Sheffield Experience : Perspective from External Examiner

Some comments from our external examiner:

2014-2015:

‘A range of valid and reliable methods of assessment are in place across the programme. The seminar presentation in Year 1 is an innovative assessment with high professional utility…Qualitative feedback was extremely detailed (e.g. track changes was often used; suggestions were made for further reading), well-considered and pertinent. Topics selected, e.g. for essays, were relevant to current educational debate and practice within educational psychology.’

2015-2016:

‘programme team helpful and reflective…the course continues to employ a range of varied assessments and the programme directors are committed to evolving the course and continuing to develop the curriculum, assessment and feedback method. The standard of academic writing and referencing generally appears high and in line with doctoral standards; the course has worked hard to clarify these expectations and trainees themselves said that greater clarity has been achieved with the introduction of a more specific marking grid, and through modelling in teaching sessions of the level of criticality expected at doctoral level. The course supports a model of knowledge construction, with trainees and tutors taking an active part in curriculum debate and delivery, with opportunities for personalised and self- directed learning. This model is reflected in the assignments e.g. trainee led seminars, and in Year 2 where trainees are involved in selecting topics and organizing speakers, or giving input themselves.

‘Trainees feel very well supported by the programme team.’

‘The course continues to employ a range of varied assessments and are committed to evolving the course and continue to develop the curriculum, assessment and feedback methods.’

‘The assessments are grouped under three portfolio clearly emphasising the three key strands: placement, academic and research.’