Towards a Standardised, Student-Centred Approach to Continuous Assessment

1. Towards a Standardised, Student-Centred Approach to Continuous Assessment Dr. Kate Dunne Dr.Pauline Logue Dr. Angelika Rauch A Case History of GMIT Letterfrack

4. Project images

7. Student Projects in 1st Year

11. Pnematic Circuit Design & Building Computer Sketching CA Types Presentations Written Exams Open Book Exams Multiple Choice Furniture Design & Making Academic Essays Computer Drawing Hand Drawing Wooden Object Production Hand Sketching Posters Exhibition Displays Circuit Building Model Making Industrial Placement Thesis Reports Microteaching

12. How can the details of the assessment requirements be effectively communicated to the students?

14. Challenge of Assessment Standardisation Communication Measurability Consistency

16. ? ? ? ?

17. Response to the challenge? A Standardised Student Centred Continuous Assessment Template

18. Assignment Aims Assignment Instructions Assessment Criteria & Marking Scheme Submission Date Appendix

19. Analysis of CA briefs 2009-2010

20. Strengths Limitations Unclear link between Learning Outcomes & Assessment Confusion about CA weightings Complicated language Not implemented by approx. 1/3 of staff • Improvement • Consistency • Completeness • Measurability • Balance of detail • Clarity • Ease of navigation • Less confusion

21. Recommendations • Challenge culture of resistance within staff • Link to GMIT’s overall TLA strategy • Include within induction of new staff • Communicate more clearly the meaning of credit weighting to staff and students • Engage in ongoing review and improvement of the template

23. This work could not have been completed without the support and input of the lecturers and management at GMIT Letterfrack. It is greatly appreciated.

24. Image References • Home Gym Fitness Equipment, (n.d.), at (http://www.home-gym-fitness-equipment.co.uk/node?page=3, accessed on 22nd September 2010. • Problems Up – Successes Down, (2007),at http://www.ronmartin.net/blog/wp-content/uploads/2007/07/puzzled.jpg, accessed on 1st October 2010. • Slow Down Fast, (2009), at http://www.slowdownfast.com/are-you-turning-your-strengths-into-weaknesses/, accessed on 22nd September 2010.

25. Bibliography • Allan, J. (1996) Learning Outcomes in Higher Education. Studies in Higher Education, 21 (10):, p. 93-108. • Biggs, J. (2003) Aligning teaching and assessing to course objectives. Teaching and Learning in Higher Education: New Trends and Innovations. University of Aveiro. • Black, P. & D. William. (1998) Inside the Black Box: Raising Standards through Classroom Assessment, London: Kings College. • Coll, C. Et al. (2007) Continuous Assessment and Support for Learning: an experience in educational innovation with ICT support in Higher Education. Dept. Of Developmental and Educational Psychology, University of Barcelona, http://www.investigacion-psicopedagogica.org/revista/articulos/13/english/Art_13_205.pdf, accessed 24/09/10 • Gardner, J. (ed.) (2006), Assessment and Learning, Sage Publications Ltd. • Gosling, D. & J. Moon. (2001) How to Use Learning Outcomes and Assessment Criteria. London: SEEC Office. • HETAC (2009): Assessment and Standards, 2009 http://www.hetac.ie/docs/Assessment_and_Standards_2009 Published.pdf (accessed 14 /09/10). • Holt, D. G.; Willard-Holt, C. (2000). "Lets get real – students solving authentic corporate problems". Phi Delta Kappan, v82, n3, p243-46, Nov 2000. • Kennedy, D. (2007) Writing and Using Learning Outcomes: a Practical Guide, Cork: UCC. • Palmer, Marion (2009), Managing assessment, LIN Conference. • Rust, C.; O'Donovan, B.; Price, M. (2005), A social constructivist assessment process model: how the research literature shows us this could be best practice, Assessment & Evaluation in Higher Education, Volume 30, Issue 3, June 2005 , p 231-240. • UK HE Europe Unit, (2006) Guide to Bologna Process, edition 2, at http://www.europeunit.ac.uk/resources/Guide%20to%20the%20Bologna%20Process%20-%20Edition%202.pdf, accessed 22/09/10.