Module manager: Daniella Spiteri Cornish
Email: D.SpiteriCornish@leeds.ac.uk
Taught: 1 Feb to 30 Jun View Timetable
Year running 2026/27
Meeting the criteria and qualifications established for acceptance onto the programme
This module is not approved as an Elective
This module adopts a practice-based and inter-professional approach to the assessment and evaluation of clinical education in the workplace and higher education institutions. Participants are encouraged to draw on and present their own experience as learning opportunities throughout the module. The content of the module includes introducing the principles of good practice in assessment, the evaluation of a range of assessment strategies, critical analysis of current research into assessment and opportunities to apply this knowledge in practical exercises. We encourage students to integrate the skills and knowledge introduced during the module into their practice.
This module is designed to equip healthcare professionals with the knowledge and skills required to assess and evaluate learning effectively in clinical settings, aligned with the Advance HE Professional Standards Framework (2023). Students will critically analyse assessment methods, design and implement effective feedback strategies, and evaluate teaching and learning outcomes to drive improvements in clinical education. The module enhances understanding of clinical supervision, the creation of supportive and effective learning environments, and the relationship between evaluation and quality assurance frameworks. Delivered through a flexible online format, the module integrates synchronous and asynchronous scaffolded activities, enabling students to balance professional and educational commitments. Furthermore, it fosters collaboration and peer learning through the development of an online community of practice, promoting shared learning and support among participants.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
LO1. Demonstrate a systematic and critical understanding of the design, delivery, and quality assurance of assessment and evaluation methods and strategies in the clinical setting and higher education.
LO2. Demonstrate independence in applying knowledge on assessment and evaluation in practice.
LO3. Take a proactive and self-reflective role as assessors in the clinical setting and higher education to evaluate their own professional practice and that of others.
LO4. Engage with the implications of conducting assessment and evaluation in inter-professional settings.
LO5. Evaluate current issues and research and their relevance to assessment and evaluation in the clinical context.
The following skills are developed in this module. These are in keeping with the Leeds Skills Matrix:
SLO1: Educational Design and Practice: Design, implement and evaluate evidence- informed clinical education strategies and assessments, using creative, inclusive and appropriate approaches to enhance learning across healthcare professions.
SLO2: Professional Reflection and Development: Demonstrate critical self-reflection and ongoing professional development through sustained engagement with academic feedback, peer learning and career-relevant skills in clinical and academic settings.
S2a Supporting students in the clinical environment (mentoring, coaching).
S2b Personal development planning.
S2c Clinical supervision.
S2d Principles of assessment: what is assessment, why do we assess, when do we assess and how do we assess? Assessment of clinical competence.
S2e The process and challenges of giving feedback.
S2f Assessment methods (objective structured clinical examinations, simulation, multiple- choice questions, peer assessment, observation etc.).
S2g Appraisal.
S2h Evaluating teaching and learning.
S2i Quality assurance in education and clinical teaching.
The development of academic study skills – using literature/reading research papers and policy documents; referencing and plagiarism; time management and independent study skills; critical reflection; writing for study and academic writing; group work processes and presentation skills – are integrated throughout the curriculum.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| On-line Learning | 2 | 2 | 4 |
| Group learning | 9 | 13.5 | 21 |
| Lecture | 1 | 1 | 1 |
| Seminar | 7 | 2 | 14 |
| Tutorial | 4 | 1 | 4 |
| Independent online learning hours | 48 | ||
| Private study hours | 208 | ||
| Total Contact hours | 44 | ||
| Total hours (100hr per 10 credits) | 300 | ||
208 hours of private study inclusive of:
- 30 hours reading and other activities preparing for taught units;
- 90 hours post-unit follow up activities
- 16 hours preparing for micro-teaching and observation of teaching in practice
- 40 hours researching and writing assessed course work (assignments);
- 32 hours group study and private reading.
48 hours Online support to facilitate independent learning will be given to the students through the University VLE which will provide additional reading, links to sources of research and session hand-outs, power-point presentations and reading lists and enable group work to develop the practice–based assessment activity.
Student progress is closely monitored throughout the programme, both during and between the 2 taught units, and there are opportunities for formative assessment and pastoral support. Student participation, understanding and achievement is gauged by informal observation and monitoring of contributions to coursework activities and discussions, the observation of teaching in practice, draft assignments and the tutorial system. Group and/or individual tutorials and on-going individual feedback, usually via e-mail, on coursework assignment drafts are provided throughout the module for all students. For students who have a declared disability or SLD there is additional consultation to ensure needs are met. Academic tutors are encouraged to raise any concerns they may have concerning student progress with the programme director.
Each unit is planned during the academic year in which it is delivered and this process involves an informal review of how the previous unit ran, and a more formal referencing back to the previous year’s student evaluations of the module. This meeting also provides an opportunity for an informal review of how the current student cohort is progressing.
Additionally, all students, and their tutors, have access to academic skills development. This provision is a recognition that some students may have been out of formal education for some time; that the majority of students are challenged – at least initially - by the different disciplinary requirements of working in a social science, as opposed to a clinical science, context; and that some students struggle to make the transition from a practitioner discourse to a more academic one. Consequently, academic writing development is integrated into the curriculum by a dedicated course team member with expertise in this area who provides group and individual support and guidance. This takes the form of individual consultations (where requested) and group sessions within each unit on academic writing skills and critical analysis of the educational literature which offer students peer marking exercises, exemplars and group work activities to introduce and practice their skills.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Essay | 2500 words | 50 |
| Assignment | Blog/ Vlog A repository of either 3 (500 word) Blogs or 3 (10 minute) Vlogs corresponding to the D2 descriptors corresponding to the PSF (2023) | 50 |
| Total percentage (Assessment Coursework) | 100 | |
Students are required to pass each assignment to pass the module. If a student fails an assignment, they can resubmit the assignment for a maximum mark of 50. Blog/Vlog Students can choose between creating a repository of blogs or vlogs for this assessment. Each assessment will correspond to the Advance HE PSF (2023) descriptors with a focus on professional values, core knowledge and areas of activity. The Advance HE D2 descriptors to which students will map their submissions will have a focus on assessment and evaluation. This is in keeping with accreditation obtained for this programme of study by Advance HE. Students are required to submit either 3 blogs or 3 vlogs. Guidance and IT support will be provided to students. The academic team has already reached out to the Digital Education Team at the University of Leeds as well as other colleagues who may have experience with similar assessment formats. There is no compensation between elements of summative assessment; each element must be passed. In the event of failure of one or more elements, the module mark will be capped at 50 on successful re-sit of the failed element(s).
Check the module area in Minerva for your reading list
Last updated: 30/04/2026
Errors, omissions, failed links etc should be notified to the Catalogue Team