This insight summarises the main findings from the recent report which profiled documented assessment practices across a sample of 30 undergraduate degree programmes. The study explored whether and how assessment practices differ between fields of study and shared insights regarding students’ experiences of assessment across Irish higher education.
This insight summarises the outcomes of a National Forum workshop on authentic assessment attended by representatives of disciplines and networks from across the country. It explains the rationale for authentic assessment and presents some characteristics of this assessment approach. Presenting authentic assessment as residing on a continuum of authenticity, this Insight elaborates on some examples of assessment tasks with varying levels of authenticity.
This insight aims to expand our understanding of the terms associated with assessment within the Irish higher education sector. It is the result of a number of national conversations organised by the National Forum with staff and students across the sector regarding how assessment might be defined and understood within an Irish context.
This briefing paper aims to supplement our knowledge on transitions into Irish higher education by exploring the knowledge and experiences of those who come to Ireland from other countries to study at Irish higher education institutions. It is based on a survey of 573 international students, across five higher education institutions, who studied in Ireland during 2015.
This insight aims to build a common understanding of recognition of prior learning for Irish higher education. Building on existing good practice, it explains the various forms of learning that can be recognised and outlines the conditions which can assist staff to ensure that the potential of every student to succeed is optimised.
Learning analytics enables institutions to leverage their data, a resource which is already available and abundant, to realise a variety of outcomes including augmenting student learning, enhancing the student experience, increasing students’ engagement with their studies and improving retention. This Insight is intended for HE senior managers and all who wish to gain a greater understanding of the potential applications of learning analytics.
The report looks at how learning analytics can be employed to the benefit of academic managers, staff and students. Employed intelligently, it can supply predictive models to better inform approaches to teaching, highlight what is working effectively and what is not and most importantly enable more focussed student interventions.
This briefing paper presents recommendations from the ICT Retention Scoping Group, convened by the National Forum in 2016 to consider how ICT retention in higher education could be improved across the sector. The group met over two full days and included representation from across the higher education sector.
This report aims to inform the current enhancement theme of the National Forum by profiling documented assessment practices across a sample of 30 undergraduate degree programmes. Further, the study aims to explore whether and how assessment practices differ between fields of study and to share insights regarding students’ experiences of assessment across Irish higher education.
This Forum Insight aims to give both students and staff some initial thoughts on how they can facilitate students to become partners in the assessment process. It builds on the outputs of a workshop organised in partnership between the Union of Students in Ireland (USI) and the National Forum for the Enhancement of Teaching and Learning. It presents both ideas that students have some control over and ideas that staff could consider in their assessment designs.