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Curricular information is subject to change
Having successfully completed this module, you should be able to:
1. Critically reflect, on the advantages and disadvantages, of the assessment and feedback approaches in your own and other modules, programmes and/or learning activities
2. Engage in peer discussion and peer review of your colleagues assessment and feedback strategies and ideas
3. Analyse and synthesise the relationship between the key assessment principles in the context of higher education, i.e. validity, reliability, diversity, academic integrity, transparency, etc.
4. Evaluate the application of assessment and feedback approaches in your current and future practices, having experienced a variety of assessments of‚ for and as learning
5. Explore inclusive assessment and feedback approaches to support diverse student cohorts
6. Debate the role of different stakeholders in the assessment process, i.e. staff, students, peers, self and/or group assessment.
7. Critically reflect on your own and other approaches to assessment and feedback based on the scholarly literature
The themes in the module commence with the common purposes of assessment and feedback (National Forum 2017) and is then organised around the principles of assessment in higher education, for example, Bloxham and Boyd (2008), UCD T&L (2019).
It explores, therefore, assessment equity and diversity, inclusive assessment, assessment load, feedback approaches, context of assessment, academic integrity, grading, programmatic approach to assessment.
In addition, the module will explore online assessment and feedback approaches.
| Student Effort Type | Hours |
|---|---|
| Seminar (or Webinar) | 17 |
| Specified Learning Activities | 70 |
| Autonomous Student Learning | 70 |
| Online Learning | 27 |
| Total | 184 |
This is an in-service module for teachers in higher education. A condition of enrolment is that students have a significant teaching commitment during the academic year in which they undertake this module. (The definition of “significant teaching commitment” will vary with context; but, as a general rule, a minimum of 50 hours would be expected.)
| Description | Timing | Component Scale | % of Final Grade | ||
|---|---|---|---|---|---|
| Assignment: Assessment & Feedback Plan : Choice of assessment methods | Coursework (End of Trimester) | n/a | Pass/Fail Grade Scale | Yes | 60 |
| Assignment: Peer Review | Varies over the Trimester | n/a | Pass/Fail Grade Scale | Yes | 40 |
| Resit In | Terminal Exam |
|---|---|
| Autumn | No |
• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities
Students engage in a peer review as part of their first assignment. There will also be group feedback after the first assignment. This will feedforward to the second (final assignment). There will be an opportunity to self-assess the final draft assignment prior to its submission. The final assignment will use rubric feedback
| Name | Role |
|---|---|
| Ms Áine Galvin | Lecturer / Co-Lecturer |
| Ms Leone Gately | Lecturer / Co-Lecturer |
| Dr Sheena Hyland | Lecturer / Co-Lecturer |
| Mr David Jennings | Lecturer / Co-Lecturer |
| Assoc Professor Geraldine O'Neill | Lecturer / Co-Lecturer |
| Dr Leigh Wolf | Lecturer / Co-Lecturer |