Postgraduate Certificate in Learning &
Teaching
Module 2
Assessment Guide
September 2012
2
Contents
Module 2 Assessment
page 5
Deadlines
page 6
Portfolio Cover Sheet
page 7
Checklist
page 8
Assignment 1
page 9
Assignment 2
page 11
Assignment 3
page 13
Assignment 4
page 15
Assignment 5
page 16
Assignment 6
page 17
CiLT Community of Learning
page 18
Final Activity
page 19
Module 2 Assessment Criteria
page 21
Further Guidance: The Viva
page 27
3
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The University of Sheffield
Postgraduate Certificate in Learning and Teaching
September 2012
Module 2 Assessment
The Postgraduate Certificate in Learning and Teaching at Sheffield is a 60-credit
programme at M Level. It consists of two 30-credit modules which are both assessed
by Portfolio and Viva. The second Portfolio is a collection of work carried out during
Module 2. You will find all the details you need in the sections below. The Viva is a
professional development dialogue centred on your Portfolio and assessed against
the CiLT assessment criteria.
Before you start work on Module 2 please read through ALL the assignments
carefully. Assignments 1 and 2 must be submitted by the deadlines shown to be
marked by CiLT tutors. Note that Assignment 4 requires you to book onto CPD
sessions and that you are advised to book places as soon as possible.
On completion of all the assignments and teaching observations below you will have
all the material you need for your Portfolio. Please complete and attach the cover
sheet (page 7) and checklist (page 8) before you submit. If any part is missing your
Portfolio will be returned and you will be asked to resubmit and you will not be
permitted to proceed to Viva until all sections have been submitted.
Following submission your Portfolio will be assessed by your CiLT Tutor (and is
subject to moderation by another). If successful you will be invited to attend a Viva
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where your Portfolio will be used as the basis of discussion against the CiLT
assessment criteria (pages 21-26).
If you have any questions or are unsure about any of the activities please speak to
your CiLT Tutor.
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Deadlines
Module 2 Attendance Block
3 – 6 September 2012
Assignment 1 (a):
The Impact of Strategy
5 October 2012
Assignment 1 (b):
Comments on PEERMARK
19 October 2012
Assignment 1 (c):
Designing Strategy into
2 November 2012
learning/curriculum
23 November 2012
Audio feedback from Tutor
Assignment 2:
Critical Reading
1 March 2013
Written feedback from Tutor
22 March 2013
Assignment 3:
A Strategic Conversation
By end of Semester 1
Assignment 4:
Reflection(s) on CPD Session(s)
By end of Semester 1
Assignment 5:
Peer Conversation on Learning
By end of Semester 1
Technologies
Assignment 6:
Conversation with Students on Assessment
and Feedback
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By end of Semester 1
Community of Learning:
Reflection on Session 1
Semester 1
Reflection on Session 2
Semester 2
Module 2 Final Reflection and Portfolio
Submission
17 May 2013
Written feedback from Tutor
7 June 2013
Viva (advised)
By 5 July 2013
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The University of Sheffield
Postgraduate Certificate in Learning and Teaching
EDU6058 Portfolio Cover Sheet
Name:
CiLT start date:
Portfolio due date:
Date submitted:
CiLT Tutor:
Deadlines are final and cannot be negotiated. Extensions may be granted in exceptional circumstances
and should be negotiated in advance. Please refer to the programme handbook for more information
about deadlines and extensions.
An extension has been granted for this work. The new deadline is:
I certify that this work is my own original work and that material has not been copied
from any other work (published or otherwise) without acknowledgement in the text
(see www.shef.ac.uk/lets/design/unfair).
Signature:
I have submitted two hard copies:
in person
I agree that this assignment can be made available (anonymised)
to future CiLT participants
CiLT MODULE 2 PORTFOLIO SUBMISSION RECEIPT
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by post
Learning and Teaching Services confirm the receipt of the CiLT Module 2 portfolio
from:
Name:
Department:
Date:
For office use:
Received by (print):
Signature:
CiLT Module 2 Portfolio
CHECKLIST
Please complete the checklist below, attach at the front of your Portfolio along with
the Portfolio Cover Sheet.
ACTIVITY
Date Completed
Assignment 1 (a): The impact of Strategy
Assignment 1 (b): Peermark feedback on Impact of Strategy
Assignment 1 (c): Designing Strategy into learning/curriculum
Assignment 2: Critical Reading
Assignment 3: A Strategic Conversation
Assignment 4: Reflection(s) on CPD Session(s)
Assignment 5: Peer Conversation on Learning Technologies
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Assignment 6: Conversation with Students on Assessment &
Feedback
Community of Learning (a): Reflection on Session 1
Community of Learning (b): Reflection on Session 2
Module 2 Final Reflection & Learner Assessment Form
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Assignments 1 to 3 ask you to choose a key strategy from the following list
(you must choose a different strategy each time):

Employability

Equality and diversity

Internationalisation

Research experience

Transitions

Unfair means
Assignment 1: Strategic Impact
In recent years the success of universities has been partially measured through their
interpretation and implementation of various strategies – some driven by legislation,
others by the HE sector. Quality Assurance (QA) processes have been put into place
to ensure quality and monitor specific objectives. Quality Enhancement (QE) asks
institutions to appraise and improve. In the first CiLT Module 2 workshop you
discussion curriculum design in the wider context of QA, QE and the University’s
Learning and Teaching Strategy.
ASSIGNMENT 1 (a)
Choose a Strategy from the list above. Discuss how your chosen strategy:

is seen in the current context of Higher Education

has been implements at the University of Sheffield

impacts on your students’ learning

connects to your curriculum design, assessment or feedback
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The full discussion should be 800-1000 words (maximum) and should include at least
one reference for each of the bullet points (cited appropriately).
ASSIGNMENT 1 (b)
SUBMIT/POST your discussion from Assignment 1 (a) online in PEERMARK: Three
CiLT peers from your Cohort will be randomly assigned for you to comment on their
strategy discussions and for them to comment on yours (see Box 1 below). A guide
to the use PEERMARK as a student is available at http://ebookbrowse.com/turnitinpeermark-student-guide-pdf-d83810741. Post your work by 5.00pm on the date of
the deadline (see page 6).
BOX 1: Questions asked in PEERMARK (~100 words per question)
1. Is the strategy clearly situated in the Higher Education context?
Comments:
2. Does the writer consider how this strategy has been implemented at the University of
Sheffield?
Comments:
3. Do the writer show how the strategy impacts on their students’ learning?
Comments:
4. Is the discussion referenced appropriately?
Comments:
5. Does the writer discuss how the strategy connects to their curriculum design, assessment
or feedback?
Comments:
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ASSIGNMENT 1 (c)
Using comments received from your peers in Assignment 1 (b), discuss how you
(would/could) design your chosen strategy into your module or give feedback
on/assess this (500 words maximum).
Submit your discussion online in MOLE2 by 5.00pm on the date of the deadline (see
page 6).
You will receive audio feedback on your work from a CiLT tutor within three weeks of
submitting your discussion.
Insert your discussions for Assignments 1 (a), 1 (b) and 1 (c) into your Module 2
Portfolio and complete the “date completed” box on the Checklist.
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Assignment 2: Critical Reading on a Strategic Issue in
Curriculum Design, Assessment or Feedback
This assignment requires you to critically engage with a small-scale literature review
exercise on an issue that is relevant to the topic of Curriculum Design, Assessment or
Feedback. Thus, please adhere to all the academic conventions that usually apply for
Literature Reviews. If you would like to compare the differences between your own
disciplinary Literature Review conventions and what we expect here in CILT, please
see the “Critical Reading PowerPoint” in the Module 2 Resources folder in MOLE2.
Once completed, your literature review should be submitted to your Tutor via
MOLE 2 before the deadline in the CiLT Handbook. Following comments from
your Tutor your completed literature review should be inserted into your Module
2 Portfolio.
The aim here is to not simply consider “theory” in an abstract way but to start to
research a specific topic or research question that is of specific relevance to your
practice. Please conclude your review with some ideas about why what you have read
is of interest or of use to you in your practice, and how you might begin to adopt
what you have read.
ASSIGNMENT
Maximum: 1500 words
Choose a third Strategy from the list (one not used in Assignments 1 or 2).
Undertake some research into how your chosen Higher Education Strategy is
taken into consideration in curriculum design, feedback or assessment in your
subject area or wider discipline by consulting with relevant generic and disciplinespecific literature. A good starting point is the list of references given in the Further
Reading section of the Course Handbook. Higher education journals are available
through:
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http://resources.glos.ac.uk/tli/prsi/support/hejournals.cfm
(Accessed August 2012)
Further possible avenues of enquiry might include the Higher Education Academy
Web Site:
http://www.heacademy.ac.uk/resources (Accessed August 2012)
including the subject network:
http://www.heacademy.ac.uk/SubjectNetwork.htm
(Accessed August 2012)
the Supporting New Academic Staff (SNAS) database:
http://www.heacademy.ac.uk/snas (Accessed August 2012)
Beyond that, Google, Google Scholar and the University of Sheffield’s Library STAR
database, particularly Education-based e-journals databases are obvious search tools
to use. CiLT course tutors will further provide additional advice and guidance should
you need it.
1. Having undertaken your research, produce a critical review of your findings.
Please do not simply summarise what you have read; you need to evaluate if
what you have read is useful and relevant to your curriculum design,
assessment or feedback. You should cite 4-6 references in your literature
review. References should be appropriately cited in the text and a list of
references provided (this is in addition to your 1500 words).
2. Submit your literature review to your Tutor via MOLE2 by 5.00pm on the date
of the activity deadline (see page 6).
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3. You will receive feedback from CiLT course tutor on your submission, normally
within three weeks of the submission deadline.
4. Following comments from your Tutor your completed literature review should
be inserted into your Module 2 Portfolio.
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Assignment 3: A Strategic Conversation
This Assignment requires you to carry out a short, focussed, conversation with a
colleague in your department about supporting one of the strategies above (you
must choose a different strategy to that used in Assignment 1). You should complete
Part 1 before your conversation, which can be either face-to-face or over
the ’phone/Skype and should be no longer than 30 minutes. Complete Part 2 after
the conversation.
PART 1 – TO BE COMPLETED BEFORE CONVERSATION
Your name:
Colleague’s name:
What strategy have you chosen?
Why did you choose this colleague for a peer conversation about your chosen
strategy? (100 words maximum)
How might you implement this strategy into your curriculum design, assessment
or feedback? (200 words maximum)
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Identify an issue relating to implementing your chosen strategy that you would
like to discuss with your colleague. (100 words maximum)
What is the benefit of your idea of integrating your chosen strategy into your
curriculum design, feedback or assessment? (100 words maximum)
PART 2 – TO BE COMPLETED AFTER CONVERSATION
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Write a brief reflection on your conversation. (250 words maximum)
Once completed this form should be inserted into your Module 2 Portfolio.
Assignment 4: Continuing Professional Development
Engagement with Continuing Professional Development (CPD) is an important aspect
of career progression and development, and forms part of the HEA UK Professional
Standards Framework. To become a Fellow of the HEA you must be able to show a
commitment to CPD. Part of the Module 2 requirement is that you undertake CPD
activities of your choice equivalent to one day (8 hours). Suggestions include:
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The Higher Education Academy (HEA) runs one-day CPD events across the
country. These are usually free to attend and often have travel bursaries
attached. You can find out more at http://www.heacademy.ac.uk/events.
The annual Learning and Teaching Conference
Your professional body will run CPD activities, as will your Faculty
Speak to colleagues to help identify appropriate CPD activities.
Your CPD activity for CiLT Module 2 should not include “Supporting the Supporters”
activities or activities provided by your own department (such as might be provided
through a weekly/monthly seminar programme). CPD activities run by the HEA or an
external body hosted at Sheffield are acceptable. If you have exhausted the
suggestions above please speak to your CiLT Tutor.
If you attend ONE full-day session:
Write a short reflection (500-600 words) on the session you attended. This should
include the following information:

CPD session title and provider

Date attended

Length of session

A reflection where you consider the issues raised, and/or solutions provided,
in the CPD session in your own practice. (Note the reflection should not be a
description of the session).
If you attend two half-day sessions:
For each session you attended write a short reflection (250-300 words). Both
reflections should include the following information:

CPD session title and provider

Date attended

Length of session
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
A reflection where you consider the issues raised, and/or solutions provided,
in the CPD session in your own practice. (Note the reflection should not be a
description of the session).
On completion, the reflection(s) should be inserted into your Module 2 Portfolio.
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Assignment 5: Peer Conversation
Assignment 5 is a peer conversation with a colleague from your CiLT cohort. Please
choose a colleague for this Assignment. Your Assignment should include the
following information:

Your name

Your CiLT colleague’s name

Date of conversation

A rationale for choosing that colleague

Two or three areas within the theme that you would like to discuss
in relation to curriculum design, feedback or assessment in your
subject area

A reflection (250-300 words) on your conversation
The theme for your conversation is:
The use of learning technologies in your subject discipline
Once completed insert your Assignment into your Module 2 Portfolio.
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Assignment 6: Student Conversation
For Assignment 6 you will discuss the theme below with one or more students from
your discipline. For example, they could be your personal tutees, project students or
volunteers from a lecture/seminar. Your Assignment should include the following
information:

Your name

Name(s) and level of study of student(s)

Date of conversation

A rationale for choosing the student(s)

Two or three areas within the theme that you would like to discuss
in relation to curriculum design, feedback or assessment in your
subject area

A reflection (250-300 words) on your conversation
The theme for your conversation is:
Assessment and feedback in your subject discipline
Once completed insert your Assignment into your Module 2 Portfolio.
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CiLT Community of Learning
You are required to attend one session with your CiLT Tutor each semester of
Module 2. The times are shown on the Course Timetable on page 5 of the Workshop
Guide and should be booked via the cilt@ email address – you will be given a
location in the confirmation). You should bring assignments completed to each
session.
The session in Semester 1 will provide an opportunity to

engage in peer-led discussion;

let your Tutor know how your CiLT assignments are progressing; and

look forward to the literature review (Assignment 2).
The session in Semester 2 will allow a further catch-up on progress. The focus of the
session will be on the final preparation of the Portfolio and what to expect in the Viva.
Following each session you should write a short reflection (250 words maximum).
Both reflections should be included in your Module 2 Portfolio.
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Final Activity: Module 2 Reflection
The final activity for Module 2 is to compile your Portfolio. This should consist of the
cover sheet, checklist, all assignments, your two Community of Learning reflections
and the final activity below.
The focus of Module 2 is on design of effective curricula including feedback and
assessment methods. Professional development has been encouraged through
exposure to principles of good practice in curriculum design and assessment, as well
as introduction to a range of assessment and feedback techniques, curriculum
models and the use of evidence-based practice to inform your professional
development.
Write a reflection (1000-1200 words) considering the following:
1. How do you evaluate the effectiveness of your module? (250-300 words)
2. Explain your rationale for (250-300 words each):

choice of learning activities;

method(s) of assessment; and

method(s) for obtaining feedback from students.
Base your discussion on outcomes from your practice, peer conversations, research,
scholarship or CPD activities.
Once completed place this reflection along with your Learner Assessment Form (see
page 20) at the end of your Module 1 Portfolio.
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Learner Assessment Form – Module 2
Please complete this form and attach it to your Final Activity for Module 2 for one
group of learners you teach:
Course/Module name:
Level:
Context:
Number of learners:
Age range:
Issues of diversity in the classroom? (eg cultural background, gender, disability,
access needs, particular strengths and convictions you’ve noticed between
students):
Subject experience, range or differences:
How do you assess prior learning?
How do you evaluate learning during a module, during an assessment, or
through feedback?
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How do you obtain feedback on your curriculum, assessment, or the way you
give feedback to learners?
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Module 2 Assessment Criteria
1. Your ability to recognise and evaluate the particular needs /
requirements of your students
Assessors will be looking for sustained exploration of how consideration
of students has influenced professional practice. This is likely to include
credible exploration of what student needs and requirements are, how
this is likely to affect learning and how you as the teacher can respond to
these needs / requirements in order to optimise learning.
2. Your ability to employ appropriate methods / structure to the subject
matter you are teaching
Assessors will be looking for sustained exploration of how consideration
of specific subject matter has influenced professional practice. This is
likely to include credible description of the subject matter you teach;
what methods and strategies lend themselves to this subject matter and
why.
3. Your preparedness to consider changes in your own practice to
enhance student learning
Assessors will be looking for a genuine engagement with evaluation
practice and a willingness to change practice when appropriate. This will
include discussion of the ways you have considered changing, or actually
have introduced change in your professional practice, why and what you
hope will be or you have observed is the benefit of this change on
student learning.
4. Your ability to evaluate the application and / or relevance of theory in
your teaching practice
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You must be able to demonstrate you are aware of relevant
generic/discipline-specific pedagogical theory, research and literature
and are able to evaluate its applicability and/or accuracy with relation to
your own experience.
5. Your ability to reflect critically and credibly upon your own teaching
practice
Your reflection must be credible rather than consisting unsupported
assertions (the assessors must have grounds for confidence in your claims
and conclusions through your reference to portfolio evidence, careful
consideration of your experience or other support). Your reflection
should be critical (it should not be superficial or mainly descriptive and
should demonstrate a fundamental and genuine investigation of
practice).
At the portfolio stage, assessors will look for evidence that each of the criteria has
been addressed sufficiently to proceed to viva. Please note that this does not mean
the criteria has been achieved to a pass standard, only that there is adequate
evidence in the Portfolio for CiLT assessors to explore the criteria in more depth with
the participant during Viva. To pass the CiLT assessment, all criteria need to be
judged ‘pass’ when the Portfolio and Viva are judged together i.e. the two
methods are integral to the same assessment.
Where the portfolio is not suitable to ‘proceed’ to viva, the assessor’s report will
detail the areas for additional attention, and the participant will then be invited to
resubmit within four weeks.
The full assessment criteria used by CiLT tutors are shown below:
1. Ability to recognize and evaluate the particular needs/requirements of
your students in curriculum design and assessment
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Pass
Proceed
Resubmit/Refer
There is considered description
There is some consideration of
There is limited or no reference
of the students being taught.
the students in terms of their
to students.
This may include identification
background etc. but it is
of individual student’s issues,
somewhat cursory and perhaps
consideration of student
lacks specificity to the particular
background, group dynamics
group(s)/individual(s) being
etc.
taught.
There is clear and convincing
There is evidence for
There is little or no
exploration of how the particular
consideration of how potential
recognition/consideration of
needs/requirements of specific
student needs/requirements in
potential needs/requirements
groups and/or individuals in
relation to curriculum design
of the students in relation to
relation to curriculum
and assessment may influence
curriculum design and
design/assessment may
students’ learning, but this is
assessment could influence
influence their learning.
perhaps superficial, descriptive
their learning.
and general.
There is considered and
There is some explanation of
There is little or no attempt to
convincing explanation of how
how actions are taken in
show how s specific actions are
specific actions and taken are
curriculum design/assessment in
taken in curriculum
taken in curriculum
order to respond to student
design/assessment in order to
design/assessment in order to
needs and requirements.
respond to student needs and
respond to student needs and
However, the
requirements.
requirements. Observations and
observations/assumptions they
interventions are convincingly
are based on or interventions
described.
taken may be incomplete or
unconvincing.
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2. Ability to employ appropriate methods/structure to the subject matter in
curriculum design and assessment
Pass
Proceed
Resubmit/Refer
There is explicit reference to the
There is some consideration of
There is little or no attempt to
subject matter being taught and
the subject matter being taught
highlight the issues and
precise, considered description
and the issues/characteristics
characteristics pertinent to the
of issues and characteristics
pertinent to it, but this is
subject matter being taught.
particular to it.
somewhat cursory and is
perhaps confined to disciplinary
considerations and not the
specific subject matter being
taught.
There is clear and convincing
There is evidence for
There is little or no
exploration of how subject
consideration of how subject
consideration of how subject
matter issues/characteristics
matter issues/characteristics
matter issues/characteristics
may impact upon teaching and
may impact upon teaching and
may impact upon teaching and
student learning through
student learning, but this is
student learning.
curriculum design/assessment.
superficial, descriptive and
general.
There is considered and
There is some explanation of
There is little or no attempt to
convincing explanation of how
how the design of
show how subject matter
the design and delivery of
curricula/assessment has been
issues/characteristics have
curricula/assessment have taken
influenced by the subject matter
been taken into account in the
into account and are suited to
but this lacks depth, perhaps
design of curricula/assessment.
the subject matter being taught.
suggesting particular subject
matter demands were not
explicitly considered in
aforementioned design.
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34
3. Preparedness to make changes in curriculum design and assessment to
enhance student learning
Pass
Proceed
Resubmit/Refer
There is explicit evidence of a
There is some evidence of a
There is little or no attempt to
willingness to evaluate
willingness to evaluate
evaluate curricula/assessment.
curricula/assessment.
curricula/assessment, but this is
not explicit and may be rather
superficially chosen (there is
little or no rationale that
connects evaluation with
change).
There is explicit evidence of a
There is some evidence of a
There is little or no indication
preparedness to act upon
preparedness to change
of preparedness to change
evaluation to change
curricula/assessment, but this
curricula/assessment to
curricula/assessment for the
may not be clearly derived from
enhance student learning.
benefit of student learning.
evaluation of practice.
The ways in which proposed
How and why proposed changes
The reasoning behind any
changes in curricula/assessment
to curricula/assessment will
change is not mentioned.
will enhance student learning
enhance student learning may
are clearly and convincingly
be described but are likely to be
explained.
inadequately explained.
Where relevant and possible,
Where relevant and possible,
There is little or no attempt,
there is appropriate evaluation
there is some assessment of the
where relevant and possible, to
of the impact that any changes
impact any changes in
consider the impact any
in curricula/assessment have
curricula/assessment have had
change has had on student
had on student learning.
on student learning, but this is
learning.
cursory and lacking analysis.
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36
4. Ability to evaluate the application and/or relevance of theory in
curriculum design and assessment
Pass
Proceed
Resubmit/Refer
There is evidence of reasonable
There is evidence of
There is little or no evidence of
engagement and awareness of
engagement of educational
an explicit awareness of any
educational theory, literature
theory, literature and research
educational theory, literature
and research. There is
although it may be somewhat
or research, including those
demonstrated knowledge of
limited and/or insufficiently
that have been addressed in
theories that have been
ascribed. There is awareness
the Module.
addressed in the Module.
demonstrated of theories that
have been addressed in the
Module.
There is considered application
There are attempts to apply
There is no attempt to gain
and credible integration of
educational theory/literature but
insight into learning and
relevant educational
the integration of such material
teaching practice through
theory/literature to provide real
with observations on practice
consideration of educational
insight into learning and
may be poor and not provide
theory, literature or research.
teaching practice.
meaningful insight into learning
and teaching.
Where appropriate there is
There is little attempt to
There is no attempt to critically
critical evaluation of relevant
evaluate educational
evaluate the value of
educational theory, literature or
theory/literature; where
educational theory, literature
research to curricula/assessment
evidence for evaluation is
or research to design of
design.
present, it tends to be cursory
curricula/assessment.
and uncritical.
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5. Ability to reflect critically and credibly upon curriculum design and
assessment
Pass
Proceed
Resubmit/Refer
There is a clear understanding of
There are indications of an
There is little or no evidence
the process of reflective writing
understanding of the process of
for an understanding of the
as a mechanism for the
reflective writing but there may
process or purpose of
development of practice in
not be an understanding of how
reflective writing.
relation to curriculum design
it relates to the development of
and assessment.
practice.
Reflection is focused and there
Reflection may not be precise or
There is no obvious focus or
is a systematic method or
systematic in its exploration of
approach to reflection or
approach used for reflection on
issues and not be fully relevant
evidence of a systematic
curriculum design/assessment.
to the areas of curriculum
exploration of issues in relation
design/assessment.
to curriculum
design/assessment.
There is a genuine engagement
There is some engagement with
There is little or no in-depth
with the process of reflection
the process of reflection,
exploration of raised issues.
that goes beyond describing
demonstrated through the
events to examine underlying
exploration of events and
assumptions, demonstrated
certain raised issues although
through consistent and full
this will not always be in depth.
exploration of raised issues.
The reflection is critical in that
There is some criticality in the
There is little or no
there is an explicit awareness of
reflection through implicit
acknowledgement of what
what contributes towards the
awareness of what contributes
contributes towards the
formation of
to the formation of
formations of
assumptions/beliefs and a
assumptions/beliefs. There may
assumptions/beliefs.
willingness to think in ways
not be an attempt to think in
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which question these particularly ways which question these
in relation to their practice in the
particularly in relation to
realm of curriculum design and
curriculum design and
assessment.
assessment.
The reflection is credible in that
There is some credibility to the
There is little or no sense of
assertions are evidence-based
reflective account, but support
credibility to the reflection,
(or otherwise supported) and
for assertions and conclusions, is
assertions may be superficial,
are convincing and appear to be
not consolidated or convincing.
only positive or descriptive and
genuine.
may also be unsupported and
too general. Claims and
conclusions made are
unconvincing.
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Further Guidance: The Viva
For each module of CiLT, participants will be required to attend a Viva with a course
tutor. The Viva forms the second half of the assessment process of which the
Portfolio is the first part. Each Viva will usually last approximately one hour during
which time participants will be engaged through dialogue in a reflective
consideration of their teaching practice as evidenced by the Portfolio. The
assessment criteria for the Viva are the same as those for the associated Portfolio.
Summative assessment of whether a participant has addressed these criteria to a
pass standard will be determined through consideration of both the Portfolio and the
Viva. The Viva therefore provides the CiLT assessor the opportunity to ‘drill down’
into criteria that were deemed of ‘proceed’ rather than ‘pass’ standard in the
Portfolio and provides participants with the opportunity to demonstrate through an
alternative means of assessment that they are able to satisfy the assessment criteria
to a pass standard. Participants should therefore expect the Viva to focus upon one
or more of the specified criteria and should be prepared to demonstrate, through
reflective dialogue with the CiLT tutor, satisfactory engagement with these criteria.
A secondary purpose of the Viva is to provide further development opportunity for
participants by allowing an exchange of ideas and thoughts with regard practice
through constructive dialogue. Discussion can provide a useful external stimulus for
the development of new ideas and approaches and encourages an ‘active’ and
responsive reflection through a mutual unpicking of issues which participants have
identified as important in their Portfolios.
To enable a more free conversation, Viva discussions will be recorded; the recording
will form the official record of the Viva and will be sent to the participant for their
records. The recording may only be listened to by another CiLT tutor as moderator
and/or by the External Examiner. Participants are asked not to distribute or make the
recording publicly available. If you do not wish your Viva to be recorded please let
your CiLT tutor know before the Viva.
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