While some assessment components do not need significant adjustment in the move to online (including at-distance) learning, others require some additional thought and may need to be replaced/significantly adjusted. In support of the move to online/remote assessment in March 2020, this resource provides some indication of the kind of modifications that could be made for these common assessments. It is not an exhaustive list, but we hope it may be helpful in considering some of the available options.
Students can learn through many different but equitable assessment methods. An alternative online assessment is not a lesser form of assessment, but a different assessment to achieve the same aim. Some of the ideas in this Insight are worth considering in the design of alternative assessment methods for the online environment to ensure the quality and equity of the assessment. Developed to support the Irish higher education community in the initial weeks of the move to online/remote teaching and learning in March 2020.
Many of students have been doing a good deal more online and remote learning since March 2020. These tips, developed in partnership with the Union of Students in Ireland, outline some of the ways to make the most of online learning.
Many of those who teach in Irish higher education were faced with the challenge of creating online assessments for the first time in March 2020. These tips, developed in partnership with AHEAD, outline some of the ways you can ensure, as far as possible, that the online assessments you plan are accessible to and inclusive of all your students. Developed to support the Irish higher education community in the initial weeks of the move to online/remote teaching and learning in March 2020.
The 40 sources summarised in this document each have an explicit focus on impact and provide useful insights for those wishing to explore the topic
The DELTA Framework provides a structure which can be used by institutions, disciplinary groups or institutions to plan and prioritise their efforts to enrich understandings and practices within disciplinary contexts.
There is a wide range of thinking in terms of how impact can be identified, captured and communicated effectively. This Forum Insight introduces some key evidence-based considerations regarding impact within the context of teaching and learning in higher education. The Insight is based on an extensive review of the literature related to impact, key examples of which have been included.
The dataset presented in this report comprises the recorded perceptions of approximately 4,000 students in Irish higher education regarding the characteristics, behaviours and skills associated with exceptional teachers; it also provides evidence of the impact of exceptional teachers on their students. The report includes a dialogue between insights from the student data and insights from the teachers they view as exceptional.
This publication looks at student success through three lenses. Firstly, it explores the concept of student success from the key perspectives of national policy, the explicit strategic missions of our higher education institutions (HEIs), our students and international literature. It then explores a range of themes that have been pivotal to our understanding of student success and how it can be supported. Finally, it looks at the development of an Irish national understanding of student success.
The purpose of this Forum Insight is to give a concise overview of the development of a national understanding of student success in Irish higher education. This development is charted through national policy, institutional strategic priorities, insights from students and through ongoing discussions that capture the growing focus on student success as a driver of higher education over recent years. The overview is underpinned by a review of the current literature.