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The assessment strategy for the course combines formative and summative elements i.e. assessment for learning and assessment of learning. It is designed to foster strong links between learning on the course and the lived realities of medical and healthcare educators working in Higher and Professional education contexts. It is also designed to enable you to evidence your competence as a medical or healthcare 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 Masters level (Level 7). However, they also rehearse writing for a range of academic purposes; an early assessment point in the core unit for the PGCert in Medical Education, for example, 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. To enhance your understanding and experiences of assessment practices (relevant to your role as an educator) you will encounter a wide range of assessment methods. Examples of assessment methods used across the course are: evidence-based portfolios (e.g. Medical Education in Practice, Simulation in Practice,); academic papers (e.g. Educational Perspectives in the workplace) critical appraisals (Workplace Based Learning); Oral presentations (Educational Policy and Leadership); Case Studies (Workplace Based Learning, Simulation in Practice) Reflective assignments (Medical Education in Practice, Educational Policy and leadership) Literature review (Workplace Based Learning and Medical Education Research Project) and research proposals (Projects) Details of assessment methods are found in each UIF. The assessment map below illustrates the assessment experience of a student on the MA in Medical Education who completes 60 credits per year, chooses the Medical Education Research Project and takes three years to complete the award.