Assessment Schedule Trimester 1 Trimester 2 Trimester 3 Module Assessment Module Assessment Assessment Year 1 Level 1 Introduction to the Perioperative Environment 40 credits 30 min class test, formative, week 6 1 .5 hour class test, week 10, 50% Infection control OSCE, week 15 1500 word assignment, week 15, 50% Clinical assessment, week 14 Principles of Surgical & Anaesthetic Practice 40 credits Anaesthetic machine OSCE, week 13/14 1500 word assignment, week 13, 50% 1.5 hour Class test, week 2, 50% Clinical assessment, week 12 Foundations of Practice in Health & Social Care 20 credits Group presentation, 30% 1500 word reflective assignment, 70% Introductory Psychology & Sociology for Health & Social Care Practitioners 20 credits Multi- disciplinary group poster presentation 40% 2000 word essay 60% Year 2 Level 2 Developing Professional Practice 30 credits Clinical assessment, week 14 Blood transfusion OSCE, week 15 1 hour online drug calculation class test, week 15, 50% 1500 word assignment, week 15, 50% Research in Health & Social Care Practice 20 credits 1000 word assignment research questions and methods, 25% 2000 word research critique, 75% Principles of Post Anaesthetic Care 30 credits Clinical assessment, week 6 3000 word assignment, week 11, 100% Care of the Patient with Complex/Specialised Needs 40 credits Formative Tripartite assessment , in placement 7/8 2500 word case study, week 3, 50% Clinical assessment, week 12 2 hour class test, week 13, 50% Year 3 Level 3 Investigating Effective Practice 20 credits Evaluative report, 100% Managing Post Anaesthetic and Critical Care 40 Credits Recovery OSCE, week 7 Clinical assessment, week 12 4000 word written assignment, week 12, 100% Enhancing Surgical & Anaesthetic Practice 60 credits Poster presentation & linked 2000 word assignment, week 1, 50% 5000 word reflective portfolio of enhanced skills, week 14, 50% Completion of Cleanliness Champion, week 12
POLICY ON STUDENT PERFORMANCE FEEDBACK At programme level, details of the practice of Student Performance Feedback must be provided in Student Programme Handbooks. All modules will have a published student feedback strategy. All Schools/GAPS will adopt the Principles of Student Feedback practice (see page 2). Student feedback will be given on all forms of assessed work and on any other group or individual contributions to a module. All modules will provide generic assessment feedback using Blackboard or some other appropriate method. All modules will set up “bulletin boards” which include the facility for students to pose questions. All programmes will have a programme portal through which feedback can be provided on meetings of SSCGs and Programme Boards. PRINCIPLES OF STUDENT FEEDBACK For each of the 7 principles of good feedback practice, some practical examples are presented below. These examples do not represent a comprehensive list nor is any one example mandatory. However there is an expectation that many modules will use one or more of these or alternative techniques to satisfy the principles. A: Facilitating the Development of Self-Assessment Students can be asked to: request the kinds of feedback they would like when they hand in work; identify the strengths and weaknesses in their own work in relation to criteria or standards before handing it in for teacher feedback; reflect on their achievements and selecting work in order to compile a portfolio; set achievement milestones for a task and reflecting back on progress and forward to the next stage of action; give feedback on each other’s work (peer feedback) also helps support the development of self-assessment skills (for example, Gibbs, 1999). B: Encouraging Teacher and Peer Dialogue Good examples of feedback dialogue in class include: providing feedback using one-minute papers (Angelo and Cross, 1990); reviewing feedback in tutorials where students are asked to read the feedback