59% Lower Second	All components will have been submitted, and the remaining criteria will be as per the 60- 69% marking band. However, there will be some gaps in knowledge and analysis.
D 40 – 49% Third Class	A limited discussion of assessment planning, design, evaluation, or integrity. One component may be insufficient or missing. A limited analysis of approaches with weak or underdeveloped examples. A limited evaluation of ideas and little evidence of critical thinking. Delivery is hesitant with weak engagement and noticeable issues in structure or timing. Slides are basic, sometimes unclear or inconsistent in design. Referencing list may be incomplete or inconsistent with Harvard style.
F 30 – 39% Fail	A poor discussion of assessment planning, design, evaluation, and integrity. Two or more components may be insufficient or missing. A poor demonstration of knowledge and analysis with little or no examples. A poor presentation delivery with significant issues in clarity, engagement, or structure. Slides are poorly prepared, cluttered, or unprofessional. Citations and referencing are mostly incorrect or missing.

F 0 – 29%

Poor Fail

Largely irrelevant or inaccurate material with little reference to the presentation task.
Structure is very weak or absent with major gaps in content.
Presentation delivery is ineffective with frequent and serious mistakes in communication.
Slides are unclear, inconsistent, or missing.
Citations and referencing are missing or wholly incorrect.
The presentation may be incomplete or too brief to meet requirements.

COMPLETING THE TASKS

In order to complete the Assignments 1 and 2, you will need to research different information sources such as textbooks, journals, articles and the internet. You are also required to develop skills in explanation, analysis in this assignment.

Explanation requires you to provide clear, evidence-based reasoning that demonstrates your understanding of concepts, supports your arguments with credible sources, and presents information in a logical, structured manner that can be understood and evaluated by your peers and instructors. Academic explanations typically need to be precise, objective, and grounded in established knowledge or research, while also showing critical thinking and the ability to connect ideas meaningfully.

Analysis requires you to break down complex ideas, arguments, or evidence into their component parts,examine how these elements work together, and evaluate their significance within the broader context of your thesis.

Analysis involves critical thinking where you interpret meaning,identify patterns,assess strengths and weaknesses,

and draw connections between different pieces of information to support your argument with depth.

Make use of information on assignment preparation and command verb usage on Canvas.

Please Note: Make use of information on assignment preparation and command verb usage in your VLE. Please refer to the Module Guide for more information on;

Core and supplementary reading materials and useful websites
Guidance on how to present and submit your work
Penalties for exceeding or not meeting the suggested word
Penalties for late submission
Referencing your work including the use of AI
Academic Malpractice and penalties
Re-sit assignment
Request for extension of assignment deadlines and
Mitigation Circumstance claims with University of Chichester

END OF ASSIGNMENT BRIEF