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Trinity Assessment Framework (PDF, 5.50MB)

100+ ways to assess (PDF 584 KB)

Assessment for Lifelong Learning (PDF 13,451KB)

Assessment OF learning provides important evidence of student performance that enables robust decisions to be made about the award, such as certification to practice or to progress. In order to protect academic standards, our assessment practices must always aim to be reliable, valid and fair. However, too strong an emphasis on assessment OF learning can lead to an over reliance on examinations, and to students learning ‘to the test’, where their focus is on marks rather than learning (HEA, 2012). Assessment For and AS learning focus on supporting and promoting learning to validate achievement and/or engender learning within and beyond the University (lifelong learning).

Guide to Student Self Assessment (PDF 3,657 KB)

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.

Guide to Student Peer Assessment (PDF 3,544KB)

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 in order to help students learn more effectively. It also discusses some of the challenges associated with it.

Case studies from the disciplines

  • Case Study: A ‘Forward-Looking’ Assessment in a Philosophy Module - Dr Kenneth Pearce, Department of Philosophy
  • Case Study K - An Integrative and Creative Approach in Science Education: Working in Small Groups to Research and Present on a Scientific Breakthrough
  • Enhancing Assessment and Feedback in the Natural Sciences - Dr Matthew Saunders, School of Natural Sciences

Programme focussed assessment

  • Mapping Assessment Practices through a Programme-focussed Approach
  • Profile of Assessment Practices
  • TEP Guidelines on Student Workload and Assessment

Digital Assessment