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 aim of this seminar was to promote informed thinking about how assessment is conceived and practiced at third level with a view to greater alignment between teaching, learning and assessment. It allowed lecturers and academic managers to discuss and share good practice while also considering how current assessment procedures in place in their institutions might be enhanced to improve student learning, progression and success. Assessment for learning is one of the most powerful ways of improving student learning and achievement. Formative assessment, done well, improves student self-regulation and awareness of what needs to be done to enhance their learning, is forward focused and motivational. Participants considered how enhancing learning, teaching and assessment alignment can improve learning for different student cohorts and group sizes in times of limited resources and increasing accountability. The workshop element of the seminar gave participants the opportunity to share and take away some practical ideas and techniques that they could use in their classes. Participants in this seminar: Reflected upon the relationship between teaching, learning and assessment for learning Considered the challenges of effective management of assessment from an institutional, teacher/lecturer and student perspective Reflected on how assessment design, integration with the curriculum, marking and feedback could best be supported Discussed, shared good practice and considered current assessment procedures and how they might be enhanced with different student cohorts/group sizes Considered some practical/ impactful assessment for learning techniques that they may like to use in the future"

"Vygotsky’s (1978) theory of social constructivism highlighted the importance of the contribution of others to every individual’s learning. With the increasing use of ICT and the internet, learning communities can expand beyond geographical limitations leading to new and exciting educational dimensions and learning opportunities across schools, colleges, communities and cultures. The term ‘learning community’ has become increasingly common in education usage and can mean many different things, from bringing members of the local community in to the college to collaborative learning among students or lecturers. Colleges today are complex, interwoven, interactive environments where learning flourishes when there is a spirit of openness and transparency and where lecturers are more likely to adopt a collegial approach incorporating shared leadership and authority thereby facilitating the work of the students. In colleges that are learning communities, everyone is a learner, and everyone is a teacher. This seminar explored how a coaching skill set can be used to enable learning institutions to develop the skills of enquiry, collaboration, sharing of practice and critically evaluate beliefs about teaching and learning. The overall aim of the seminar was to enhance the quality of professional communication and dialogue one of the four domains underpinned by the National Professional Development framework’s values. The seminar employed a blended learning approach involving experiential learning techniques complimented by facilitated debriefs, group discussions and short presentations. The main objectives of this seminar were that participants would have: Deepened their understanding of the nature and benefits of peer coaching. Gained a heightened awareness of how coaching skills can be used to enhance individual and group learning. Gained insight into how a departmental wide peer mentoring model is evolving in CIT. Increased their knowledge and expertise in the use of coaching skills in their professional roles. Have practiced their coaching skills in challenging situations. Constructed an action plan to utilise the workshop content to improve their peer coaching skills so they can better support their peers and engage in purposeful conversations regarding professional development, development of learning communities and communities of practice."

Cork Institute of Technology and Griffith College Cork came together to organise this seminar to examine digital teaching tools for Mathematics in Higher Education. The focus of this seminar was to explore and champion effective digital tools and technologies in the teaching of Mathematics in Higher Education in Ireland and to create an opportunity for networking and initiation of collaborative relationships in this area. It provided hands on experience of educational technology in Mathematics for participants and provided a forum for exploring challenges, exchanging ideas and disseminating practices. Talks/workshops included: Dr Maria Meehan, UCD, who discussed her experience of the use of technology in teaching Mathematics. CIT’s Technology Enhanced Learning Department who discussed Teaching Mathematics using virtual and augmented reality. Lightning Talks from participants who use education technology in their Higher Education Maths classroom/lecture who shared their experience with others Parallel Workshops on Mathematics e-assessment using Numbas catering for beginners and more advanced users.

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"

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 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."

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."

"Universal Design for Learning (UDL) aims to eliminate barriers in the design of the learning environment to make the curriculum accessible for all. COVID-19 has, if anything, highlighted the need for higher and further education providers to fully embrace UDL principles and practice so as to ensure high-quality education for all students and allow for full active participation by all learners. This session will outline the principles of UDL, examine what these principles look like in action and provide advice on how these principles can be applied, even when at distance or online. In addition, it will demonstrate how, with the correct mindset at the creation stage, we can ensure resources created for students are accessible and how students can be offered flexibility through engagement, representation, action and expression. To conclude, the core tenets of inclusive assessment and feedback practice will be outlined, and how this practice can be developed at programme and individual level will be demonstrated. Drawing on research from the National Forum, UDL and practical case studies as examples, specific assessment methodologies will be examined and consideration will be given as to how these might be transformed, through the lens of universal design, to ensure inclusion of the full student population. Facilitated By: • Dr Lisa Padden, Project Lead - University for All, UCD • Trevor Boland, Digital Media and eLearning Officer, AHEAD (Ireland) • Lorraine Gallagher, Information & Training Officer, AHEAD (Ireland)"

Universal Design for Learning (UDL) aims to eliminate barriers in the design of the learning environment to make the curriculum accessible for all. COVID-19 has, if anything, highlighted the need for higher and further education providers to fully embrace UDL principles and practice so as to ensure high-quality education for all students and allow for full active participation by all learners. This session will outline the principles of UDL, examine what these principles look like in action and provide advice on how these principles can be applied, even when at distance or online. In addition, it will demonstrate how, with the correct mindset at the creation stage, we can ensure resources created for students are accessible and how students can be offered flexibility through engagement, representation, action and expression. To conclude, the core tenets of inclusive assessment and feedback practice will be outlined, and how this practice can be developed at programme and individual level will be demonstrated. Drawing on research from the National Forum, UDL and practical case studies as examples, specific assessment methodologies will be examined and consideration will be given as to how these might be transformed, through the lens of universal design, to ensure inclusion of the full student population. Facilitated By: • Dr Lisa Padden, Project Lead - University for All, UCD • Trevor Boland, Digital Media and eLearning Officer, AHEAD (Ireland) • Lorraine Gallagher, Information & Training Officer, AHEAD (Ireland)

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.