Skip to main content

IE9H6 - Teaching, Learning & Assessment

  • Module code: IE9H6
  • Module name: Teaching, Learning & Assessment
  • Department: Centre for Education Studies
  • Credit: 30

Content and teaching | Assessment | Availability

Module content and teaching

Principal aims

The module is aimed primarily at international students who often have a first degree unrelated to education and no prior teaching experience. Many international students undertake the MA Educational Studies in preparation for becoming a teacher but often lack the pedagogical and theoretical foundations that underpin teaching, learning and assessment. The introduction of a core module focused on these topics is intended to address these gaps in knowledge and understanding as well as the fragmented and uncritical view of education. The core module shoud provide a more secure foundation for choosing more specialised optional modules in the Spring Term, giving greater coherence and relevance overall. This module contributes to the achievement of all four aims of the MA in Educational Studies and provides opportunities for students to: • Engage at an advanced level with issues of significant concern to those involved in education. • Evaluate the most recent developments in research and policy initiatives on local, national and international levels. • Develop professionally by considering the implications of the module for practice, including their own practice, where appropriate. • Develop, utlilise and evaluate a range of investigation methods (by completing seminar tasks, preparatory activities and a 5,000 assignment. There are additional module-specific aims that students should: • Develop a critical understanding of theoretical and empirical research into teaching, learning and assessment. • Deepen their insights into the ‘dynamic interaction’ (Gipps, 1994) that exists between teaching, learning and assessment. • Deepen their understanding of the impact of different approaches to teaching, learning and assessment on the motivation, engagement and enjoyment of learners. • Evaluate the impact of different forms of assessment on learners: their attitudes, motivation, self esteem and approaches to learning. • Explore the relationship between formative and summative assessment and ways in which this can be enhanced. • Evaluate key theories of leadership and management in education. • Engage critically with current research on educational policy and decision-making. • Deepen their insights into school effectiveness and school improvement research.

Principal learning outcomes

Subject Knowledge By the end of the module, students should be conversant with: • Pertinent research [types of research, key findings, contribution to theory, practice and policy initiatives at (inter-)national level] • Recent theoretical developments and paradigm shifts Understanding By the end of the module students should have: • Deepened and extended their understanding of key concepts and issues in teaching, learning and assessment • Deepened their insight into the principles which inform good practice and the implications of these for professional practice Key Skills By the end of the module, students should have further developed their ability to........ • Communicate their ideas and findings effectively in various media (written, spoken and possibly graphical) • Work effectively with others • Study independently • Engage in problem-solving activities • Improve their own learning and performance by developing their study skills and academic reading and writing skills • Make an informed and effective oral presentation Cognitive Skills By the end of the module students should have further developed their ability to.... • Analyse and evaluate materials introduced during the course • Present a well-reasoned and appropriately substantiated argument, drawing on evidence from a variety of sources and synthesising ideas as appropriate • Demonstrate a critical understanding of module content in relation to professional practice Professional Skills By the end of the module students should have further developed their ability to.... • Reflect (reflection-on-action [Schön, 1983] ) • Consider, in an open-minded way, ideas and research findings which conflict with their own personal theories about teaching, learning and assessment

Timetabled teaching activities

30 (teaching hours related to assessed core module) 12 hours (structured observation progamme in HE and local schools to enhance and extend taught module content)

Departmental link

http://www2.warwick.ac.uk/fac/soc/ces/current/pgt/modules/ie9h6/

Module assessment

Assessment group Assessment name Percentage
30 CATS (Module code: IE9H6-30)
A (Assessed work only) 5000 word Assignment 100%

Module availability

This module is available on the following courses:

Core

N/A

Optional Core
  • Postgraduate Taught Educational Studies (X3A2) - Year 2
  • Postgraduate Taught Educational Studies (X3A2) - Year 3
Optional
  • Postgraduate Taught Educational Innovation (X31L) - Year 2
  • Postgraduate Taught Educational Innovation (X31L) - Year 3
  • Postgraduate Taught Educational Innovation (XL02) - Year 2
  • Postgraduate Taught Educational Innovation (XL02) - Year 3
  • Postgraduate Taught Educational Innovation (XL04) - Year 2
  • Postgraduate Taught Educational Innovation (XL05) - Year 2
  • Postgraduate Taught Educational Innovation (XL05) - Year 3
  • Postgraduate Taught Educational Innovation (XL06) - Year 2
  • Postgraduate Taught Educational Innovation (XL06) - Year 3
  • Postgraduate Taught Educational Innovation (XL08) - Year 2
  • Postgraduate Taught Educational Innovation (XL08) - Year 3
  • Postgraduate Taught Educational Innovation (XL10) - Year 2
  • Postgraduate Taught Educational Innovation (XL10) - Year 3
  • Postgraduate Taught Educational Innovation (XL10) - Year 5
  • Postgraduate Taught Educational Innovation (XL12) - Year 2
  • Postgraduate Taught Educational Innovation (XL13) - Year 2
  • Postgraduate Taught Educational Innovation (XL13) - Year 3
  • Postgraduate Taught Educational Innovation (XL13) - Year 5
  • Postgraduate Taught Educational Innovation (XL14) - Year 2
  • Postgraduate Taught Educational Innovation (XL15) - Year 2
  • Postgraduate Taught Educational Innovation (XL16) - Year 2
  • Postgraduate Taught Educational Innovation (XL17) - Year 2
  • Postgraduate Taught Educational Innovation (XL17) - Year 3
  • Postgraduate Taught Educational Innovation (XL18) - Year 2
  • Postgraduate Taught Educational Innovation (XL20) - Year 2