Module EFPM913 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM913: Debating the Big Questions in Education
This module descriptor refers to the 2019/0 academic year.
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 |
---|---|---|---|
Essay | 1500 words | 1-5 | Written and oral tutor feedback (academic tutorial) |
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 |
---|---|---|
80 | 0 | 20 |
...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 |
---|---|---|---|---|
Literature review | 80 | 5000 words | 1,2,3,6 | Written tutor feedback |
Individual presentation | 15 | 1000 words | 1,2,3,5 | Written tutor feedback |
Class participation in seminar debate activities | 5 | 275 words | 1-5 | Written tutor 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 |
---|---|---|---|
Literature review | Literature review (5000 words) | 1,2,3,6 | 6 weeks |
Individual presentation | Recorded presentation | 1,2,3,5 | 6 weeks |
Re-assessment notes
Class participation in seminar debate activities will not be reassessed as this activity will take place within taught session time. Presentations will be required as audio recordings owing to the main assessment session occurring within term time.
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Adey, P. & Dillon, J. (eds) (2012). Bad Education: Debunking Myths in Education. Milton Keynes: Open University Press.
Armstrong, A. C., Armstrong, D. and Spandagou, I. (2010) Inclusive Education, International Policy and Practice. London: Sage
Arnot, M. (2002) Reproducing Gender; Critical Essays on Educational Theory and Feminist Politics London: Routledge
Ball, S. (2017) The Education Debate. London: Policy Press.
Hayes, D. (ed.) (2004) Key Debates in Education. London: Routledge Falmer.
Reay, D. (2017) Miseducation: Inequality, Education and the Working Classes
Selwyn, N. (2016) Education and Technology: Key Issues and Debates. London: Bloomsbury.
William, D. (2017) Assessment and learning: some reflections, Assessment in Education: Principles, Policy & Practice, 24:3, 394-403.