|1. Practical Teaching Assessment
Teaching skills will be assessed formally on FOUR separate occasions during the semester: two undertaken by the University Tutor and two by the student’s mentor. These assessments form part of the requirements for the successful completion of this module.
Assessments of practical teaching will be on a pass/fail basis only and will not be graded. The practical teaching assessments will take place in a variety of settings both classroom and practice environments. A tutorial will follow each assessment to discuss teaching performance giving the opportunity for students to demonstrate their ability to reflect critically on their practice. They will be required to comment on their own performance, produce a reflective account of the teaching and identify areas for their own development.
Overall judgements about each candidate’s performance will be measured against the criteria contained within the Teaching Assessment Report (see appendix No. 1) and will be based on evidence from lesson plans, prepared teaching/learning resources, the observation and assessment of practical teaching, as well as reflections and self-evaluations in tutorials. A final report will be completed by the tutor/mentor for inclusion in the teaching portfolio discussed in section two below.
Additionally, as part of the Quality Assurance mechanism, the External Examiner will be involved in the moderation of decisions arising from the assessment of teaching practice.
2. Portfolio of Evidence
Word Limit: 3,500 words − 100%
The Teaching Portfolio, required for this module, is essentially a collection of evidence relating to your teaching practice. You are required to give evidence of eight teaching practice sessions including the four that have been formally assessed as discussed in section one above.
The portfolio will indicate that 120 hours of teaching has been undertaken, which must be counter-signed/verified by the students mentor (see appendix No. 2 – Record of Teaching Hours).
Students will complete their portfolios throughout this semester drawing evidence from the student’s teaching activities and will consist of lesson plans, schemes of work, documents showing overall coherence of delivery and rationales for decisions made. Theories of learning and teaching must be linked to the students teaching activities drawing on appropriate literature. There must also be evidence of wider professional involvement in quality assurance processes, self-evaluations, reflection and plans for the student’s own professional development.
The portfolio enables the student to capture the richness and complexity of the teaching experience. It is not simply a compilation of unrelated items but an organised and coherent file. The selection of the material for the portfolio should contextualise the student’s learning and show development and growth of understanding over time. It provides evidence of the student’s access to learning across a range of settings. It also provides the student with a valuable resource for future teaching and with the opportunity to learn about the use of the portfolio as an assessment tool.
|The aims of this module are to provide students with the opportunity to increase their knowledge and understanding of the complexities of learning and teaching, assessment and evaluation in order to review critically and enhance their expertise in these areas of professional practice
|On completion of this module the student should be able to:
Subject Knowledge and Understanding
• develop strategies to evaluate the learning and teaching processes through reflection and feedback, and contribute to institutional monitoring and Quality Assurance (QA) systems
• appreciate the discrete and subjective nature of assessment and evaluation and utilise criteria and strategies to increase objectivity, whilst undertaking both these aspects of their teaching role in a range of settings.
• develop a critical, reflective and innovative approach to teaching and learning in educational and practice settings, and formulate plans for their own professional development.
• identify the characteristics of quality learning and select appropriate assessment and evaluation strategies in order to determine the extent to which the desired learning outcomes have been achieved.
• create and maintain an effective learning environment through facilitating and establishing positive relationships and ensuring that the principles of equal opportunities are adhered to
• advise and assist students in their induction and integration into new educational and practice settings
• select, plan and implement a range of teaching and learning strategies, and facilitate learning across a range of educational and practice settings
• develop and utilise a range of learning resources including information and communication technology (ICT) materials
• demonstrate competence in implementing the approved assessment and evaluation practices within their educational institution and critique approaches used, from a sound theoretical perspective
• contribute, as a team member, to the evaluation of students’ total learning experience in order to provide data for: curriculum development; educational audit; quality assurance processes and reports for stakeholders.
• identify and respond to the needs of individual learners ensuring they access the necessary support, and facilitate their progress towards becoming autonomous learners.
• support their students when receiving feedback from assessment and devise subsequent action for the students’ continuing educational development.
• effectively utilise the information gained from assessment and evaluation in order to aid self-reflection and self-development.
|This module is quite unique as it is designed to advance learning and teaching skills. To achieve this, a training needs analysis will be conducted on commencing the module. Each student will identify their goals and develop a pathway of discovery and learning.
Students will have an opportunity to explore the following content and analyse how effective their strategies are:
• Skills and qualities of an effective teacher
• Planning learning opportunities
• Selecting learning strategies
• Assessment strategies relevant in a variety of settings
• Using feedback for professional development
• Quality monitoring
• Identifying needs and supporting learners
• Evaluating teaching and learning processes
|Methods of Teaching/Learning
|Total study time: 150 hours − 30 hours taught
30 hours self-directed
90 hours practice-based learning
The delivery of this module will be through the following strategies:
• Teacher-led sessions
• Student-led workshops
• Group work
• Discussion groups
• Problem-based learning
• Enquiry-based learning
• Action learning
• Role modelling
Biggs J & Tang C (2007) 3rd edn Teaching for Quality Learning at University. Buckingham Open University Press
Jarvis P (ed) (2006) 2nd edn The Theory and Practice of Teaching. Oxon Routledge.
Race P & Pickford R (2007) Making Teaching Work SAGE Publications London
Rose M & Best D (2005) Transforming Practice through Clinical Education, Professional Supervision and mentoring Elsevier London
Reece I, Walker S (2007) 6th edn Teaching, Training and Learning: A Practical Guide. Durham British Education Publishing Ltd
Gopee N (2008) Mentoring and Supervision in Healthcare Sage London
Jarvis P (1995) 2nd edn Adult and Continuing Education ‘Theory and Practice’. London Routledge
Light G, Cox R & Calkins S (2009) Learning and Teaching in Higher Education: The Reflective Professional Sage London
Race P (2007) 3rd edn The Lecturer's Toolkit: A Practical Guide to Assessment, Learning and Teaching. Routledge Oxon
West S, Clark T & Jasper M (2007) Enabling Learning in Nursing and Midwifery Practice John Wiley and Sons West Sussex
Driscoll J (2006) 2nd edn Practising clinical supervision – a reflective approach for Healthcare Professionals. Bailliere Tindall London
Hill C (2004) Teaching Using Information and Learning Technology. Exeter, Learning Matters
Tummons J (2005) Assessing Learning in Further Education. Exeter: Learning Matters
Wallace S (2005) Managing Behaviour and Motivating Students in Further Education. Exeter: Learning Matters
Wallace S (2005) Teaching & Supporting Learning In Further Education. Exeter: Learning Matters
Wallace S, Gravells J (2005) Mentoring in Further Education. Exeter: Learning Matters
Teaching in Higher Education
Active Learning in Higher Education
Journal of Vocational Education & Training
Studies in Higher Education
British Journal of Nursing
Journal of Advanced Nursing
Journal of Community Nursing
Nurse Education Today
Quality in Higher Education
Assessment & Evaluation in Higher Education
Journal of Further & Higher Education
British Journal of Educational Technology (Vol 32) No 2, 2001
http://www.hea.ac.uk Higher Education Academy
http://www.nmc-uk.org/ Nursing and Midwifery Council
http://www.hpc-uk.org/ Health Professions Council
http://www.ltsh.ac.uk Learning and Teaching Skills Network
http://www.qca.org.uk The Qualifications and Curriculum Authority
http://www.qaa.ac.uk/ Quality Assurance Agency for Higher Education
http://www.seec-office.org.uk/creditleveldescriptors2003.pdf Academic Level Descriptors
http://www.standardsverificationuk.org/ Organisation responsible for initial teacher training
|3RD AUGUST 2010