Units

• Dental Education In Practice (MEC009-6) Compulsory
• Educational Perspectives For The Workplace (MEC004-6) Optional
• Understanding Learning In The Workplace (MEC014-6) Optional

The assessment strategy for the course combines formative and summative elements ie assessment for learning and assessment of learning. It is designed to foster strong links between learning on the course and the lived realities of Dental and healthcare educators working in Higher and Professional education contexts. It is also designed to enable you to evidence your competence as a dental educator, in order to satisfy requirements of professional bodies and regulators. The choice of assessments is determined on the basis of their fitness for purpose i.e. to evidence achievement of unit learning outcomes at Level 7. However, they also rehearse writing for a range of academic purposes; an early assessment point in the core unit is designed to rehearse writing in the reflective genre and Harvard referencing conventions. Later assessments move to writing in the academic genre, within the traditions of the social sciences. Increasing emphasis is placed on academic literacy and the ability to present complex ideas coherently with reference to appropriate literature. Plentiful opportunities are built in to the course to rehearse these skills, e.g. exercises in problematizing, practice in assessing exemplars of actual (anonymised) assignments, using the criteria we use on the course. By modelling and analysing best practice in educational assessment, we hope students will gain confidence and skills in critiquing, using and developing their own approaches to assessment. The assessments for the core unit (Dental Education in Practice) focus on your own approaches to teaching, learning and assessment. Formative teaching observations provide opportunities for a sustained professional dialogue. The final summative assessment takes the form of a teaching portfolio. The assessments for the core unit move you from writing in the reflective genre to the academic. Formative assessment opportunities arise around the collaborative peer group work that leads to the student presentation. You will also have opportunities to produce detailed plans for your academic paper (Contemporary Educational Perspectives) or case study (Work Based Learning) and received feedback on these. You will always receive feedback on written work within 15 working days.