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Full-Text Articles in Education
Development Of Strategies For The Assessment Of Practical Competencies In A Learning Environment, Kathleen Brosnan, Dervil Cody, Shannon Dickson
Development Of Strategies For The Assessment Of Practical Competencies In A Learning Environment, Kathleen Brosnan, Dervil Cody, Shannon Dickson
Practitioner Research Projects
No abstract provided.
Student Peer Feedback And Assessment In Higher Education, Niall Hanlon, Denise Murray, Eugen Niculae
Student Peer Feedback And Assessment In Higher Education, Niall Hanlon, Denise Murray, Eugen Niculae
Practitioner Research Projects
No abstract provided.
Timely Student Feedback, Ronan Oliver, Evelyn Casey, David O'Connor
Timely Student Feedback, Ronan Oliver, Evelyn Casey, David O'Connor
Practitioner Research Projects
Students are not only interested in their grades but they are also interested in feedback (Mulliner & Tucker, 2017), as this is an important element of their learning cycle (Gibbons et al., 2018). Together with lecturers they agree that for this to be effective, it must be returned quickly so that it can be acted on within the context of their learning (Denton et al., 2008; Mulliner & Tucker, 2017). However, the delivery of timely and effective feedback can be a burden on lecturers, particularly if they are responsible for large classes and in the early stage of their career. …
A Rubric Guide For New Academics, Pearlean Chadha, Louise Lynch, Barry Nevin, Edmund Nevin, Anushree Priyadarshini
A Rubric Guide For New Academics, Pearlean Chadha, Louise Lynch, Barry Nevin, Edmund Nevin, Anushree Priyadarshini
Practitioner Research Projects
Early career academics entering Higher Education face many challenges. The demands of a new work environment – particularly a third-level institute – can lead to struggles for identity and purpose together with uncertainty of how to fit into a new role (Archer, 2008; Houston, Meyer, & Paewai, 2006). The importance of supporting new academics is identified by many authors including Adcroft and Taylor (2013) and Sadler (2012), and is a crucial issue where assessment of student performance is concerned. Assessment is a major driver of student learning, and scholars have extensively documented the importance of constructively aligning assessment types to …
A How-To Guide For Student Generated Video, Janet Gillanders, Kate O'Brien, Sean O'Leary, Ariane Perez-Gavilan, James Sheridan
A How-To Guide For Student Generated Video, Janet Gillanders, Kate O'Brien, Sean O'Leary, Ariane Perez-Gavilan, James Sheridan
Practitioner Research Projects
The type of assessment used by the instructor is a major consideration that must be taken into account when designing a third level course. The importance of assessment can be understood if one frames it not only as assessment of learning but also as assessment for learning. In this new framework, in addition to measuring students’ knowledge of the material, assessment can be thought of as a tool used for providing feedback, for defining academic standards, and for directing student learning (Harris, 2005). There is currently a movement calling for a shift away from traditional high-stakes assessment towards alternative assessment …
An Exploration Of Fairness In The Assessment And Process Of Student Group Work, Rita Gibson, Emma Geoghegan, Oscar Macananey, Andrew Hines, Lorraine D'Arcy
An Exploration Of Fairness In The Assessment And Process Of Student Group Work, Rita Gibson, Emma Geoghegan, Oscar Macananey, Andrew Hines, Lorraine D'Arcy
Practitioner Research Projects
This project was driven by a motivation to be as fair as possible in the assessment of students' group work. Achieving fairness in assessment is a recurrent them in group project assessment literature (Nordberg, 2009). All authors of this report teach modules with group projects, and acknowledged that discrepancies often exist between a mark assigned to a group and an individual's contribution. Our aims were to (a) collectively enhance our understanding of the issues that need to be considered when assessing a group work project and (b) collectively build our confidence in approaches chosen to overcome these challenges. The findings …
Methods For Deriving Individual Marks From Group Work, Miriam Delaney, Lucy Bowe, Breiffni Fitzgerald, Peter Maccann, Christina Ryan
Methods For Deriving Individual Marks From Group Work, Miriam Delaney, Lucy Bowe, Breiffni Fitzgerald, Peter Maccann, Christina Ryan
Practitioner Research Projects
Group assessment is a valuable teaching and learning method (Springer et al., 1999). This has been comprehensively demonstrated in the teaching and learning literature both in general (Johnson et al., 1991) and in specific contexts. This assessment practice promotes questioning, discussion and debate and encourages students to become active team players (DIT, 2013). However, when using this form of assessment, it is important to recognise that it is "individuals who graduate and gain qualifications" (Gibbs, 2009, p.4). The problem of freeloading has been identified and one of the suggested methods of reducing this is to incorporate individual assessment into the …
Facilitating Group Work: A Guide To Good Practice, Ronan Mccrea, Irene Neville, David Rickard, Ciara Walsh, David Williams
Facilitating Group Work: A Guide To Good Practice, Ronan Mccrea, Irene Neville, David Rickard, Ciara Walsh, David Williams
Practitioner Research Projects
Oakley et al. (2004) and Gibbs (2009) observe that owing to the extensive literature on group work, lecturers searching for a succinct guide on how to facilitate this activity effectively would find it challenging to digest such a large corpus. We extensively reviewed the literature in order to produce a quick and accessible guide for lecturers to use. It is our aspiration that this could be referred to when planning and facilitating group work projects with insights and recommendations informed by our research. Moreover, as this work draws on publications from educators in a wide range of disciplines, we expect …
Authentic Assessment, Sinead Freeman, James Fox, Vanessa Murphy, Nicola Hughes
Authentic Assessment, Sinead Freeman, James Fox, Vanessa Murphy, Nicola Hughes
Practitioner Research Projects
No abstract provided.