Abstract
The full title of this section is: PGCert Assessment and Evaluation.
Part III naturally follows from the discussion in Part II, where I focused on the context and content of the PGCert.
In this section, the main questions addressed are:
- What are the most meaningful assessment outputs that we can design for PGCerts?
- How can we provide meaningful feedback to participants?
- How can participants provide (meaningful) feedback to us PGCert practitioners?
- How can we articulate and measure the impact that PGCert courses are having?
- What are desirable progression routes for PGCert graduates?
In Chapter 5, Learning Assessment: Outputs and feedback, I discuss a variety of formative and summative outputs that have worked on PGCerts with the aim of providing relevant and ‘authentic’ assessment. Additionally, I discuss some innovations in the design of PGCert assessment briefs. The chapter con-cludes with considerations regarding various feedback sources and modes.
In Chapter 6, Learning Evaluation: Refining and Iterating for Excellence and Evidencing Impact, I examine various aspects of PGCerts evaluation. I discuss ways in which participants (and others) can provide evaluative feedback to PGCert instructors during and after the course; ways in which we can enhance the course in each iteration and PGCert impacts on individuals and on institutions.
In Chapter 7, Beyond the PGCert: Progression routes, I briefly review a range of perspectives on what would be desirable post-PGCert provisions and en-gagements for PGCert graduates.
What I hope you will gain from this section:
- Innovations on post-PGCert progression
- Enhanced PGCert assessment design maturity
- Enhanced PGCert assessment brief design capabilities
- Enhanced PGCert dialogic feedback literacy
- Key perspectives on evidencing PGCert impact