Skip to main content

Trinity College Dublin, The University of Dublin

Trinity Menu Trinity Search

You are here Staff Gateway to Digital Assessment > Resources


  • Assessment Literacy. Oxford: Oxford Brookes University. Price, M., C. Rust, B. O’Donovan, K. Handley, R. Bryant. 2012. .  
  • Guide to Student Peer Assessment (PDF 3,544KB)Wride, M. (2017).  Peer assessment can dramatically reduce the marking load on academic staff and allow them to devote their time to other aspects of teaching and learning. This pamphlet aims to introduce formative and summative peer assessment to academics who are considering implementing peer review in their teaching. It provides a ‘theory into practice’ approach and outlines techniques and examples for using formalised peer assessment more directly in the design of curricula and for making its use more explicit in the classroom. 
  • Guide to Student Self Assessment (PDF 3,657KB) (PDF 3,657 KB) Wride, M. (2017). Self-assessment is defined as ‘the involvement of learners in making judgements about their achievements and the outcomes of their learning’ and is a valuable approach to supporting student learning, particularly when used formatively. Self-assessment supports student learning and is one of the most important skills that students require for future professional development and life-long learning, as it develops their capacity to be assessors of learning. This pamphlet introduces self-assessment to academics who are considering implementing it in their teaching. It provides a ‘theory into practice’ approach and outlines techniques and provides examples for integrating self-assessment more directly in the design of curricula. It argues for making its use in the classroom more explicit in order to help students learn more effectively. 

  • Scalable Assessment Strategies for Digital Contexts (Webinar) Laurillard, D (2021). In this virtual webinar, which was hosted and recorded by Academic Practice at Trinity in January 2021, Professor Laurillard presents on the pedagogies of engagement for teaching and learning online, drawing on the now seminal Conversational Framework (Laurillard 1993, 2002). 
  • Writing Digital Assessment Briefs for International Students (Word 2116KB, PDF 230KB). Assessment performance can act as a key indicator of a student’s understanding of module content.  This resource provides academics with practical guidelines to ensure that their digital assessment practices are transparent for all students, particularly those coming from different educational contexts.