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| Account name | Type | Account number | Date | Trustworthiness | Status |
|---|---|---|---|---|---|
| In hac habitasse platea dictumst | Private | 2134002434 | 10 October 2017 | Sufficient | Active |
| Mauris venenatis interdum | Private | 2134002434 | 10 October 2017 | Sufficient | Active |
| Aenean eleifend nibh at erat | Private | 2134002434 | 10 October 2017 | Sufficient | Active |
| Mauris venenatis interdum lectus | Private | 2134002434 | 10 October 2017 | Sufficient | Active |
As assessment methods should align with your outcomes, then, for example, critical thinking outcomes should be supported by assessments that challenge students to demonstrate this, such as essays, debates, online discussion forums, etc. For more examples on alignment, see Matching Outcomes to Assessment Methods.
Students should experience a range of assessments across a programme. The examination is a useful assessment approach and it is still used widely in UCD and nationally (National Forum, 2016), but it does not suit all learners. Give some thought to whether there are other approaches you can use to assess student learning in your module, bearing in mind that too much assessment innovation can also be challenging for students. Here are some UCD T&L and National Forum resources on common assessment methods, i.e.
Group Work and Its Assessment; An Introduction to Effective Poster Design and Production The Use of Concept Maps for Assessment; The Design of Multiple Choice Questions for Assessment; Dissertations/Masters Dissertations; Work-Based Assessment; Authentic Assessment.
As assessment methods should align with your outcomes, then, for example, critical thinking outcomes should be supported by assessments that challenge students to demonstrate this, such as essays, debates, online discussion forums, etc. For more examples on alignment, see Matching Outcomes to Assessment Methods.
Students should experience a range of assessments across a programme. The examination is a useful assessment approach and it is still used widely in UCD and nationally (National Forum, 2016), but it does not suit all learners. Give some thought to whether there are other approaches you can use to assess student learning in your module, bearing in mind that too much assessment innovation can also be challenging for students. Here are some UCD T&L and National Forum resources on common assessment methods, i.e.
Group Work and Its Assessment; An Introduction to Effective Poster Design and Production The Use of Concept Maps for Assessment; The Design of Multiple Choice Questions for Assessment; Dissertations/Masters Dissertations; Work-Based Assessment; Authentic Assessment.
As assessment methods should align with your outcomes, then, for example, critical thinking outcomes should be supported by assessments that challenge students to demonstrate this, such as essays, debates, online discussion forums, etc. For more examples on alignment, see Matching Outcomes to Assessment Methods.
Students should experience a range of assessments across a programme. The examination is a useful assessment approach and it is still used widely in UCD and nationally (National Forum, 2016), but it does not suit all learners. Give some thought to whether there are other approaches you can use to assess student learning in your module, bearing in mind that too much assessment innovation can also be challenging for students. Here are some UCD T&L and National Forum resources on common assessment methods, i.e.
Group Work and Its Assessment; An Introduction to Effective Poster Design and Production The Use of Concept Maps for Assessment; The Design of Multiple Choice Questions for Assessment; Dissertations/Masters Dissertations; Work-Based Assessment; Authentic Assessment.
Student participation in projects is essential.
Students are eligible to apply as part of a team comprising a mix of UCD faculty or staff and students. Students are encouraged to approach UCD faculty or staff if they have a project idea or if they know of a faculty/staff member applying to the scheme, and would like to find out how to become involved in the project as a team member.
Each college will appoint a Review Panel to evaluate applications received from faculty/staff within their college. A Central Support Units Review Panel will also be established to evaluate applications from faculty/staff based in central support units. To support the local Review Panels with this task a rubric has been created against which all applications will be scored. Cross-disciplinary applications will be evaluated by each of the College Review Panels of the participating team members.
College Review Panels will make recommendations to a University-level Oversight Group regarding applications to be funded in their College. The function of the University-level Oversight Group is to quality assure the process across all Colleges and to confirm funding awards. The decision of the Oversight Group will be final - there will be no appeals process. The University-level Oversight Group will comprise the following members:
As the lecturer maintain a regular presence in the discussion forums, check the discussion forums on a regular basis to;
Wednesday 27th November 2019
Midnight on Tuesday 7th January 2020
Your application will be evaluated against the following criteria:
1. Alignment
2. Project rationale and , objectives and expected outputs
3. Active student participation
4. Outputs and Impact and legacy
5. Feasibility and value for money
A rubric will be used to review applications against these criteria.
Funding has been made available through the HEA and the National Forum for the Enhancement of Teaching and Learning to stimulate and support small-scale local enhancement projects (LEPs), aligned to one or more of the strategic priorities set-out in the National Forum Strategy 2019-2021. The strategy identifies four priorities, which are described as follows:
The scope of potential applications is broad, and applicants are encouraged to focus on projects that will deliver tangible benefits to students within their local context. Funding may be sought to address an existing challenge or opportunity, or it could be used to develop a solid foundation for a future enhancement initiative in teaching and learning. For some examples of possible LEP ideas go to our inspiration page.
Projects must be completed by end December 2020 and recipients of funding will be required to showcase and disseminate the approach taken and key outcomes from their project at a Teaching and Learning event(s) and through the development of a case study for publication on the UCD T&L website.
Applications are invited from individuals and teams and must fulfil the following criteria:
For team applications:
