Module ERPM005 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
ERPM005: Designing and Communicating Research
This module descriptor refers to the 2021/2 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 |
---|---|---|---|
Set exercise | 15 minute presentation (1000 words) | 1,2,3,6,7 | Oral and peer feedback |
Draft section of written assignment | 1,500 words | 1,2,3,5 | Written and oral |
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 |
---|---|---|---|---|
Written assignment (portfolio of 2 pieces of work) | 100 | 5,500 words | 1-7 | Written and grade |
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 |
---|---|---|---|
Written assignment (portfolio of 2 pieces of work) | Written assignment (portfolio of 2 pieces of work) (5,500 words) | 1-7 | 6 weeks from notification of failure or re-entry onto programme |
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.
Basic reading:
BERA (2000) Good practice in educational research writing. Nottingham, BERA.
- Thomas, G. (2007), Education and theory: strangers in paradigms, University Press, ISBN 0335211801, 0335211798, 9780335211807, 9780335211791, Format electronic resource
- Robson, C. (2017) Small-Scale Evaluation: Principles and Practice Second Edition. Sage Pub https://dx.doi.org/10.4135/9781526417930
- Banerjee PA (2016). A longitudinal evaluation of the impact of STEM enrichment and enhancement activities in improving educational outcomes: Research protocol. International Journal of Educational Research, 76, 1-11.
- Banerjee, P. A. (2017) Does continued participation in STEM enrichment and enhancement activities affect school maths attainment?, Oxford Review of Education, 43:1, 1-18, DOI: 10.1080/03054985.2016.1235031
- Cohen, L., Manion, L. & Morrison, K. (2011) Research Methods in Education (7th edition). London: Routledge. [Available in digital format]
- Freeman, D. (1995). Asking "Good" Questions: Perspectives from Qualitative Research on Practice, Knowledge, and Understanding in Teacher Education. TESOL Quarterly, 29, (3), 581-585. [online resources]
- Tricia Serviss, Sandra Jamieson (2017). Points of departure: Rethinking student source use and writing studies research. Utah State University Press. [Available in digital format]
- Troudi, S. (2014). Paradigmatic nature and theoretical framework in educational research. Inspiring Academic Practice, 1, (2), 1-11. [Available online: [https://education.exeter.ac.uk/ojs/index.php/inspire/article/view/25/16]
- Myhill DA, Jones SM, Lines H, Watson A (2012). Re-thinking grammar: the impact of embedded grammar teaching on students' writing and students' metalinguistic understanding. Research Papers in Education, 27(2), 139-166
- Myhill, D.A. Lines, H.E and Watson, A. (2012) Making Meaning with Grammar: a Repertoire of Possibilities mETAphor 2:1-10
- · Lines, H.E and Myhill, D.A. (2012) Grammar for Writing: Using Knowledge of Grammar to improve Writing. Classroom 18: 45-48