Assessment & Feedback in a Digital Context

This fully online for-credit module (5 ECTs) is aimed at postgraduate research students (PGRs) with active roles in supporting teaching, learning, and assessment at Trinity.

The module aims to support GTAs with teaching/learning/assessment responsibilities in their role as a GTA and to consider where and how digital assessment and feedback practices can be used to enhance learning.

This for-credit module can contribute to the award of the structured PhD.

Please note this module is open to PhD students only at this time.

Module Learning Outcomes

The module is strongly oriented towards practice: participants develop insight into key areas of practice relevant to their current and future roles as educators in higher education. On successful completion of this module participants should be able to;

define what assessment and feedback mean to you in the context of your discipline;
reflect on and evaluate your evolving role in assessment and feedback as you make the shift from student to assessor;
identify how digital technologies can be used to enable and enhance assessment and feedback processes;
demonstrate engagement with the relevant literature of assessment feedback.

Teaching & Learning Methods

Module themes (‘blocks’) are released on a structured basis across the 10-week duration of the module. This ‘flipped’ approach supports participants to engage with a wide variety of stimulus materials throughout the module.

Module participation is built around engagement in small peer learning sets at times to be agreed between participants in these groups. In this way, the module aims to be as flexible as possible, enabling participants to fit module participation into existing schedules. Peer engagement with the stimulus materials and activities drive activities within the peer learning sets.

Module assessment is supported by three live online tutorials which all participants must attend.

Assessment

The module is graded on a pass/fail basis.

Formative assessment

Formative assessment plays a key role in this module, strengthening feedback processes and supporting the evolving community of practice.

Formative assessment elements include:

contribution to discussion boards;
contribution to personal reflective journals;
evidence their engagement with their peers across the module.

Evidence of satisfactory engagement with formative assessment elements, combined with full attendance at all three online tutorials is required in order to submit the final summative assessment.

Summative assessment

There are two components to the summative assessment. Credits cannot be awarded for the module unless both components have been successfully completed.

1. Digital Resource Document (suitable for peer GTAs).

This document may be presented as;