The Assessment Section [1] of the UCD T&L Resources pages provides additional information on the following areas:

Assessment [2]

Assessment drives student learning. This means that we can design assessments to drive particular desired types of learning e.g. deep learning. Deep learning involves a critical analysis of ideas, linking them to already known concepts, principles and experiences which leads to personal understanding and long-term retention. And we can use assessment to drive the development of graduate attributes e.g. teamwork, creative thinking, information literacy

Why Assess Students? [3]

  • 1. Assessment Drives Student Learning
  • 2. Assessments can be explicitly designed to align with learning outcomes including graduate attributes, content areas including key concepts/principles/skills/attitudes, teaching and learning activities and evaluation.
  • 3. Assessment is a professional activity and judgment required for quality assurance and certification

What is being assessed? [4] Three interrelated elements are important to consider when clarifying what should be assessed; UCD level Descriptors, Taxonomies of learning outcomes and a List of Graduate Attributes.

How do you assess student learning? [5] There are five Important Messages to consider when you are planning how to assess your students...

Five Important Messages to consider when you are planning how to assess your students:

  • 1. Different assesments drive different types of learning
  • 2. Be aware that you don’t over-assess!
  • 3. Consider assessment for your module in the context of the whole programme
  • 4. Use a variety of methods of assessment as students have different learning styles
  • 5. Reviewing asessments can help you as a lecturer to plan your future teaching

Who Assesses Student Learning? [6] In many educational institutions, assessment by lecturers dominates, however there is growing evidence that involving students in the assessment process helps their learning.

What if ....?” Answers to some common assessment questions [7] This section is designed to answer some of the “What if ?” questions that crop up regularly in relation to assessment.

Designing Assessment for Successful First Year Learning [8] To facilitate the transition to university learning, assessment design in the first year needs to progressively move students from early low-stakes assessment – which build confidence – to more challenging assessments - for achievement.

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