Towards Assessment Practices ‘for’ Learning in Irish Built Environment Higher Education

Figures & data

Table 1 Conditions under which assessment supports learning

Sufficient assessed tasks are provided for students to capture study time. These tasks are engaged with by students, orienting them to allocate appropriate amounts of time and effort to the most important aspects of the course. Tackling the assessed task engages the students in productive learning activity of an appropriate kind. Assessment communicates clear and high expectations. Sufficient feedback is provided, both in frequency and in enough detail. The feedback focuses on students' performance, on their learning and on actions under the students' control, rather than on the students themselves and on their characteristics. The feedback is timely in that it is received by students while it still matters to them and in time for them to pay attention to further learning or receive further assistance. Feedback is appropriate to the purpose of the assignment and to its criteria for success. Feedback is appropriate, in relation to students' understanding of what they are supposed to be doing. Feedback is received and attended to. Feedback is acted upon by the student.

Source: Gibbs and Simpson (2004)

Figure 1 Research enquiry research process

Table 2 Institutional policy documentation research enquiry

Institution	Institute policy on Assessment
U1	Traditionally, assessment strategies have been developed at module level, relying on the established and developing practices and approaches within the discipline, and the professionalism of academic staff. The judgment of the appropriateness of such strategies at university level takes place through the institution's evaluation and re-validation processes, with adjustments also being made in light of comments from external examiners and students. There is an expectation that a range of assessment methods be used at the appropriate level of the module and programme. External Examiner process in place.
U2	This university operates a modular credit continuous assessment system which provides continuous feedback to students on academic performance. External Examiner process in place. Assessment strategy decided at programme level.
IOT1	Institute regulations refer to assessment procedures and regulations define assessment ‘of’ and ‘for’ learning. The regulations identify programme level as the level where decisions should take place. No requirements as to the types of assessment to be used and is based on the institutional model. External Examiner process in place.
IOT2	Documentation and regulations refer to establishing the extent to which the programme learning outcomes have been fulfilled and the conditions under which progression can be made. No reference as to the modes of assessment to be used with an overall marks and standards approach. Policies guided by national agency.
IOT3	Documentation and regulations refer to establishing the extent to which the programme learning outcomes have been fulfilled and the conditions under which progression can be made. No reference as to the modes of assessment to be used with an overall marks and standards approach. Policies guided by national agency.
IOT4	Documentation and regulations refer to establishing the extent to which the programme learning outcomes have been fulfilled and the conditions under which progression can be made. No reference as to the modes of assessment to be used with an overall marks and standards approach. Policies guided by national agency.

Note: U1 and U2 — University level; IOT 1,2,3,4 — Institutes of Technology (IOT) level

Table 3 Types of assessment identified in programme documentation

Institution	U1	U2	IOT1	IOT2	IOT3	IOT4
Type of assessment
Written Exam	✓	✓	✓	✓	✓	✓
Coursework	✓	✓	✓	✓	✓	✓
Continuous Assessment			✓	✓	✓
Portfolio			✓
Practicals/labs	✓	✓	✓	✓		✓
Dissertation/Final Project	✓	✓	✓	✓	✓	✓
Presentations	✓		✓	✓		✓
Work-placement	✓		✓	✓	✓	✓

Table 4 Concepts and codes arising from the first phase of the research enquiry

Concepts	Open Codes
Purpose of assessment	Examination, coursework, regulations, assessment criteria, policies and procedures, summative purpose, formative purpose, holistic assessment, compliance
Learning and teaching	Teaching methods, improve student learning, innovative practice, scaffolding, reflective learners, modularisation, semesterisation, constructive alignment, student-centred learning, independent learning, over assessment, modules, active learning
Academic	Changing practice, learning outcomes approach, traditionalists, coursework, staff development, innovation, course board
Summative assessment	Examination, coursework, portfolio, measurement, variety, practical tests, peer assessment
Formative assessment	Importance of formative assessment, student involvement, peer assessment, feedback, continuous assessment, portfolio, flexibility

Gibbs G. & Simpson C. (2004). Conditions under which assessment supports student learning. Learning and Teaching in Higher Education, 1, 3-31.

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