Students as Partners in Learning: Gateway to Online Assessment in Trinity.
Funded by the National Forum for the Enhancement of Teaching and Learning
Trinity’s 2019-24 Strategic Plan commits to embedding the undergraduate education reform that was a central goal of the 2014-2019 Strategic Plan. A key feature of this reform is the examination and renewal of teaching and learning practices, with an emphasis on students as active participants in their learning.
In light of the recent disruptions to face-to-face assessment, a new focus on online assessment practices is necessary in higher education. Online assessments require students to apply different skills than they would in traditional assessment contexts. Online assessment can also lead assessors to rethink how and why they assess. This T & L initiative proposes developing an online programme and accompanying resources. ‘Gateway to Assessment’ is designed to develop assessment literacy in both staff and students with a focus on assessment in online environments.
Through this initiative assessors will be able to consider a range of assessment options for use online. They will explore how end-of-semester and modular assessments can be adapted effectively for the online context. Students will be introduced to this range of online assessments with the aim of enhancing their assessment literacy and becoming partners in the assessment process.
Previous National Forum funded projects
2019-20 - Programme Focused Assessment - Digital Badges
TCD and UCD teamed up in partnership with the National Forum for the Enhancement of Teaching and Learning in Higher Education to facilitate the PD Short Course for Programme-Focussed Assessment in a fully online format in Spring of 2019, claimed by a Digital Badge. This short course was developed by TCD and UCD as part of the Forum’s PD short courses initiative. The course ran for 6 weeks from February 11th 2020 and provided participants with a strong introduction to Programme-Focussed approaches to Assessment and enabled them to identify appropriate assessment design interventions for subjects/programmes and to envisage how they might lead change with respect to programme level approaches to assessment.
The short course involved approximately 25 hours over the 6 week period, with a 5 hour add-on later in the course for those interested in becoming future facilitators of the short course themselves.
ABOUT THIS PFA SHORT COURSE (with Digital Badge)
Implementation of Programme-Focussed approaches to assessment cultivates student-centered learning by attending to integration, timing, load and range of assessments, clarifying the interconnectedness of modules and viewing assessment as a linked series of learning opportunities across the whole programme. It provides an opportunity to assure that assessment across a programme is ‘fit for purpose’ in relation to the subject/programme outcomes, while also ‘future-proofing’ your teaching. As our learning environments become increasingly diverse, our practices must also adapt to reflect the changing landscape of higher education. The PFA short course draws on evidenced-based national and international practice to support programme-focussed ‘evidence gathering’, design interventions and leadership in this challenging field.
2016/17 - Alignment and Development of an Online Programme for Graduate Teaching AssistantsThe Online Programme for Graduate Teaching Assistants was funded by the National Forum for the Enhancement of Teaching and Learning. The project was a collaborative project between Trinity College (TCD), National University of Galway (NUIG), the Institution of Design and Technology (IADT), and the Marino Institute of Education (MIE).
The aim of the project was to create a 5 ECTs online programme that aligns to the framework domains, and included research-informed multimedia content, formative assessment, peer interaction activities and links to resources. The programme may be used by any institution independently in their VLE as 1) a 5 ECTs online professional qualification in teaching & learning for TAs (accreditation according to each Institution’s procedures), 2) a blended programme consisting of 5 discrete areas of professional development, with accompanying workshop packages to include templates, and multimedia content.
The proposed structure offers flexibility in delivery and be can thus supplement or extend existing programmes, be delivered as blended, or each component can be offered individually to earn a badge.
2015/16 - Digital Skills in Action
Digital Skills in Action was a Teaching Enhancement Fund Project in 2015 developed by Leinster Pillar 1 Cluster with Dun Laoghaire Institute of Art Design and Technology (IADT) as the lead and Trinity College, Marino Institute of Education, National College of Art and Design and University College Dublin as partners. This was the first teaching and learning project for the cluster.