The programme utilises a variety of learning and teaching methods, which provide opportunities for students to enhance their learning skills and personal development during the programme. These teaching and learning methods also take account of equal opportunities and inclusive practice.
SEMINARS - will provide opportunities for more student-centred and interactive learning. These will be organised around themes for discussion and/or designated reading with the aim of enabling students to deepen their knowledge of a particular subject and develop their ability to critically examine alternative perspectives.
WORKSHOPS - these are intended to provide experience in collaborative and creative problem solving. Workshops will also aim to develop key skills in information retrieval and presentation, communication skills and team/group work skills.
TUTORIALS - will provide the opportunity for individuals or small groups of students to meet with individual staff members. The aim is to provide a context whereby students' personal development and progress can be assessed (formative feedback); students can make choices within their courses and support can be offered for individual or group project work, work-related placements and dissertation supervision.
MANAGED LEARNING ACTIVITIES - these will comprise formative learning activities that are set with a specific task focus to develop students' academic skills in preparation for summative assessments (in line with the QAA code of practice - ensuring students have adequate time to reflect on learning before being assessed).
PRACTICAL PROBLEM BASED ACTIVITIES - these will allow students to conduct practical activities related to a given problem/task and develop their understanding of how evidence can inform investigations.
WORK PLACEMENT - will allow students to put into practice the skills they will have learned in earlier months.
The assessments address academic learning outcomes, professional competences and the development of student experience. A range of both formative and summative assessment method is used. The methods of summative assessment reflect forms of recording, reporting, presentation and analysis, which are required of professionals who undertake investigative interviewing.
In both classroom modules, SO4622 and SO4623, formative assessment takes place in workshops, the "classroom" and in specific activities to help students prepare for their summative assessment. In the work placement modules, SO4624 and SO4625, formative assessment is built into the placement experience.
Formative assessment includes:
- Knowledge checks on theories for interviewing.
- Planning and preparation for interviewing.
- Commentary on interviewing techniques.
- Analysis or record interviews.
- Preparation of interview transcripts.
The formative assessment is varied and is intended to foster students' development and improve students' ability to acquire the skills and knowledge they will need to meet the programme objectives, and includes classroom activities in which tutors will ask questions, and require students to undertake small tasks, to assess their level of understanding and whether they have fully achieved the objectives required by the programme. If, when assessed, the student and/or their tutor believe that the student has not yet attained the required level of skill and knowledge, the tutor will identify weaknesses and suggest ways in which the student can improve. The second more formal "practice presentation" of the summative assessment normally takes place half way through the programme. There will be regular ongoing formative assessment within the work placement modules SO4624 and SO4625, with tutors and supervisory officers.
Summative assessment, unlike formative assessment provides a measure of student achievement with respect to students' performance in relationship to the intended learning outcomes of the Cert HE in Investigative Interviewing, and evidences competence against the national occupational competencies for investigative interviewing at the relevant level.
Summative assessment includes:
- Interview planning.
- Recordings of interviews.
- Analysis of recorded interviews.
- Preparation of interview transcripts.
The pedagogical basis of these assessment strategies are discussed in:
Black, P., & Wiliam, D. (1998). Assessment and classroom learning, Educational Assessment: Principles, Policy and Practice, 5, pp. 7-74.
Bloom, B. S., Hastings, J. T., & Madaus, G. F (Eds.) (1971) . Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.
Wiliam, D. & Black, P. (1996) Meaning and Consequences: a basis for distinguishing formative and summative functions of assessment? British Educational Research Journal, 22(5).
Quality Assurance Agency for Higher Education (QAA) (2013) UK Quality Code for Higher Education - Chapter B6: Assessment of students and the recognition of prior learning. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-B6.aspx
Students are required to pass all module assessment components at Level 4 to achieve Cert HE in Investigative Interviewing.