The All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J) is an open-access, peer-reviewed, journal of scholarly research into Teaching and Learning in Higher Education.
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The Irish Journal of Technology Enhanced Learning is an open access, peer reviewed journal published by the Irish Learning Technology Association.
An online blog from various members of the DigitalEd community helping to highlight and share reflections on important aspects to online teaching and learning.
An EDTL webinar providing some key points around assessment in an online era.
The IUA’s EDTL project have developed a popular and engaging webinar series, with each video hosted on their vimeo channel. Go to the channel now to view content that will certainly be of interest to you.
The Irish Universities Association has launched a three-year project to mainstream digital in teaching, learning and assessment through an ambitious professional development programme. The aim is to move away from individual champions, towards effective engagement of all staff with digital technologies. This includes attempts to diversify the assessment methods utilised across the university.
Visioning the Future focused on exploring the landscape of doctoral education in Performing Arts and Film / Screen Media in Ireland. This resource aims to support students, staff, and institutions to enhance their doctoral provision for Artistic Research PhDs [over 60 Creative Commons licensed resources are available on the site].
A concise guide which details the process of closing the Feedback Loop, presenting strategies for mid-semester.
An infograph guide highlighting the fact that student feedback matters.
This Forum Insight aims to expand our understanding of the terms associated with assessment within the Irish higher education sector.
This resource is intended to prompt reflection on the breadth of potential assessment activity that can be used across the disciplines. Consider how your assessment strategy enables students to demonstrate their achievement of one or more learning outcomes and whether assessment activity is adequately aligned with workload.
Rethinking Assessment – An overview of alternative assessments to end of term exams
In the words of the authors, “this project sought to address a key issue in third level Teaching and Learning, that of assessment and assessment feedback. Assessment strategies have been shown to have a large impact on shaping how students learn and how they develop key employability skills. Learning from best practice nationally and internationally, and research from staff, students and quality documents, this project has developed a set of recommendations which will enhance practices in, and experiences of, assessments and feedback in TU Dublin”.
A resource developed to support the Irish higher education community in the initial weeks of the move to online/remote teaching and learning in March 2020
DCU has issued a set of guiding principles to inform the development and approval of alternative assessments. The authors unpack these principles here and link them to a set of actions to guide the choice of alternative assessments in the immediate term.
This resource is an introduction to multiple facets of the process involved in the development of multiple choice items and assessments, such as item writing, assessment blueprinting, standard setting and item analysis as they relate to multiple choice assessments
The aim of the this workbook is to provide a series of resources; contextual information, methods and approaches, to the area of assessment construction and implementation.
The aim of the this workbook is to provide a series of resources; contextual information, methods and approaches to the area of self and peer assessment.
A workbook to support educators in reflecting on assessment issues, and planning around these.