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Use the following thematic posts to capture some insights and potential actions for future development.

Answer the prompts by adding a 'Comment' and

Add a rating to what you 'feel' is most important to tackle first... and

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Taking a programme approach to assessment and feedback can provide students with a more coherent learning experience, help clarify expectations of the programme and can be a more effective and efficient use of staff time. Assessment and feedback approaches at a programme level can:

ensure that module assessment and feedback approaches build coherently from previous (vertical integration) and, where possible, parallel modules (horizontal integration) and/or

develop integrative assessment where one or more assessments are designed to draw on the work of multiple modules, i.e. a capstone assessment, themed assessments, portfolio assessment (UCD Regs 4.4; National Forum, 2017b, 2017c)

These webpages present a framework, that was developed as part of a strategic project, to support UCD faculty to review, plan, articulate and implement their programme (or stage) assessment and feedback strategies. UCD Academic Regulations (2021-2022) also highlight that a programme's governing board should review and reflect on their assessment approaches, including 'assuring outcomes based emphasis in programme design and assessment' (Reg 1.6c) and 'ensuring that assessment strategy is appropriate and measures achievement of programme outcomes' (Reg 1.6d). Therefore, this approach is particularly useful for those responsible for programmes or stages, such as d eans/associate deans, subject/major/discipline heads, programme/stage directors of either undergraduate or postgraduate taught programmes.

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Taking a programme approach to assessment and feedback can provide students with a more coherent learning experience, help clarify expectations of the programme and can be a more effective and efficient use of staff time.

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Which Graduate Attributes 'manifest' in your modules... Identify 'attributes' that may not be wholly accounted for.

Do you know if they are done so elsewhere?

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Curriculum mapping is a growing activity for programme-level review and development. The programme teams' dialogue and collaboration is a key aspect of mapping process (Uchiyama & Radin, 2009).

'the collegial discussions and decision-making processes are the heart of curriculum mapping. Curriculum maps are by-products of teachers working collaboratively and individually to design and review curriculum'.
Hale and Dunlap (2010, pp. 17-18).

The purpose of curriculum mapping is to ensure that the teaching and learning activities, assessments, and/or content of a programme align with the programme outcomes. This is to enable:

Transparency for the students and faculty;

A coherent approach to programme enhancement and change;

Efficiency in teaching, learning and assessment approaches;

That key institutional attributes are reflected in the programme activities;

Enhancement of sequencing and coherence of programme's content, teaching and assessment approaches (Arafeh, 2015; Hale & Dunlap, 2010).

Some Different Types of Curriculum Mapping

Mapping programme outcomes to external drivers (such as professional and accrediting bodies) demands

Mapping programme outcomes and module outcomes and assessments

Mapping development of graduate attributes across a programme

Mapping development of research skills across a programme

Mapping threshold concept development across a programme

Mapping changes and innovations in programme design

Using the Curriculum Mapping Tool in InfoHub
All module coordinators contributing to the programme play a part in the curriculum mapping process. Under the direction of the academic lead for the programme, each MC can map their module(s) to the programme outcomes, using the online mapping tool in the Curriculum Review and Enhancement InfoHub system. The system collates the mapping data on each module to provide a programme level view of how the contributing modules address and assess the programme outcomes.
Key Point
The most important aspect of curriculum mapping is the collegial dialogue and collaborative decision-making that arises from the mapping process and combined visual output.

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Curriculum mapping is a growing activity for programme-level review and development. The programme teams' dialogue and collaboration is a key aspect of mapping process (Uchiyama & Radin, 2009). 'the collegial discussions and decision-making processes are the heart of curriculum mapping. Curriculum maps are by-products of teachers working collaboratively and individually to design and review curriculum'.

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Modular Alignment and Assessment Overload

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Modular Alignment and Assessment Overload

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Identify Outcomes that may also be assessed elsewhere (in another module).

How do you assess them? And at what level?

How might you/collectively address this?

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Identify the current assessment methods across the programmes.

How might these be diversified?

To be more inclusive and accessible, provide choice etc.?

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Does your chosen modular assessment offer adequate opportunities for the provision of formative feedback/feedforward?

Identify examples

Query their amount, timing, effectiveness etc

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Feedback individually to students, post-assessment: This can be through different approaches, such as oral, audio, video and/or written/annotated feedback, either in-class, out of class, in meetings, through the VLE, by email, using rubrics, etc.

Group/class feedback, post-assessment: T his can be through different approaches, such as oral, audio, video and/or written feedback, either in-class, out-of-class, in meetings, through the VLE, by email, etc.

Feedback individually to students, on an activity or draft prior to summative assessment:
This can be through different approaches, such as oral, audio, video and/or written feedback, either in-class, out of class, in meetings, through the VLE, by email, using rubrics, etc.

Online automated feedback: This can be facilitated through, for example, online MCQs/quizzes (with feedback), essay correcting software, on-line polling activities, other automated feedback approaches, etc.

Self-assessment activities: Activities to facilitate students to self-monitor and critically evaluate their own work, such as discussion following in-class student response systems/quizzes; discussion forums around assignments either in class/online/out-of-class; use of a self-assessment form (or rubric) when submitting their work; self-assessing their work against descriptive criteria on a rubric, etc

Peer review activities: Opportunities for students to peer review, for example: using a range of different exemplars of other students' work, either in class/online; opportunities to discuss standards required based on peer exemplars or descriptive criteria on a rubric; peer reviewing other students' work against descriptive criteria on a rubric, etc

1. Turning a traditional teaching setting into a feedback-rich environment

2. Six Ways to Engage Students with Feedback

3. Technology Enhanced Feedback

4. Assignment rubrics for supportive feedback and consistent grading

5. How to Give Constructive and Actionable Feedback to Students: Staff to Students

6. How to Give Constructive and Actionable Peer Feedback: Students to Students

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Feedback individually to students, post-assessment: This can be through different approaches, such as oral, audio, video and/or written/annotated feedback, either in-class, out of class, in meetings, through the VLE, by email, using rubrics, etc. Group/class feedback, post-assessment : T his can be through different approaches, such as oral, audio, video and/or written feedback, either in-class, out-of-class, in meetings, through the VLE, by email, etc.

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Considering the Programmes as a whole, what factors might impact the student e.g. timing, workload, weighting, access to rubrics/criteria etc.

And how might you address them?

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Is there opportunity or need to have 'integrative assessment' for the programmes

e.g. capstone pieces, reflective portfolios, practice journals etc.

How might this impact the modular approach to assessment?

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Is the module the optimum design to engage learners and fulfill its outcomes?

What future adaptions or innovations would you consider?