Tuesday, 7 May 2019

DESTIN WP3 - MODULE DESIGN TWO


Module Design TWO: UCD T+L Module Design and Enhancement OVERVIEW


Designing Assessment for Successful First Year Learning

There are six design principles that you should follow when planning assessment for successful first year learning.
 Six Design Principles
 1. Allow students, where possible, to have an opportunity for regular, low stakes assessment with opportunity for feedback on their progress
  4. Consider the redesign of the learning sequence of module learning activities in an efficient and effective manner, including the related blended learning opportunities.
2. Develop students’ opportunities for in-class self and/or peer review  of their learning against assessment criteria 
 5. Introduce more active/task-based learning which uses more authentic assessments (i.e. subject/discipline identity)
 3. Allow students multiple opportunities for well-structured and supported collaborative learning and its assessment (peer and group-work, project work) 
  6. Consider the student work-load demands within the module, as well as in parallel modules    

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. In addition, students need to be engaged and empowered in their learning experience in order to achieve the level of social and academic integration for successful first year learning (Nicol, 2009).
1.     Module Design Principles and Practices for First Year Assessment is based on the design principles and highlights some comprehensive examples. 
2.     The second resource Designing First Year Assessment Strategically focuses on the key issues required in the overview and the strategic design of assessment in the first year of a programme.  This resource develops on some of these module design principles, but elaborates on some of the actions that can be taken at the level of a school or programme or stage in designing assessment for first year. It includes at the end, an appendix of the module design principles and advice (so, for convenience, you have both of these resources as one).
3.     The third resource Five UCD Case Studies of First Year Assessment, provides a detailed description of UCD modules designed for first year engagement. Many of these cases address several of the module design principles above, in one module. Sometimes these types of modules may also be entitled ‘concept’, ‘theme-based’ or ‘enquiry-based’ modules.
4.     The fourth resource Assessment Workload Equivalences  focuses on the issue of student and staff workload associated with assessment.  Schools are encouraged to come together to discuss and set their own assessment workload guidelines, often referred to as assessment equivalents.  A number of examples of assessment equivalence guidelines are presented in the resource.
 These resources are also supplemented by the Focus on First Year audio podcast in the Showcase section of the website.




A full programme of short online resources on First Year undergraduate assessment.

https://www.ucd.ie/teaching/resources/assessment/firstyearassessment/





UCD - Making the Most of Your Module Descriptor.pdf below for a useful list of alternative assessment types


https://www.ucd.ie/t4cms/Making%20the%20Most%20of%20Your%20Module%20Descriptor_final.pdf



UCD - module design and enhancement – Top 7 Tips for Inclusive Module Design

These are 7 Universal Design (UD) tips for Inclusive Module Design
Dr. Lisa Padden




UCD - assessment - module design principles and practices for First Year Assessment

This focuses on undergraduate First Year – 2011

Author: Geraldine O’Neill, Elizabeth Noonan, and the First Year Assessment Project Advisory Group



No comments:

Post a comment