Module EFPM286 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM286: Educational Issues, Policies and Practices - Flexible Study
This module descriptor refers to the 2019/0 academic year.
Module Aims
This module aims to develop:
- systematic understanding and critical awareness of current problems and/or new insights relating to a specific educational issue, policy and/or practice;
- comprehensive understanding of techniques relevant to research on a specific educational issue, policy and/or practice;
- critical evaluation of current research on a given educational issue, policy and/or practice; and
- initiative, self-direction and originality in tackling problems and new insights relating to a specific educational issue, policy and/or practice.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. engage critically with a specific educational issue, policy and/or practice, drawing on wider theories, policies and practices 2. undertake systematic research and analysis of a specific educational issue, policy and/or practice, and to use the outcomes to manage and structure change 3. demonstrate critical awareness of, and ability to manage, ethical issues and work collaboratively to formulate solutions |
| Discipline-Specific Skills | 4. demonstrate a critical understanding of international research on a specific educational issue, policy and/or practice 5. demonstrate a systematic understanding of how to investigate a specific educational issue, policy and/or practice in a professional context 6. critique and reflect upon a specific educational issue, policy and/or practice with a view to improvement |
| Personal and Key Skills | 7. study independently and collaboratively, to participate in group discussions, and to present research and information to peers 8. reflect critically upon academic, professional and policy texts 9. use research, personal knowledge and professional experience of a given educational issue, policy and/or practice with a view to development and improvement |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Review of texts related to the specific educational issue, policy and/or practice. Presented as formative task by an individual or group with development for summative assessment. | 2500 | 1, 3, 8 | Oral feedback in seminars and/or email feedback. |
| Plan and timeline for the individual/group work. Mode to be agreed with Programme Director, for example journal/diary, reflection on minutes from research meetings, oral or written. | 2500 | 2, 3, 9 | Oral feedback in seminars and/or email feedback. |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| (Either) A 10,000 word equivalent submission of material which must include 2,500 words of theory and statement of individual contributions.To be agreed with Programme Director. This could include a written report, materials, dissemination phase eg. website, seminars for colleagues, oral presentations, posters and captured in various ways including audio, video files, to create a portfolio of materials. Or (a) A 5,000 word report of work done, which might include minutes from meetings, observations of learners, ethical considerations, research techniques; data analysis and solutions. To be agreed with Programme Director. It must include a statement of individual contribution. AND (b) A 5,000 word dissemination of project to colleagues, which might include group CPD, website materials, oral presentations, as above including an evaluation of the dissemination process, and Individual Written Reflection on the process and outcome of the project (2500 words) | 100 | 10,000 words or equivalent | 1-9 | Written feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Original choice of summative assessment | Resubmission of original choice of summative assessment | 1-9 | 6 weeks |
