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Welcome to our comprehensive collection of academic and support materials designed to enrich your teaching and learning experience. Whether you are seeking guidance on Academic Integrity, Academic Writing, Artificial Intelligence, or other topics, you’ll find practical, research-based insights and useful links tailored to a wide range of disciplines.
Use the A-Z index to quickly and easily locate the resources you need. If you require any assistance, we’re here to help you navigate and make the most of these materials.
A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z
- Addressing Assessment in an Open-Book Context
- Assessment for Lifelong Learning PDF
- Authentic Assessments
- Classroom Assessment Techniques
- Conducting Remote Oral Assessments
- Designing Open-Book Exams: Guidance on the Pedagogy
- Developing Assignment Self Assessment Sheets
- ECTS Workload and Assessment Considerations
- Enhancing Assessment Integrity in Open-Book Assessment
- Guide to Self Assessment
- Hybrid Learning and Open-Book Assessment Student GuideHybrid Learning and Open-Book Assessment Student Guide (Student Guide)
- Linking Assessment Methods with Learning Outcomes
- Mapping Assessment Practices through a Programme-focussed Approach PDF
- National Forum for the Enhancement of Teaching & Learning in Higher Education Expanding our Understanding of Assessment and Feedback in Irish Higher Education.
- Online Exams Advice for Students
- Open-Book Examinations
- Practice Implications for Assessment in Hybrid Contexts
- Repurposing Face to Face Exam Questions for Open Book Exams
- Rubrics in Support of Learning and Assessment
- Self and Peer Assessment: A Practical Guide for Students PDF
- Trinity Education Project: Profile of Assessment Practices in TCD (Jan 2019)
- The EDTL Approach: Approaches to lab-based subjects
Included in the Considerations for Lab-based Subjects are an Infographic, Case Studies, Framework Resources, and Exemplars and a recorded webinar featuring Dr Andrew Garrard (Sheffield University) and Prof. Michael Serry (Edinburgh University), that aim to inspire the transition from face-to-face to online delivery of Labs/Practicals.
- Addressing Assessment in an Open-Book Context
- Enhancing Assessment Integrity in Open-Book Assessment
- Hybrid Learning and Open-Book Assessment Student Guide
- Open-Book Examinations
- Open-Book Assessment - A Handbook for Academics - Johnston, J., Rooney, P.(2021)
This handbook by Johnston and Rooney (2021) provides an introduction to open-book assessments and contextualises guiding principles for their design, development and implementation in a Trinity context. For many colleagues, open-book approaches to assessment may be unfamiliar territory. This handbook aims to support all staff with teaching responsibilities to find out more about the merits of open-book assessment approaches and it outlines key issues to consider when designing effective open-book assessments. - ‘Rewriting the (exam) script? Assessing student learning in an unusual end-of-year context = Johnston and O’Farrell (2020)
In this journal article, Johnston and O’Farrell (2020) document an institutional development project focused on enabling a transition to open-book assessment practices at Trinity. The case study outlines curricular and institutional context, before engaging in an in-depth review of development methods focused on supporting the transition to open-book examinations mandated by the emergence of COVID-19 in Ireland. Its main output is a reference resource outlining potential methods for repurposing exam questions already pre-ratified by external examiners for closed-book purposes, for novel use in open-book contexts. It also outlines potential implications for future practice in assessment. - Repurposing Face to Face Exam Questions for Open Book Exams
This resource, adapted from Johnston & O’Farrell (2020), outlines sample questions from across the disciplines which have been either modified from, or used in, previous exam sessions at Trinity. The questions listed here would typically have been ‘approved’ by externs for use in face-to-face, closed-book contexts, as part of standard procedures - Designing Open-Book Exams: Guidance on the Pedagogy
For Staff
- Developing Assignment Self Assessment Sheets to Promote Student Learning PDF
- Encouraging self-assessment in a digital context PDF
- Guide to Self Assessment PDF
- Guide to Peer Assessment PDF
For Students
- Link to our Education for Sustainable Development (ESD)
- What are ePortfolios?: This video developed as part of the National Forum project Eportfolio Hub, provides an accessible introduction to eportfolios and how they can be used to support and evidence your learning at University.
- EPortfolio Hub: This online hub developed as part of a National Forum project provides a wealth of resources for teaching staff based on an ePortfolio framework which brings you through the What, Why and How of ePortfolio design.
- The Centre for Academic Practice/National Forum event: ePortfolios for experiential learning: Guided by theory, cultivated by Students. Archive of presentations, recordings and digital outputs (9 Nov 2021).
- Documenting Learning with ePortfolios
- ePortfolio-as-Curriculum: Models and Practices for Developing Students' ePortfolio Literacy Yancey
- Quality Assurance of ePortfolio Assessment
- Student perspectives on learning with an eportfolio
- Explorations into student centered ePortfolio development during experiential placement (Laine Abria)
- Explorations into student centered ePortfolio development during experiential placement (Alex McKibbon)
- What is the role of an ePortfolio in supporting life-long learning?
- A student perspective on on learning with an eportfolio (Laine Abria)
- A student perspective on on learning with an eportfolio (Alex McKibbon)
- The EDTL Approach: Approaches to lab-based subjects
Included in the Considerations for Lab-based Subjects are an Infographic, Case Studies, Framework Resources, and Exemplars and a recorded webinar featuring Dr Andrew Garrard (Sheffield University) and Prof Michael Serry (Edinburgh University), that aim to inspire the transition from face-to-face to online delivery of Labs/Practicals.
- Addressing Assessment in an Open-Book Context
- Enhancing Assessment Integrity in Open-Book Assessment
- Hybrid Learning and Open-Book Assessment Student Guide
- Open-Book Examinations
- Open-Book Assessment - A Handbook for Academics - Johnston, J., Rooney, P.(2021)
This handbook by Johnston and Rooney (2021) provides an introduction to open-book assessments and contextualises guiding principles for their design, development and implementation in a Trinity context. For many colleagues, open-book approaches to assessment may be unfamiliar territory. This handbook aims to support all staff with teaching responsibilities to find out more about the merits of open-book assessment approaches and it outlines key issues to consider when designing effective open-book assessments. - ‘Rewriting the (exam) script? Assessing student learning in an unusual end-of-year context - Johnston and O’Farrell (2020)
In this journal article, Johnston and O’Farrell (2020) document an institutional development project focused on enabling a transition to open-book assessment practices at Trinity. The case study outlines curricular and institutional context, before engaging in an in-depth review of development methods focused on supporting the transition to open-book examinations mandated by the emergence of COVID-19 in Ireland. Its main output is a reference resource outlining potential methods for repurposing exam questions already pre-ratified by external examiners for closed-book purposes, for novel use in open-book contexts. It also outlines potential implications for future practice in assessment. - Repurposing Face to Face Exam Questions for Open Book Exams
This resource, adapted from Johnston & O’Farrell (2020), outlines sample questions from across the disciplines which have been either modified from, or used in, previous exam sessions at Trinity. The questions listed here would typically have been ‘approved’ by externs for use in face-to-face, closed-book contexts, as part of standard procedures - Designing Open-Book Exams: Guidance on the Pedagogy