Inclusive Assessment of 'Live Brief' Undergraduate Projects

Thanks to Lisa Padden, Julie Tonge, Therese Moylan and Geraldine O Neill for their invitation to write a chapter in their IADT/UCD book 'Inclusive Assessment and Feedback'. Thanks too to Therese for very patiently ghosting me through the chapter writing process! The book is available online (see the link below).

http://www.ucd.ie/all/ourwork/publications/

MAY 2019 - RCSI launch and DESTIN conference in KYIV

RCSI Youth Mental Health Animations - Launch

On Thursday 9th May, 'accidental researcher' Helen Coughlan launched her 2019 IADT/RCSI Youth Mental Health animations, which are now live on SpunOut.ie. Keynote speech was by Senator Lynn Ruane and HRB Communications Manager Gillian Markey moderated a panel discussion. I especially liked Gillian's description of the animations as 'simple messages, about complex issues, honestly told.' The animations will be available in English and in Irish. Well done too to Helen and to IADT animation students Daniel and Cassandra for their appearances on RTE's Drivetime.

The takeaway from the broader RCSI research project is that 1 in 2 young people in Ireland today experience some kind of mental health issue.

https://spunout.ie/news/article/launch-date-mental-health-animation

IADT students waiting for the launch in RCSI

students waiting for the launch in RCSI

recording Irish versions of the voice

recording Irish versions of the RCSI project voice

recording Irish versions of the voice - well done Tim!

https://spunout.ie/news/article/launch-date-mental-health-animation

DESTIN conference Kyiv - May 13th to 17th

On Monday 13th of May, the DESTIN project team assembled in Taras Shevchenko National University Kyiv (TSNUK) for a project conference. Our WP3 toolkit draft was launched at the conference, though a more focused 'training for trainers' toolkit will have to be developed to assist the university teams in their study programme rewrites and revisions.

http://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-overview-one.html

In addition, Roman Paziuk and the Chernivtsi team launched the DESTIN project official website.

http://www.destin-project.info/language/en/

DESTIN WP3 TOOLKIT - PROGRAMME DESIGN FOUR

DESTIN WP3 TOOLKIT - PROGRAMME DESIGN FOUR


Here we show some charts, tables and matrices which may be useful to you to consider in the preparation of your revised study programme documents. The documents here are invented! Concentrate on the form of the documents, rather than on the content presented!

 

Matrix mapping Modules against ECTS, contact hours and allocation of marks

Matrix mapping Modules against Programme Learning Outcomes

Matrix mapping standards, PLOs and modules

(this is an invented matrix, so apologies for any non-correlations - focus on the format of the Matrix, rather than the content!)

DESTIN WP3 TOOLKIT - OVERVIEW ONE

WP3 European Curriculum Design TOOLKIT

Toolkit Themes and Topics – March 2019

The DESTIN WP3 Needs Assessment (Bath FEB 2019) identified  7 main (core) headings which needed to be addressed through this DESTIN TOOLKIT…

Pedagogy – T+L Strategies

Programme Design

Learning Outcomes

Benchmarking

Module Design

Assessment and Feedback

Terminology

Other topics will be dealt with through these core headings.

The DESTIN WP3 Needs Assessment identified these additional topics (in order of priority):

QA for Institutions (especially how it relates to and affects programme design * Workloads * SER (Self Evaluation Report) documentation * Student Surveys  * Student Assessment * Student Centred Learning (SCL) * Peer Review * Levels of Award * Student Handbook * Credits/ECTS.

HOW will we address our core headings through any DESTIN TOOLKIT?

We’re using the Tempus ALIGN Guidelines as the start point for our DESTIN toolkit.

We’re attempting to update the ALIGN materials, to make them more relevant to the current (2019) Ukrainian and EU HE context. In addition, we’re trying to keep the TOOLKIT materials relevant and useable.

Each Topic or Heading will be based on modularised PACKETS (we’re NOT calling them modules). Some headings will be dealt with in one or two PACKETS. Other headings may require many more PACKETS (in other words, the TOOLKIT should be elastic and scaleable).

The DESTIN toolkit is an architecture, rather than a finished building. We’re hoping that DESTIN partner HEIs will prepare and upload their own documents, resources, instances of best practice, checklists and workshops, eventually replacing the documents we start with here.

Each PACKET will have an introductory text, explaining what subjects and topics the packet will address and how the packet will work.

Each PACKET will have explanatory text resources. Each PACKET should be accomplished by a learner or programme team in a short time? Larger packets should be broken down into smaller, more doable packets. Each PACKET will also have links to other (external) pdf and video resources (additional or supplementary OERs (Open Educational Resources) (eg UCD or Plymouth University 7 Steps).

Over time, we hope to add video resources, screencasts, e-learning components, training workshops and short tests to our DESTIN TOOLKIT.

Tempus ALIGN Guidelines document (full 47 page document)


This document is the start point for our DESTIN WP3 TOOLKIT


www.davidquin.ie/ALIGN Guidelines for Aligning or Checking the Alignment of an academic programme V1.0 Final-1.pdf









next: DESTIN TOOLKIT Index https://quindpdp.blogspot.com/2019/05/wp3european-curriculum-design-toolkit.html 

WP3 European Curriculum Design TOOLKIT

Toolkit Overview  TWO – Index

WP3 European Curriculum Design TOOLKIT - TOOLKIT OVERVIEW ONE
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-overview-one.html

WP3 European Curriculum Design TOOLKIT - TOOLKIT OVERVIEW TWO – Index

https://quindpdp.blogspot.com/2019/05/wp3european-curriculum-design-toolkit.html

Pedagogy – Teaching and Learning Strategies

Pedagogy ONE: Core SCL and LO T+L Strategy – what students will learn, how they will learn, how do we KNOW our students are learning?
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_59.html

Pedagogy TWO: A Basic Model of an ALIGNED Curriculum - How Curriculum Learning Outcomes, Teaching and Learning Activities and Assessment link together to allow our students to successfully learn what we intend them to learn. Student Backwash ‘why students learn what they need to PASS?'
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_26.html

Pedagogy THREE: UCD ‘How Students Learn’ – a series of 5 short packets on pedagogical theory.

https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_17.html

Pedagogy FOUR: How can I teach and How do I assess?
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_64.html

Pedagogy FIVE: How and Why are Programmes created?
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_7.html

Pedagogy SIX: Peer Review of a Study Programme

https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl.html

Programme Design

Programme Design ONE: Basics
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-programme-design-one.html

Programme Design TWO: Current (2019) trends in European Programme Design
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-programme-design-two.html

Programme Design THREE: Tempus ALIGN Programme Design Findings
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-programme-design.html

Programme Design FOUR: Charts, tables and matrices which may be useful to you to consider in the preparation of your revised study programme documents.
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-programme-design-four.html

Learning Outcomes

Learning Outcomes ONE: What are Learning Outcomes?
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-learning-outcomes-one.html

Learning Outcomes TWO: A TCD Learning Outcomes Checklist

https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-learning-outcomes-two.html

Benchmarking

Benchmarking ONE: What is Benchmarking and Why do we benchmark?
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-benchmarking-one.html

Benchmarking Two: How do we benchmark? Strategies for benchmarking.
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-benchmarking-two.html

Module Design

Module Design ONE: Examples of Documents
https://quindpdp.blogspot.com/2019/05/destin-wp3-module-design-one.html

MODULE DESIGN TWO: UCD T+L Module Design and Enhancement
https://quindpdp.blogspot.com/2019/05/destin-wp3-module-design-two.html

Assessment and Feedback

Assessment and Feedback ONE: Current (2019) trends and themes in assessment
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-assessment-and_32.html

Assessment and Feedback TWO: Programme Level Assessment (no over-assessing and Assessment Schedules)
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-assessment-and_7.html

Assessment and Feedback THREE: Some Plymouth University 7 Steps documents on Assessment and Feedback
https://quindpdp.blogspot.com/2019/05/destin-wp3-assessment-and-feedback-three.html

Terminology

EU Commission Glossary link. Tempus ALIGN Glossary. A DESTIN 2019 Glossary drafted by SSU and IADT
https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-terminology.html

Tempus ALIGN project Guidelines

47 page full document


www.davidquin.ie/ALIGN Guidelines for Aligning or Checking the Alignment of an academic programme V1.0 Final-1.pdf







https://enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf

next PEDAGOGIES ONE https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_59.html

DESTIN WP3 TOOLKIT - PEDAGOGY and T+L STRATEGIES - ONE

WP3 European Curriculum Design TOOLKIT

Pedagogy and T+L Strategies

Pedagogy and T+L Strategies ONE: Core SCL and LO T+L Strategy – what students will learn, how they will learn, how do we KNOW our students are learning?

When our students sign onto our Study Programme, they expect to spend a period of time, (one year, two years, three years or four years) LEARNING what we INTEND them to learn. Ours is a Learning Outcome approach. On SUCCESSFUL completion of our Study Programme, our students will be able to… do this, do that et cetera, as specified in our Programme Learning Outcomes.

Each Study Programme is broken down into a separate year of study (in Ireland this is known as a Stage. (Stage 1, Stage 2, Stage 3, Stage 4). Each Stage or year of study may be broken down into Semesters or Terms, depending on the regulations of your HEI. Each Stage of our Study Programme is usually broken down into separate study sections. In Europe, we often call these study sections ‘MODULES’. In Ukraina and elsewhere, these sections of study are often called ‘courses’ or ‘classes’.

Through their years of study with us, our students must start to learn at a simple (or entry) LEVEL. Each student’s level of learning should develop and progress as they successfully spend time learning on your study programme.

Different subjects can be taught and learned in different ways – this should generally be determined by the Programme Team, as experts in their field or discipline, respecting their ‘academic autonomy’.

When our students complete a Module of study, there is an expectation that we will check that they have learned what we intended them to learn. This is the first part of what we know as ASSESSMENT. When each student has successfully completed the modules in a STAGE (or year) of study, they are allowed to PROGRESS to the next stage of study. When each student has successfully completed all of the stages of our study programme, they will achieve a final AWARD (eg BA, MA or PhD). These levels will have evolved from the Dublin Descriptors.

ALL of these components come together to form the individual Teaching and Learning STRATEGY for our Programme.

http://www.aqu.cat/doc/doc_24496811_1.pdf

A copy of the original Dublin Descriptors document on EQF levels of award from the Joint Quality Initiative informal group - 18th October 2004

http://www.ucd.ie/t4cms/ucdtla0034.pdf

UCD Assessment – A Guide to Taxonomies – January 2010

https://www.ucd.ie/teaching/t4media/UCDTLT0016.pdf

UCD Teaching Toolkit One – How Students Learn – January 2010

https://www.qqi.ie/downloads/nfqlevelindicators.pdf

Irish National Framework of Qualifications - interactive FAN diagram

https://nfq.qqi.ie/

Qualifications Frameworks - A European View (from QQI Ireland) - interactive FAN diagram

https://nfq.qqi.ie/qualifications-frameworks.html

QQI Irish NFQ Grid of Level Indicators BA MA and PhD - IMAGE

QQI Irish NFQ Grid of Level Indicators - IMAGE



NEXT: PEDAGOGIES TWO https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_26.html

DESTIN WP3 TOOLKIT - PEDAGOGY and T+L STRATEGIES - TWO

WP3 European Curriculum Design TOOLKIT

Pedagogy and T+L Strategies

Pedagogy – T+L Strategies - TWO: A Basic Model of an ALIGNED Curriculum 

How Curriculum Learning Outcomes, Teaching and Learning Activities and Assessment link together to allow our students to successfully learn what we intend them to learn.

In our European Curriculum Development model, The Programme Team (ordinary Professors, lecturers, teachers) are usually responsible for Programme Design and Curriculum Development. They will often be assisted by their Heads of Department and Managers. They will sometimes be advised and guided in their Teaching and Learning development by experts from other Programmes or Departments within their Institution or University. European Universities generally do not maintain ‘Methodological Departments’, but will often have ‘Teaching and Learning’ Units, often drawn from teaching staff across the university.

The Intended Learning Outcomes of the Curriculum are formulated first. On successful completion of our module or our programme ‘WHAT will our students be able to do’?

Once our Learning Outcomes are devised, we can either specify the Assessment Regime OR the Teaching and Learning Activities.

In our case, let’s start with the Teaching and Learning Activities. These are what the teacher DOES and what the students DO in order to achieve the learning required by some or all of our learning outcomes. Our Teaching and Learning activities must do several things. They must get essential information, concepts and experiences across to our students (things they NEED to know). The teaching and learning activities must hold the attention of our students (ideally our teaching should surprise, inspire and excite our students). Thirdly, our teaching and learning activities MUST provide our students with at least enough information, concepts and experience to PASS the assessment we set (in other words to achieve our Minimum Intended Learning Outcomes). Ideally, our students should get enough information, concepts, experience and inspiration to EXCEL in any assessment we set them.

The Assessment Regime creates CRITERIA FOR ASSESSMENT which relate to our Intended Learning Outcomes. Our assessment criteria should check if our students have successfully achieved our Minimum Intended Learning Outcomes. Our assessment criteria should also allow us to know if our students have EXCELLED in their studies. Some assessment can be pass/fail. However, most assessment is organised into clear levels of attainment – Excellent, Satisfactory, Pass, Fail. These levels of attainment can be expressed as a mark or grade.

Students also benefit from Feedback from our assessment of their work. Constructive feedback allows students to see what was STRONG in their work, what could be IMPROVE or DEVELOP in the future and might even give them some RECOMMENDATIONS (a kind of action plan) which will allow them to improve their learning and their grades.

We will deal with assessment and feedback in more detail in ‘Assessment and Feedback’.

http://www.ucdoer.ie/index.php/Using_Biggs%27_Model_of_Constructive_Alignment_in_Curriculum_Design/Introduction

An excellent short (2 page, with an Appendix) document from UCD Ireland - using Biggs' Model of Constructive Alignment

Tempus ALIGN Guidelines - page 25 - 7 steps of an ALIGNMENT process - 14 pages


www.davidquin.ie/ALIGN Guidelines - page 25 - 7 steps of an ALIGNMENT process - 14 pages.pdf











NEXT: DESTIN TOOLKIT PEDAGOGIES THREE: https://quindpdp.blogspot.com/2019/05/destin-wp3-toolkit-pedagogy-and-tl_17.html