Learning and assessment
Throughout the foundation degree programme you will participate in a wide range of trainee centred learning activities in order to help you develop the knowledge, skills and values required for practice based around core subjects.
There is a structured approach to teaching which will start with key reading, and or a directed activity, followed by a keynote lecture. This is consolidated by more directed activities for example group work, clinical case studies, simulated practice, team based learning and elements of problem based learning, tutorials, debates and discussions. You will be expected to complete and give feedback upon directed activities, and undertake regular self-directed study. Your learning will be monitored by regular formative assessments; this provides timely feedback but does not contribute to the final module mark.
The programme is assessed both formatively and summatively in theory and practice. There is scope within some assessments to choose topic areas for study, and in some cases type of assessment. Assessments aim to determine achievement of the learning outcomes of each module. Methods used include essays, case studies, reports, workbooks, communications exercise, individual readiness assurance tests and team readiness assurance tests, written and clinical examinations and portfolios.
Practice experience is continuously assessed with a mid-placement formal formative assessment and a formal summative assessment. In addition you will complete a formative reflection on practice and feedback will be provided by your PAT. You are required to submit a self-assessment for all summatively assessed work. Service users/carers are involved in all aspects of assessment, including setting assessments, providing evaluation and feedback in practice and summatively assessing some presentations. Written assessments and reflections are submitted electronically using Pebblepad or Blackboard according to module guidelines.
Theory assessments include a variety of methods with optionality being available in the topic areas studied and where possible method of assessment. Clear links between formative and summative work will be made evident to students to support learning from and for assessment. Methods of assessment have taken into consideration; outcomes and feedback (staff, clinicians and students) from current assessments, variety of assessment, clinical assessments to assess safe practice in a controlled and safe environment, resourcing and marking mechanisms.