Assessment
Ensure that all students receive clear, timely and accurate information regarding
assessment deadlines and requirements. This allows for clear expectations and
advanced preparation.
Always be aware that formative assessment can also play an important role in a
student’s learning. Feedback from formative assessment can both direct a student in
the learning journey and advise a teacher of where teaching methods have been
successful and where they have not.
Be clear as to the actual skills being measured when using a particular method of
assessment. Learning outcomes are central to this task.
Clarity can be enhanced by:

Timely distribution of continuous assessment guidelines.

Timely circulation of assessment requirements.

Clear, constructive and timely feedback on performance and assessment.

Be conscious that many students enter from a second level system. Do not
assume that your students understand what is being assessed.

When possible discuss deadlines with colleagues to ensure they are staggered
throughout the term.

Remember that for personal reasons deadlines can sometimes be difficult for
students. It is therefore good to state clearly what the policy on late submissions
is and that reasonable requests for extensions will be considered. Some students
feel uncomfortable asking for extensions even when they have genuine reasons
to do so.
Types of assessment available:
Project or essay.
Exams.
PBLs.
Oral presentation.
Group projects.
Posters.
Learning journal.
Internet blog for class discussion.
What students at UCC have to say regarding assessment:
‘Feedback has all been quite positive and it has been helpful to know I am on the
right track at least. They will always highlight a point on which you can improve
what you are doing.’ (non disabled student)
‘Not every lecturer would have given me feedback, but the lecturers who have
given me feedback I think it’s actually beneficial, very beneficial, because not only
do you think you are on the right track but also you can use the skills you develop
during that assignment in other assignments as well.’ (Student with a disability)
“Yes, I did come across quite a wide variety. For example essays, group work,
discussion groups, internet discussion etc. All of these were recorded as marks. I
also had the blog that I had to keep this year for my course. That is quite a large
variety I suppose.” (non disabled student)
“I experienced a learning journal in third year, but not in previous years. . I thought
it was interesting. It was in the form of an Internet blog, which we had to update
regularly. It was good because it forced you to think about what you had covered.
It also helps you to realize what you don’t know. It is a good learning tool.” (non
disabled student)
“We had a learning journal in one subject. I absolutely hated it; however, it was of
great benefit in hindsight. It was used as part of your assessment and its contents
were highly confidential. There was a lot of time went into it, but there was a big
spin off in the exams because you could go back and see how you had interpreted
each area of the course.” (student with a disability)
“I think assessments in my course are too text based. Placement would be a good
method of assessment. This is a major downfall in the program. Placement is what
shows a person how they can apply what they are learning.” (student with a
disability)
The research from which these quotations have been extracted can be found at
www.ucc.ie/en/dss/publications/research