This event shared the changes made to the assessment and feedback mechanisms on placement as part of a pilot project within the School of Business, MTU Cork Campuses. The pilot project was undertaken with funding from the National Forum for the Enhancement of Teaching and Learning in Higher Education (NFETLHE) within MTU as part of the university’s Reimagining Assessment and Feedback Together (RAFT) series of interventions. These changes were made following feedback from Geraldine O’Neill’s NFETLHE Research Fellowship study on 'Assessing Work-Integrated Learning' last year.

This event shared the changes made to the assessment and feedback mechanisms on placement as part of a pilot project within the School of Business, MTU Cork ...

This seminar considered key theoretical perspectives on work-based assessment. It discussed: The nature of work-based learning and its role in: Developing key graduate skills The wider life-long learning society. Different approaches to work-based learning practice, including the new apprenticeship model. The context of learning, including the role and responsibilities of both the learner and the employer, with a focus on authentic assessment approaches that support individualised learning. Participants were encouraged to bring along module descriptors, related to learning in the workplace, so that these theoretical perspectives could be applied to practice. n the workshop component, participants, in small groups, discussed, critiqued and developed the methods and processes that they currently use to assess placements in their own disciplines. They were encouraged to examine the ways in which current theory and best practice could inform and develop their disciplinary approaches.

"If we want to improve students’ engagement with learning, a key focus of enhancement can be refreshing our approaches to assessment. Sometimes we need to take a fresh look at our current practice to ensure assessment is for rather than just of learning. In addition, we as educators in higher education understand the importance of giving good feedback to students, both to maximize achievement and to support retention. Research in the field suggests that good feedback has a significant impact on student achievement, enabling students to become adept at judging the quality of their own work during its production. In this workshop, the following aspects of assessment were considered: Fit for purpose assessment: designing assessments to promote student learning Assessing more students: ways of using productive assessment with large numbers Assessing first-year students well to promote retention Streamlining assessment: giving feedback effectively and efficiently"

"The power of assessment and feedback within the learning process has been recognised for many years and yet the paradigms that currently frame assessment leave students in a passive role and still largely focus on accreditation. This situation needs to be challenged through the development of assessment literacy of both staff and students which, in turn will make new approaches to assessment and feedback possible. This seminar discussed the nature of assessment literacy, why it is important, how it has the potential to reshape our thinking about assessment and feedback and how it supports the development of student learning. Participants were invited to take part in activities designed to allow them to share their expertise, review their practices and take away new ideas. The aim of the seminar was to: Explain the concept of assessment literacy Describe the contribution assessment literacy can make to supporting student learning Identify key initiatives that support the development of assessment literacy"

"Authentic assessment is a means of providing assessment opportunities which are like tasks in the ‘real world’. Students are asked to thoughtfully apply their acquired skills to a new situation or environment. Assessments are considered authentic if they are realistic, require judgement and innovation and assess students’ ability to effectively use their knowledge or skills to complete a task. This seminar presented the experiences from the Marketing discipline at Munster Technological University in developing a comprehensive approach to the use of authentic assessment as a means of fostering student engagement and developing collaboration with businesses. Adopting the perspective of a ""work in progress"" the presentation challenged participants around the ongoing reliance on terminal examination and similar mechanisms, while also reflecting the realities of delivering complicated assessment mechanisms with large-sized student groups. Those who participated in this seminar: Learned about the role of authentic assessment in fast-moving disciplines Developed understanding around the systemic supports required institutionally to support authentic assessment Heard the student voice in design and deployment of authentic assessment"

"This seminar focused on developing feedback literacy in both staff and students and redesigning assessment to build on this new-found understanding. It drew on student and staff expertise across two main strands. Strand 2 looked at disentangling assessment and feedback and explored the various forms of feedback used in assessment and in the absence of assessment. Assessment design was highlighted so that opportunities to provide feedback to inform future work are intentionally embedded at the development phase."

Reflective practice is a key skill in many professions including education. but is particularly relevant to students in the context of work placement. We as educators expect students embarking on work placement to have, at some point in their studies, developed sufficient reflection skills to enable them effectively capture their learning from the placement experience. However, this is not always the case as students often receive little explicit instruction, practice or guidance about how to reflect. In this seminar participants will be guided through the process of reflection and engage in reflective practices. There will be opportunities for discussion in breakout rooms. Discussions will cover how other colleagues are engaging students on reflection in placement settings. Expect to be busy at this workshop with reading, discussion, shared practice and maybe even some drawing.

Reflective practice is a key skill in many professions including education. but is particularly relevant to students in the context of work placement. We as educators expect students embarking on work placement to have, at some point in their studies, developed sufficient reflection skills to enable them effectively capture their learning from the placement experience. However, this is not always the case as students often receive little explicit instruction, practice or guidance about how to reflect. In this seminar participants will be guided through the process of reflection and engage in reflective practices. There will be opportunities for discussion in breakout rooms. Discussions will cover how other colleagues are engaging students on reflection in placement settings. Expect to be busy at this workshop with reading, discussion, shared practice and maybe even some drawing.

Reflective practice is a key skill in many professions including education. but is particularly relevant to students in the context of work placement. We as ...

"This seminar focused on developing feedback literacy in both staff and students and redesigning assessment to build on this new-found understanding. It drew on student and staff expertise across two main strands. Strand 1 took a ‘deep dive’ to explore what learner-focused feedback means and how staff and students can enable impacts from different feedback approaches. Particular emphasis was placed on feedback literacy: the capacities of teachers and students to make the most of feedback opportunities. What capabilities do teachers and students need in order to take up their complementary roles in feedback processes? Strand 2 looked at disentangling assessment and feedback and explored the various forms of feedback used in assessment and in the absence of assessment. Assessment design was highlighted so that opportunities to provide feedback to inform future work are intentionally embedded at the development phase."

This seminar focused on developing feedback literacy in both staff and students and redesigning assessment to build on this new-found understanding. It drew on student and staff expertise across two main strands. Strand 1 took a ‘deep dive’ to explore what learner-focused feedback means and how staff and students can enable impacts from different feedback approaches. Particular emphasis was placed on feedback literacy: the capacities of teachers and students to make the most of feedback opportunities. What capabilities do teachers and students need in order to take up their complementary roles in feedback processes? Strand 2 looked at disentangling assessment and feedback and explored the various forms of feedback used in assessment and in the absence of assessment. Assessment design was highlighted so that opportunities to provide feedback to inform future work are intentionally embedded at the development phase.

"The assessment design decisions framework consists of six categories: • Purposes of assessment • Context of assessment • Learner outcomes • Tasks • Feedback processes • Interactions Each category in the framework is explored in this guide, with a series of assessment considerations. • Explanatory text • Key questions for educators to consider • Links to online and print resources • Links to other relevant parts of the guide • Short vignettes of educator experiences. Educator experiences have been drawn from both interview data and our own experiences. Direct quotes have been edited to enhance clarity of meaning and ease of reading"

This Framework helps university teachers make good decisions about assessment design. The six categories draw from existing evidence on good assessment, and data from a study of Australian university assessment practices. The Framework identifies the key considerations in assessment design, including the effects of assessment on learning

"This seminar explored concerns around academic integrity in Higher Education and how assessment redesign can eliminate many of these concerns. The seminar was divided into two elements. The first session explored why, how and when students cheat in Higher Education. It opened up discussion and debate on academic integrity, plagiarism, collusion and contract cheating and the role we play in it as educators. The second part of the seminar focused on re-thinking how we assess and redesigning assessment approaches. The presenter discussed strategies that include encouraging students to see assessment, both, as an opportunity to learn and an opportunity to demonstrate their excellence and skills. Redesigning and rethinking the tasks we ask our students to complete in order to demonstrate attainment of the desired life-long skills in tandem with module and programme learning outcomes can effectively eliminate both the desire and the opportunity to ‘cheat’. Across the two sessions participants were asked to self-reflect, to consider their values and establish why they assess as they do. Traditions and assumptions were challenged & participants were supported in the redesigning of assessment approaches."

This seminar explored concerns around academic integrity in Higher Education and how assessment redesign can eliminate many of these concerns. The seminar was divided into two elements. The first session explored why, how and when students cheat in Higher Education. It opened up discussion and debate on academic integrity, plagiarism, collusion and contract cheating and the role we play in it as educators. The second part of the seminar focused on re-thinking how we assess and redesigning assessment approaches. The presenter discussed strategies that include encouraging students to see assessment, both, as an opportunity to learn and an opportunity to demonstrate their excellence and skills. Redesigning and rethinking the tasks we ask our students to complete in order to demonstrate attainment of the desired life-long skills in tandem with module and programme learning outcomes can effectively eliminate both the desire and the opportunity to ‘cheat’. Across the two sessions participants were asked to self-reflect, to consider their values and establish why they assess as they do. Traditions and assumptions were challenged & participants were supported in the redesigning of assessment approaches.

"This seminar explored concerns around academic integrity in Higher Education and how assessment redesign can eliminate many of these concerns. The seminar was divided into two elements. The first session explored why, how and when students cheat in Higher Education. It opened up discussion and debate on academic integrity, plagiarism, collusion and contract cheating and the role we play in it as educators. The second part of the seminar focused on re-thinking how we assess and redesigning assessment approaches. The presenter discussed strategies that include encouraging students to see assessment, both, as an opportunity to learn and an opportunity to demonstrate their excellence and skills. Redesigning and rethinking the tasks we ask our students to complete in order to demonstrate attainment of the desired life-long skills in tandem with module and programme learning outcomes can effectively eliminate both the desire and the opportunity to ‘cheat’. Across the two sessions participants were asked to self-reflect, to consider their values and establish why they assess as they do. Traditions and assumptions were challenged & participants were supported in the redesigning of assessment approaches."

MORE INFO: https://tlu.cit.ie/conversations-on-teaching-and-learning-seminar-series Developing an Ethos of Authentic Assessment A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education as part of the Teaching and Learning Unit (TLU), MTU Cork's Conversations on Teaching and Learning (CoTaL) Winter 2021/22 Seminar Series Presented By: Dr Pio Fenton, Head, Marketing & International Business, MTU Cork Michele McManus, Lecturer, Marketing & International Business, MTU Cork Conor Kelleher, Lecturer, Marketing & International Business, MTU Cork Elaine O’Brien, Lecturer, Marketing & International Business, MTU Cork Authentic assessment is a means of providing assessment opportunities which are like tasks in the ‘real world’. Students are asked to thoughtfully apply their acquired skills to a new situation or environment. Assessments are considered authentic if they are realistic, require judgement and innovation and assess students’ ability to effectively use their knowledge or skills to complete a task. This seminar presented the experiences from the Marketing discipline at Munster Technological University in developing a comprehensive approach to the use of authentic assessment as a means of fostering student engagement and developing collaboration with businesses. Adopting the perspective of a "work in progress" the presentation challenged participants around the ongoing reliance on terminal examination and similar mechanisms, while also reflecting the realities of delivering complicated assessment mechanisms with large-sized student groups.