Towards a Standardised, Student- Centred Approach to Continuous Assessment A Case History of GMIT Letterfrack Dr. Kate Dunne Dr. Pauline Logue Dr. Angelika Rauch Project images Student Projects in 1 st Year CA Types Furniture Design & Making Multiple Choice Written Exams Hand Drawing Hand Sketching Exhibition Displays Academic Essays Thesis Microteaching Wooden Object Production Circuit Building Open Book Exams Computer Drawing Computer Sketching Reports Industrial Placement Posters Presentations Pnematic Circuit Design & Building Model Making How can the details of the assessment requirements be effectively communicated to the students? Challenge of Assessment Standardisation Communication Consistency Measurability PRIMARY RESEARCH METHODOLOGY ACTION RESEARCH CASE STUDY HEURISTIC APPROACH FOCUS GROUPS ? ? ? ? Response to the challenge? A Standardised Student Centred Continuous Assessment Template Assignment Aims Assignment Instructions Submission Date Appendix Assessment Criteria & Marking Scheme Analysis of CA briefs Comparative Analysis of Assignments Student Focus Groups Staff Focus Group Strengths Improvement Consistency Completeness Measurability Balance of detail Clarity Ease of navigation Less confusion Limitations Unclear link between Learning Outcomes & Assessment Confusion about CA weightings Complicated language Not implemented by approx. 1/3 of staff Recommendations Challenge culture of resistance within staff Link to GMITs overall TLA strategy Include within induction of new staff Communicate more clearly the meaning of credit weighting to staff and students Engage in ongoing review and improvement of the template This work could not have been completed without the support and input of the lecturers and management at GMIT Letterfrack. It is greatly appreciated. Image References Home Gym Fitness Equipment, (n.d.), at (http://www.home-gym- fitness-equipment.co.uk/node?page=3, accessed on 22 nd September 2010.http://www.home-gym- fitness-equipment.co.uk/node?page=3 Problems Up Successes Down, (2007),atcontent/uploads/2007/07/puzzled.jpg, accessed on 1 st October content/uploads/2007/07/puzzled.jpg Slow Down Fast, (2009), atturning-your-strengths-into-weaknesses/, accessed on 22 nd September 2010.http://www.slowdownfast.com/are-you- turning-your-strengths-into-weaknesses/ Bibliography Allan, J. (1996) Learning Outcomes in Higher Education. Studies in Higher Education, 21 (10):, p Biggs, J. (2003) Aligning teaching and assessing to course objectives. Teaching and Learning in Higher Education: New Trends and Innovations. University of Aveiro. Black, P. & D. William. (1998) Inside the Black Box: Raising Standards through Classroom Assessment, London: Kings College. Coll, C. Et al. (2007) Continuous Assessment and Support for Learning: an experience in educational innovation with ICT support in Higher Education. Dept. Of Developmental and Educational Psychology, University of Barcelona,accessed 24/09/10http://www.investigacion-psicopedagogica.org/revista/articulos/13/english/Art_13_205.pdf Gardner, J. (ed.) (2006), Assessment and Learning, Sage Publications Ltd. Gosling, D. & J. Moon. (2001) How to Use Learning Outcomes and Assessment Criteria. London: SEEC Office. HETAC (2009): Assessment and Standards, Published.pdf (accessed 14 /09/10).http://www.hetac.ie/docs/Assessment_and_Standards_2009 Published.pdf Holt, D. G.; Willard-Holt, C. (2000). "Lets get real students solving authentic corporate problems". Phi Delta Kappan, v82, n3, p243-46, Nov Kennedy, D. (2007) Writing and Using Learning Outcomes: a Practical Guide, Cork: UCC. Palmer, Marion (2009), Managing assessment, LIN Conference. Rust, C.; O'Donovan, B.; Price, M. (2005), A social constructivist assessment process model: how the research literature shows us this could be best practice, Assessment & Evaluation in Higher Education, Volume 30, Issue 3, June 2005, p UK HE Europe Unit, (2006) Guide to Bologna Process, edition 2, ataccessed 22/09/10.