The National Forum’s 2016-18 Enhancement Theme focused on Assessment OF/FOR/AS Learning in Irish higher education. In addition, a recent National Forum project focused on Enabling Policies for Digital Teaching and Learning (National Forum, 2018a). This Forum Insight draws on the findings from these two National Forum projects, to inform and encourage discussion around assessment policies in Irish higher education.
This Forum Insight summarises both the substantive work that has been carried out by the Forum in conjunction with the Sector since 2016 under the Enhancement Theme and the eight Assessment & Feedback Principles that emerged from close collaboration with the sector.
This Forum Insight aims to enhance our understanding of various approaches to work-based assessment in higher education. The Insight relies upon the broad understanding of assessment which emerged as part of the National Forum’s Assessment OF, FOR and AS Learning Enhancement Theme.
Enhancing Programme Approaches to Assessment and Feedback in Irish Higher Education: Case Studies, Commentaries and Tools
This resource contains case studies, commentaries and tools supporting the enhancement of assessment and feedback in Irish higher education programmes. The collection showcases the contribution of 31 staff and two students, from 14 national and five international institutions. The topics explored in this collection highlight the complexity of programme approaches to assessment and feedback, in particular:
– the drivers of programme assessment change
– leading change to programme assessment
– exploring the evidence for what’s going on in programme(s) and
– ideas to enhance changes in programme(s) assessment.
The collection should be valuable to a range of stakeholders in higher education, i.e. academic staff, senior administrators, programme teams, students, quality assurance officers, education developers/technologists, assessment unit staff, etc.
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 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 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.