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
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1. Allow students,
where possible, to have an opportunity for regular, low stakes assessment
with opportunity for feedback on their progress
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4. Consider the
redesign of the learning sequence of module learning activities in an
efficient and effective manner, including the related blended learning opportunities.
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2. Develop students’
opportunities for in-class self and/or peer review of their learning
against assessment criteria
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5. Introduce more
active/task-based learning which uses more authentic assessments (i.e.
subject/discipline identity)
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3. Allow students
multiple opportunities for well-structured and supported collaborative
learning and its assessment (peer and group-work, project work)
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6.
Consider the student work-load demands within the module, as well as in
parallel modules
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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.
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A full programme of short online resources on First Year undergraduate assessment.
https://www.ucd.ie/teaching/resources/assessment/firstyearassessment/ |
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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 |
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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
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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
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