EDUC09010 2022 Assessment and Feedback to Support Student Learning

This module provides the learner with an opportunity to explore the nature of Assessment and Feedback within the Higher Education environment. Participants will review and critically examine a conceptual framework within which to explore new, research-informed assessment strategies and to consider and improve strategies for giving feedback to students. Students have the unique opportunity to complete the Universal Design for Learning Digital Badge which is embedded in the content and assessment components of this module. Micro-credentials, or digital badges, offer students recognition for contributions made during their studies. IT Sligo facilitates this digital badge and students that undertake the module will be issued with the digital badge from the National Forum for Enhancement in Teaching & Learning (NFETL). Students earn the digital badge through engagement with online learning resources, undertaking of a reflective exercise on their current practice, utilising Peer Triads for engagement which involves organising participants into small groups (known as triads) to work on activities relating to the course materials as well as a development of a case study outlining how UDL was implemented in their own teaching & learning practice.

This book provides comprehensive practical guidance on managing and improving assessment within higher education. It tackles all stages in the assessment cycle including assessment design, preparing students for assessment, marking, providing feedback and quality assurance. It also provides a concise introduction to the research literature on assessment and will stimulate and inform practice, debate, programme enhancement and practitioner research within university departments, teaching teams and courses for higher education teachers.

Throughout higher education assessment is changing, driven by increased class size, changing curricula and the need to support students better. At the same time assessment regulations and external quality assurance demands are constraining assessment options, driven by worries about standards, reliability and plagiarism. Innovative Assessment in Higher Education explores the difficulty of changing assessment in sometimes unhelpful contexts. Topics discussed include:

• problems with traditional assessment methods
• rationales behind different kinds of innovation in assessment
• complex assessment contexts in which teachers attempt to innovate
• innovation in assessment within a range of academic settings
• theoretical and empirical support for innovations within higher education.

More than a how to do it manual, this book offers a unique mix of useful pragmatism and scholarship. A vital resource for higher education teachers and their educational advisors, it provides a fundamental analysis of the role and purpose of assessment and how change can be managed without compromising standards.

This bestselling book is a unique introduction to the practice of university teaching and its underlying theory. This new edition has been fully revised and updated in view of the extensive changes which have taken place in higher education over the last decade and includes new material on the higher education context, evaluation and staff development.
The first part of the book provides an outline of the experience of teaching and learning from the student's point of view, out of which grows a set of prinicples for effective teaching in higher education. Part two shows how these ideas can enhance educational standards, looking in particular at four key areas facing every teacher in higher education:
* Organising the content of undergraduate courses
* Selecting teaching methods
* Assessing student learning
* Evaluating the effectivenesss of teaching.
Case studies of exemplary teaching are used throughout to connect ideas to practice and to illustrate how to ensure better student learning. The final part of the book looks in more detail at appraisal, performance indicators, accountability and educational development and training. The book is essential reading for new and experienced lecturers, particularly those following formal programmes in university teaching, such as courses leading to ILT accreditation.

Assessment really does matter in higher education. Internationally, academics - and those who support them - are seeking better ways to assess students, recognizing that diverse methods are available which may solve many of the problems associated with the evaluation of learning.

Assessment Matters in Higher Education provides both theoretical perspectives and pragmatic advice on how to conduct effective assessment. It draws clearly on both relevant research and on its contributors' practical first hand experience (warts and all!). It asks, for example:

* how can assessment methods best become an integral part of learning?

* what strategies can be used to make assessment fairer, more consistent and more efficient?

* how effective are innovative approaches to assessment, and in what contexts do they prosper?

* to what extent can students become involved in their own assessment?

* how can we best assess learning in professional practice contexts?

This is an important resource for all academics and academic managers involved in assessing their students.

The Lecturers Toolkit is a wide-ranging, down-to-earth, practical resource for lecturers and teachers in universities and colleges. Jargon-free and written with authority, clarity and candour, the Toolkit addresses a broad range of aspects of assessment, feedback, learning and teaching, and helps develop many facets of professional practice. Built around a central agenda of improving the quality of student learning, the Toolkit is outcomes-focused. Building on the strengths of its predecessors, this fourth edition includes strengthened emphasis on assessment and feedback, and designing large-group teaching for the digital age, when students can get easy access to a vast range of learning resource materials online. Coverage includes: how students really learn; designing assessment and feedback to enhance learning; lectures in the digital age; making small-group teaching work; resource-based learning in the digital age; looking after yourself; challenges and reflections. Fully updated and expanded, this fourth edition of the Toolkit will be an essential and flexible resource for every higher education professional.

Hall, T., Meyer, A., and Rose, D. (2020). Universal Design for Learning in the Classroom: Practical Applications . first Edition. Guilford press.

Novak, K., Bracken, S. (2020). Transforming Higher Education through Universal Design for Learning:. first Edition. Routledge.

www.teachingandlearning.ie

www.phil-race.co.uk

https://www.ahead.ie/udl-digital-badge

https://www.gov.ie/en/policy-information/9bf5d3-inclusive-education/

https://www.teachingandlearning.ie/our-priorities/professional-development/open-access-professional-development-courses/universal-designin-

teaching-and-learning/