This session explored staff attitudes towards assessment. The session focused on presenting an overview of assessment models that encourage, support and develop independence, self-regulation, etc. Components of these models were then explored in detail in later sessions.

This session explored staff attitudes towards assessment. The session focused on presenting an overview of assessment models that encourage, support and develop independence, self-regulation, etc. Components of these models were then explored in detail in later sessions.

This session explored staff attitudes towards assessment. The session focused on presenting an overview of assessment models that encourage, support and develop independence, self-regulation, etc. Components of these models were then explored in detail in later sessions.

Getting feedback from our learners is important because it is the only way we can determine if our teaching methods are effective. On a day-to-day basis we can use a variety of short classroom assessment techniques to determine if our learners are “getting it”. While we can put a lot of time and effort into making our lectures clear and well organised, that the pace is right, etc. it is only by asking students that we find out if they are perceived that way or not. Simple mid-term evaluation forms are highly effective as they can be acted upon and changes made to enhance the quality of the lecture. Examples of commonly used end of semester evaluation forms will also be highlighted.

Getting feedback from our learners is important because it is the only way we can determine if our teaching methods are effective. On a day-to-day basis we can use a variety of short classroom assessment techniques to determine if our learners are “getting it”. While we can put a lot of time and effort into making our lectures clear and well organised, that the pace is right, etc. it is only by asking students that we find out if they are perceived that way or not. Simple mid-term evaluation forms are highly effective as they can be acted upon and changes made to enhance the quality of the lecture. Examples of commonly used end of semester evaluation forms will also be highlighted.

One of the factors that has a big impact on positive student evaluations of teaching is course organisation. In this session we will explore some ideas related to course organisation including the need to reimagine our topics from the perspective of someone who has never encountered them before, focus on core ideas and principles and relationships between those principles and the need to revisit difficult concepts over time. Defining intended learning outcomes for lectures and linking these to module learning outcomes and past lectures helps students to see the course structure and organisation.

One of the factors that has a big impact on positive student evaluations of teaching is course organisation. In this session we will explore some ideas related to course organisation including the need to reimagine our topics from the perspective of someone who has never encountered them before, focus on core ideas and principles and relationships between those principles and the need to revisit difficult concepts over time. Defining intended learning outcomes for lectures and linking these to module learning outcomes and past lectures helps students to see the course structure and organisation.

How we structure a lecture can have a significant impact on student’s ability to engage with it and learn from it. A lecture needs to have an introduction that motivates and engages students and outlines learning objectives. The body of the lecture needs to focus on three of four key points that are carefully elaborated. The conclusion should summarise and integrate the learning. In a basic way, learning is a function of content & retention. Placing more emphasis on retaining information, will lead to more learning.

How we structure a lecture can have a significant impact on student’s ability to engage with it and learn from it. A lecture needs to have an introduction that motivates and engages students and outlines learning objectives. The body of the lecture needs to focus on three of four key points that are carefully elaborated. The conclusion should summarise and integrate the learning. In a basic way, learning is a function of content & retention. Placing more emphasis on retaining information, will lead to more learning.

In order for students to learn we need to get their attention and then maintain it. There are a variety of ways in which we can try to get students attention and then motivate them to engage with the material. This session will explore this topic, discuss some ways of motivating students (other than the use of assessments) and provide some examples of these techniques in action.

In order for students to learn we need to get their attention and then maintain it. There are a variety of ways in which we can try to get students attention and then motivate them to engage with the material. This session will explore this topic, discuss some ways of motivating students (other than the use of assessments) and provide some examples of these techniques in action.

Stephen Brookfield talks about how when teaching something that we love, how difficult it is for us to empathise with students that find the topic boring. The more that we teach the topic, the further removed we become from our first experiences of learning it and the less empathy we are likely to have. Yet empathy and respect strongly correlate with student motivation and motivation is essential to developing understanding. This, final session will explore the importance of empathy and respect.

Increasingly, its being recognised that subjects tend to have a specific “way of thinking” that is quite unique to that subject. Experts have adopted and internalised that inner logic. For our students to develop proficiency in our subject areas that inner logic needs to be verbalised and made explicit. This session will introduce the concept and provide some examples of how to reveal the inner logic.

Good quality feedback can have a huge impact on student learning and performance. In the Feedback session, we will highlight some ways of getting good quality feedback to students fast.

How a module is assessed has long been recognised to have a huge impact on what and how students learn (think Leaving Certificate Exams). Here, some guidelines for developing assessments that promote understanding will be presented

Within every topic there are elements that are central to the topic but which students really struggle to understand. If they don’t develop an understanding they may never get the topic. This session will introduce and explain this concept and why we need to identify and focus on these concepts

The literature on teaching and learning continues to endorse the use of active learning and in-class discussions to develop understanding. In this session a few of the more frequently used in-class techniques will be demonstrated.

Having a good module structure and being well organised really helps students develop understanding. This session will explore this concept, provide examples of how to structure and organise a module.

Having a module aim helps relate the topic to the whole. Clear module aims are really useful in helping to select content. This seminar will introduce the concept of thoughtlines and how module aims can be used to remind students of the aim(s) and how material is related to the aim.

A key skill to be mastered by graduates today is the ability to assess the quality of their own work, and the work of others. This book demonstrates how the higher education system might move away from a culture of unhelpful grades and rigid marking schemes, to focus instead on forms of feedback and assessment that develop the critical skills of its students. Tracing the historical and sociocultural development of evaluative judgement, and bringing together evidence and practice design from a range of disciplines, this book demystifies the concept of evaluative judgement and shows how it might be integrated and encouraged in a range of pedagogical contexts. Contributors develop various understandings of this often poorly understood concept and draw on their experience to showcase a toolbox of strategies including peer learning, self-regulated learning, self-assessment and the use of technologies. A key text for those working with students in the higher education system, Developing Evaluative Judgement in Higher Education will give readers the knowledge and confidence required to promote these much-needed skills when working with individual students and groups.

Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher education system. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach addresses the challenges of developing effective feedback processes in higher education, combining theory and practice to equip and empower educators. It places less emphasis on what teachers do in terms of providing commentary, and more emphasis on how students generate, make sense of, and use feedback for ongoing improvement. Including discussions on promoting student engagement with feedback, technology-enabled feedback, and effective peer feedback, this book: Contributes to the theory and practice of feedback in higher education by showcasing new paradigm feedback thinking focused on dialogue and student uptake Synthesises the evidence for effective feedback practice Provides contextualised examples of successful innovative feedback designs analysed in relation to relevant literature Highlights the importance of staff and student feedback literacy in developing productive feedback partnerships Supports higher education teachers in further developing their feedback practice. 　 Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach contributes to the theory and practice of higher education pedagogy by re-evaluating how feedback processes are designed and managed. It is a must-read for educators, researchers, and academic developers in higher education who will benefit from a guide to feedback research and practice that addresses well recognised challenges in relation to assessment and feedback.

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"