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AISHE Readings : 2007 Number 1
Case Studies of Good Practices in
Assessment of Student Learning in Higher Education

Contents

• Imprint
• Acknowledgements
• Copyright
  • Original Works
  • Third Party Copyright Works
• Foreword (Geraldine O’Neill and Sylvia Huntley-Moore)
  • Context of the assessment project
  • The organisation of the case studies
  • Networks
  • Bibliography
  • Appendix A: Range of assessment methods used
  • Appendix B: Disciplines and countries represented in the cases
• Introduction: Assessment in Crisis? (Phil Race)
  • The terminology of assessment
  •  Validity
     Reliability
     Transparency
     Authenticity
    
  • More assessment terminology: norm-referenced, criterion-referenced, formative, summative.
  •  Norm-referenced versus criterion-referenced
     Summative and formative assessment
    
  • Learning from experience
  • Bibliography
• 1 Examining Students’ Clinical Skills: Assessment of the ‘Unseen’ Client in a Speech and Language Therapy Clinic (Irene Walsh, Kathleen McTiernan and Margaret Leahy)
  • 1.1 Context
  •  1.1.1 Teaching and learning methods
    
  • 1.2 Learning Outcomes being Assessed
  • 1.3 Assessment Procedures/Details
  •  1.3.1 Overview
     1.3.2 Details given to the student
     1.3.3 Expectations of student performance
    
  • 1.4 Strengths and Limitations
  •  1.4.1 Strengths
     1.4.2 Limitations
    
  • 1.5 Contributor’s Reflections on the Assessment
  •  1.5.1 Students’ responses to the assessment
    
  • 1.6 Bibliography
• 2 Students’ Continuous Assessment through Discussion Threads within Blended Teaching Method (face-to-face and e-learning) (Eleni Mangina)
  • 2.1 Context
  • 2.2 Learning Outcomes being Assessed
  •  2.2.1 Broad-based learning outcome
     2.2.2 Learning objectives
    
  • 2.3 Assessment Procedures/Details
  • 2.4 Strengths and Limitations
  •  2.4.1 Strengths
     2.4.2 Limitations
    
  • 2.5 Contributor’s Reflections on the Assessment
  • 2.6 Bibliography
• 3 The Use of Reflective Research Journals in a 1st Year Information Literacy Module (Claire McGuinness)
  • 3.1 Context
  • 3.2 Learning Outcomes being Assessed
  • 3.3 Assessment Procedures/Details
  • 3.4 Strengths and Limitations
  •  3.4.1 Strengths
     3.4.2 Limitations
    
  • 3.5 Contributor’s Reflections on the Assessment
  • 3.6 Bibliography
• 4 Applying a Criterion and Standards Approach to Assessment by Examination in Law (Clair Hughes, Russell Hinchy and Clare Cappa)
  • 4.1 Context
  • 4.2 Learning Outcomes being Assessed
  • 4.3 Assessment Procedures/Details
  • 4.4 Strengths and Limitations
  •  4.4.1 Strengths
     4.4.2 Limitations
    
  • 4.5 Contributors’ Reflections on the Assessment
  •  4.5.1 The Lecturers’ perspective
     4.5.2 The Subject Coordinator’s perspective
     4.5.3 The Educational Consultant’s perspective
    
  • 4.6 Bibliography
• 5 The Use of Assessment in Study Skills Development (Orna Ryan)
  • 5.1 Context
  • 5.2 Learning Outcomes being Assessed
  • 5.3 Assessment Procedures/Details
  •  5.3.1 Submission 1
     5.3.2 Submission 2
     5.3.3 Submission 3
     5.3.4 Submission 4
    
  • 5.4 Strengths and Limitations
  •  5.4.1 Strengths
     5.4.2 Limitations
    
  • 5.5 Contributor’s Reflections on the Assessment
  • 5.6 Bibliography
  • Appendix A: Sample of Student Comments on Module and Assessment
• 6 Task Oriented Online Learning (TOOL)—Social Interaction in an Online Environment (Seamus Fox and Elaine Walsh)
  • 6.1 Context
  • 6.2 Learning Outcomes being Assessed
  • 6.3 Assessment Procedures/Details
  •  6.3.1 First assignment period
     6.3.2 Second assignment period
     6.3.3 Third assignment period
     6.3.4 Monitoring and equity of marking
     6.3.5 Aggregation of assessments
    
  • 6.4 Strengths and Limitations
  •  6.4.1 Strengths
     6.4.2 Limitations
    
  • 6.5 Contributor’s Reflections on the Assessment
  •  6.5.1 Student reaction
     6.5.2 External examiner’s reaction
     6.5.3 Module co-ordinators’ reaction
    
  • 6.6 Bibliography
• 7 Where are the Examinations? Using Learning Journals in Mathematics Assessment (Michael Lanigan)
  • 7.1 Context
  • 7.2 Learning Outcomes being Assessed
  • 7.3 Assessment Procedures/Details
  •  7.3.1 The benefits of journals
    
  • 7.4 Strengths and Limitations
  •  7.4.1 Strengths
     7.4.2 Limitations
    
  • 7.5 Contributor’s Reflections on the Assessment
  • 7.6 Bibliography
  • 7.7 Useful Resources
• 8 Web-based Electronic Annotation and Rapid Feedback for Computer Science Programming Exercises (Fintan J. Costello)
  • 8.1 Context
  • 8.2 Learning Outcomes being Assessed
  • 8.3 Assessment Procedures/Details
  • 8.4 Strengths and Limitations
  •  8.4.1 Strengths
     8.4.2 Limitations
    
  • 8.5 Contributor’s Reflections on the Assessment
  • 8.6 Useful Resources
• 9 On the Use of Multiple Class Test Assessments to Promote and Encourage Student Learning (Séamus McLoone)
  • 9.1 Context
  • 9.2 Learning Outcomes being Assessed
  • 9.3 Assessment Procedures/Details
  • 9.4 Strengths and Limitations
  •  9.4.1 Strengths
     9.4.2 Limitations
    
  • 9.5 Contributor’s Reflections on the Assessment
  • 9.6 Bibliography
• 10 Teaching Portfolio (Roisin Donnelly)
  • 10.1 Context
  • 10.2 Learning Outcomes being Assessed
  • 10.3 Assessment Procedures/Details
  • 10.4 Strengths and Limitations
  •  10.4.1 Strengths
     10.4.2 Limitations
    
  • 10.5 Contributor’s Reflections on the Assessment
  • 10.6 Bibliography
• 11 Multiple Approaches to Reflection as a Key Component of Assessment (Justin Rami, John Lalor and Gerry McNamara)
  • 11.1 Context
  • 11.2 Learning Outcomes being Assessed
  • 11.3 Assessment Procedures/Details
  • 11.4 Strengths and Limitations
  •  11.4.1 Strengths
     11.4.2 Limitations
    
  • 11.5 Contributor’s Reflections on the Assessment
  • 11.6 Bibliography
• 12 Learning to Do by Doing: Understanding Observation Methods through Participation (Crystal Fulton)
  • 12.1 Context
  • 12.2 Learning Outcomes being Assessed
  • 12.3 Assessment Procedures/Details
  •  12.3.1 Class preparation for the assessment
     12.3.2 Individual assessment
    
  • 12.4 Strengths and Limitations
  •  12.4.1 Strengths
     12.4.2 Limitations
    
  • 12.5 Contributor’s Reflections on the Assessment
  •  12.5.1 Student reactions
     12.5.2 Transferring to other contexts
     12.5.3 Advice to instructors
     12.5.4 Validity/reliability issues
     12.5.5 Resource implications
    
  • 12.6 Bibliography
• 13 Using Peer and Self-assessment Practices to Assess Written Tasks (Rosario Hernández)
  • 13.1 Context
  • 13.2 Learning Outcomes being Assessed
  • 13.3 Assessment Procedures/Details
  • 13.4 Strengths and Limitations
  •  13.4.1 Strengths
     13.4.2 Limitations
    
  • 13.5 Contributor’s Reflections on the Assessment
  • 13.6 Bibliography
• 14 Reflection as a Method of Assessment in Paediatric Palliative Care Education (Jayne Price and Patricia McNeilly)
  • 14.1 Context
  • 14.2 Learning Outcomes being Assessed
  •  14.2.1 Aim
     14.2.2 Module Objectives
    
  • 14.3 Assessment Procedures/Details
  • 14.4 Strengths and Limitations
  •  14.4.1 Strengths
     14.4.2 Limitations
    
  • 14.5 Contributor’s Reflections on the Assessment
  • 14.6 Bibliography
  • Appendix A: Model of Reflection for Children’s Palliative Care
  •  Textual Description of Diagram
    
• 15 Creative Methods and Critical Reflection (Paul McIntosh, Claire Webb, and Paul Keenan)
  • 15.1 Context
  • 15.2 Learning Outcomes being Assessed
  • 15.3 Assessment Procedures/Details
  • 15.4 Strengths and Limitations
  •  15.4.1 Strengths
     15.4.2 Limitations
    
  • 15.5 Contributor’s Reflections on the Assessment
  • 15.6 Bibliography
  • 15.7 Useful Resources
• 16 The Use of Learning Journals in Assessment (Alison Farrell)
  • 16.1 Context
  • 16.2 Learning Outcomes being Assessed
  • 16.3 Assessment Procedures/Details
  • 16.4 Strengths and Limitations
  •  16.4.1 Strengths
     16.4.2 Limitations
    
  • 16.5 Contributor’s Reflections on the Assessment
  •  16.5.1 Initial concerns regarding using journals for assessment
     16.5.2 General comments on the process
     16.5.3 Application to larger groups
     16.5.4 Pleasant surprises
     16.5.5 Planning for future use of journals
     16.5.6 Final words
    
  • 16.6 Bibliography
• 17 SPEL—Student Passport for E-Learning: an Integrated Approach to Assessment (Francesca Lorenzi and Kay MacKeogh)
  • 17.1 Context
  • 17.2 Learning Outcomes being Assessed
  •  17.2.1 Assessment procedures/details
    
  • 17.3 Strengths and Limitations
  •  17.3.1 Strengths
     17.3.2 Limitations
    
  • 17.4 Contributors’ Reflections on the Assessment
  • 17.5 Bibliography
• 18 All for One and One for All or Every Student for Themselves? Using Group Posters in the Assessment of the Sociology of Health and Illness (Sylvia Huntley-Moore and Maria Lohan)
  • 18.1 Context
  • 18.2 Learning Outcomes being Assessed
  • 18.3 Assessment Procedures/Details
  •  18.3.1 Summative elements
     18.3.2 Formative elements
    
  • 18.4 Contributor’s Reflections on the Assessment
  • 18.5 Bibliography
• 19 The ‘Triple Jump’ Assessment in Problem Based Learning: an Evaluative Method Used in the Appraisal of both Knowledge Acquisition and Problem Solving Skills (Kathleen McTiernan, Margaret Leahy, Irene Walsh, Pauline Sloane and Martine Smith)
  • 19.1 Context
  • 19.2 Learning Outcomes being Assessed
  • 19.3 Assessment Procedures/Details
  •  19.3.1 First stage
     19.3.2 Second stage
     19.3.3 Third stage
    
  • 19.4 Strengths and Limitations
  •  19.4.1 Strengths
     19.4.2 Limitations
    
  • 19.5 Contributor’s Reflections on the Assessment
  • 19.6 Bibliography
• 20 Peer Assessment of Problem Based Learning—Fostering Reflective Practice in Social Work Students (Maeve Foreman)
  • 20.1 Context
  • 20.2 Learning Outcomes being Assessed
  •  20.2.1 Health related social work
     20.2.2 Learning outcomes
    
  • 20.3 Assessment Procedures/Details
  •  20.3.1 Peer assessment
     20.3.2 The Process
     20.3.3 Assessment criteria
     20.3.4 Problem based learning
     20.3.5 Instructions to the class
    
  • 20.4 Strengths and Limitations
  •  20.4.1 Strengths of peer assessment
     20.4.2 Limitations of peer assessment
    
  • 20.5 Contributor’s Reflections on the Assessment
  • 20.6 Bibliography
  • Appendix A: Sample Grid
  •  Health Related Social Work, Masters’ In Social Work, Year Two: ‘Virtual’ Cases—Agreed Peer Assessment Criteria
    
  • Appendix B: Sample Cases
  •  Case 1
     Case 2
     Case 3
     Group Task
    
• 21 Open Book Assessments and Quizzes in Statistics (Joan Cleary)
  • 21.1 Context
  • 21.2 Learning Outcomes being Assessed
  • 21.3 Assessment Procedures/Details
  • 21.4 Strengths and Limitations
  •  21.4.1 Laboratory Assessment
     21.4.2 Quizzes
    
  • 21.5 Contributor’s Reflections on the Assessment
  • 21.6 Bibliography
• 22 Three Stages of Apprenticing Students into Portfolio Ownership (Juliana Chau)
  • 22.1 Context
  •  22.1.1 What do students include in their portfolio?
     22.1.2 Will the portfolio carry any weighting in assessment?
    
  • 22.2 Learning Outcomes being Assessed
  • 22.3 Assessment Procedures/Details
  •  22.3.1 Significance of the Checklists
    
  • 22.4 Strengths and Limitations
  •  22.4.1 Strengths
     22.4.2 Limitations
    
  • 22.5 Contributor’s Reflections on the Assessment
  • 22.6 Bibliography
  • Appendix A
  •  Portfolio checklist for students
    
• 23 Life after University: Assessing Final-year Environmental Science Students to Ensure Success in a Research Workplace (Debra Panizzon)
  • 23.1 Context
  • 23.2 Learning Outcomes being Assessed
  • 23.3 Assessment Procedures/Details
  •  23.3.1 Assignment 1: Development of a research proposal
     23.3.2 Assignment 2: Seminar involving a presentation of findings
     23.3.3 Assignment 3: Written research report (Summative)
     23.3.4 Assignment 4: Examination
    
  • 23.4 Strengths and Limitations
  •  23.4.1 Strengths
     23.4.2 Limitations
    
  • 23.5 Contributor’s Reflections on the Assessment
  • 23.6 Acknowledgement
  • 23.7 Bibliography
• 24 Engaging with the Standards: Using Feed-forward and Feedback (Ian Cathers)
  • 24.1 Context
  • 24.2 Learning Outcomes being Assessed
  • 24.3 Assessment Procedures/Details
  •  24.3.1 The Students
     24.3.2 The Staff
    
  • 24.4 Strengths and Limitations
  •  24.4.1 Strengths
     24.4.2 Limitations
    
  • 24.5 Contributor’s Reflections on the Assessment
  • 24.6 Bibliography
  • Appendix A

University College Dublin (UCD)
University of Dublin, Trinity College (TCD)
Dublin City University (DCU)