Moodle’s Completion Tracking feature provides a straightforward way to help students see what activities they have Completed and what is To Do, allowing them to organise and motivate their leaning. Which is particularly important with teaching asynchronous courses. For lectures, completion tracking offers visibility of student engagement, making it easier to identify students who may need additional support.

In this post we are going to be looking at setting up Completion Tracking on your Moodle page, using this to add restrictions to activities and resources, and adding a Completion Tracking block to your page.

What Is Completion Tracking?

Completion Tracking allows for activities or resources to be marked as either To Do or Completed. Students see a ‘To do’ list for an activity or resource, showing what conditions must be met before it is marked as complete. Conditions can be either automatically completed (based on set conditions) or manually completed (students ‘Mark as done’ themselves).

Ways to use it:

• Mark lectures, readings, and weekly tasks as “complete” when viewed.
• Require completion of a video before releasing a quiz (using restriction settings).
• Set up a pathway where Week 2 unlocks only after Week 1 material is completed.
• Monitor class progress using the Activity Completion Report before assessments.
• Add a Completion Progress block to your Moodle Page – a visual, colour‑coded progress bar that shows the status of student activity completion.

How to Enable Completion Tracking:

1. Go to your Course settings
2. Turn on ‘Enable completion tracking’ under tracking completion
3. Then, in each activity/resource settings, go to ‘Completion conditions’ and set the conditions for completion. Examples of conditions that can be set:
   • Student must view the activity
   • Student must submit an assignment
   • Must post discussions (set number)
   • Student must receive a grade
4. Save changes activity/resource settings

With Completion Tracking enabled you will now be able to use this feature with Moodle’s Activity Restriction.

What is it?

Restrict access is a Moodle feature that allows you to control when students can access an activity, resource, or section. By applying conditions, you can make content available to students only when these conditions are met. For example, on a specific date, being part of a particular group or after an activity is completed. This helps guide students through learning in a structured way.

How to Enable Restrict Access using Activity Completion:

1. Open the settings for an activity or resource and go to the setting ‘Restrict Access’ section.
2. Then add your conditions, choose Activity Completion.
3. You can then select the activity they must complete from the drop down lost along with the condition that needs to be met to gain access.
4. Save changes activity/resource settings.

Another Moodle feature that can be used with Completion Tracking is the Completion Progress Block.

What is it

The Completion Progress block is a visual, colour‑coded feature that gives students an overview of their progress through a course. It tracks activities that have ‘Completion Tracking’ enabled, showing students what is completed and what is not completed.

How to Add a Completion Progress Block:

1. You will need to have completion activities set up for at least one activity or resource.
2. In the right-hand column, select Add a block.
3. Choose Completion Progress from the list.
4. A Completion Progress block will then be added.
5. You can configure the block settings (optional) by clicking on the three dots and then the Configure Completion… This will allow you to control how and where the block appears along with what activities or resources are shown in the block.

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Immersive technologies such as virtual reality (VR), augmented reality (AR), and interactive 360° environments are opening new possibilities for teaching and learning. Over the past number of months, the Teaching and Learning Centre has been working with lecturers across ATU to explore how these tools can support experiential learning, communication skills, and new forms of student engagement.

Early pilots and experimentation

We are currently running a series of immersive learning pilots using Meta Quest headsets, primarily based in Galway, with plans to expand to other campuses as the initiative develops. These pilots allow lecturers to experiment with a range of applications including communication simulations, collaborative virtual environments, and interactive storytelling tools.

Rather than rolling out technology at scale, our approach is to start with structured experimentation. By testing different tools and teaching ideas with small groups, we can better understand where immersive technologies genuinely add value to learning.

Immersive simulations and virtual environments are increasingly used in education to allow learners to practice real-world scenarios in safe, engaging ways.

Working with lecturers

A key part of this initiative has been working directly with lecturers who are interested in exploring immersive approaches in their modules. Instead of focusing on technology alone, we are encouraging staff to think about how immersive experiences can support learning outcomes.

Some of the areas currently being explored include:

• Communication and presentation skills training
• Scenario-based learning and role play
• Interactive 360° learning experiences
• Virtual environments for collaboration
• Digital storytelling and interactive media

Immersive Learning Community of Practice

To support this work we have established an Immersive Learning Community of Practice (CoP), bringing together staff from across disciplines who are interested in XR, VR, and immersive pedagogy.

Our meetups provide a space to:

• Share emerging use cases
• Explore new tools and applications
• Learn from colleagues experimenting with immersive learning
• Connect with external speakers working in the XR space

Access and support

We are also working closely with the ATU Library to provide centralised and easy access to VR headsets. This will allow staff and students to borrow equipment through a managed system, helping lower barriers to experimentation and supporting immersive learning activities across different campuses.

What comes next

Over the coming year we plan to continue developing immersive learning at ATU through:

• Ongoing pilots with lecturers
• Hands-on workshops and staff training
• Showcasing emerging use cases
• Supporting collaboration across campuses

If you are interested in getting involved, you can:

Join the Immersive Learning Community of Practice
Visit the Immersive Learning SharePoint resource hub

The post Immersive Learning at ATU: Pilots, Practice and Possibilities appeared first on Digital Ed.

These initiatives collectively critically inform good practice in the use of GenAI in higher education and the project outputs will continue to foster ethical and informed engagement with GenAI in higher education into the future delivering the best possible informed and responsible graduates into the workforce.

In the space of two years, GenAI technologies have become embedded in our society and continue to increase in prevalence,  as the technology advances and becomes more accessible. The impact on the education sector is very high , stimulating the necessity for change and for dedicated teams such as the GenAI:N3 network to support this evolution. This project is an excellent example of how expertise and significant collaboration from a community of educators can provide critical and practical supports and resources for colleagues in the rapidly changing area of GenAI technologies. These resources are multi-disciplinary and relate to all faculties and fields of study.

This project has successfully nundertaken the following initiatives:

• Establishing a national network across the TU and wider HE sector
• Creation of a GenAI:N3 national hub (website) with open and accessible Gen AI resources
• Development of an Assessment Re – design Framework and short online course for educators
• Development of Student Guidelines and accompanying short online course for students
• Facilitation of a series of ‘AI Play’ Workshops and Hackathons across the HE sector, both nationally and internationally
• Creation of an AI Tool and an AI Chatbot
• Production of a crowdsourced e-book to showcase outputs and learning from the project, expert articles, case studies, and resources
• AI Clinics for staff to drop in and discuss their issues and experiences with the technology

While this project initially directly involved the N-TUTORR partner institutions, the aim of creating broader impact on the HE sector was integral as national and international partners featured as guest speakers, consultants, and facilitators. This was a core consideration in ensuring all resources created for the project were Open and accessible through the project website. .

Also, the dissemination of knowledge was a critical aspect of this project, and this has been achieved through conferences both at home and internationally – with many examples across the TU collaborative group.

Over a timeframe of 4 months, educators from Technological Universities (TU’s) across Ireland, for the first time in the sector, collaborated to share knowledge and resources on Generative AI (GenAI) in higher education to ensure best practice and academic integrity. The project initiative included an innovative “GenAI Hackathon”, that ran across all TU campuses, introducing staff and students to GenAI tools, followed by “GenAI Play” workshops fostering significant discussions on its impact on educational integrity and ultimately, assessment redesign. The critical issue now as we move forward is literacy, and this project enacted a collegial combined approach to this literacy in the TU sector, while also ensuring adherence to the EU AI Act. ATU ran a very successful Hackathon in Nov 2024 and a series of onsite AIPlay workshops across 5 campuses, and are continuing rolling out these workshops to meet demand .

The feedback from these events was overwhelmingly positive, with staff welcoming information and support. Interestingly, students were also very engaged and interested in proper reliable guidelines and signposts and especially, guardrails. This guidance was greatly appreciated and facilitated through workshops, seminars, and expert international guest speakers.  In parallel, the group developed a crowdsourced GenAI eBook and a website containing valuable resources to support best practices. This novel innovative collaborative approach within’ the TU community, facilitated engagement with GenAI in higher education, promoting awareness, increasing educators’ knowledge and critical literacy around GenAI across many institutions. 

All Resources mentioned in this article are available at  the GenAI Website Link  : www.genai.ie ( Planned Completion date April 2025 )

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Picture a room buzzing with energy, where educators and students came together to shake up traditional assessment methods. That was the ATU Assessment Hackathon—a fast-paced, hands-on event that reimagined how we evaluate learning in the age of artificial intelligence (AI).

From LEGO® to Learning Outcomes

Breaking the ice with LEGO® Serious Play, participants build models that represent their educational philosophies, setting the stage for deeper discussions. This creative exercise encouraged open communication and paved the way for practical, scalable assessment strategies.

The Hackathon Unpacked

At its core, the ATU Assessment Hackathon was a melting pot of ideas, bringing together diverse minds to tackle the challenges of modern education. Participants engaged in Challenge-Based Learning (CBL), a hands-on approach that encourages collaborative problem-solving. Armed with a toolkit that includes CBL game boards, creating learning outcomes cards, and an A to Z deck of assessment types, teams brainstorm and prototype innovative assessment solutions.

Why It Matters

In an era where traditional exams often fall short, the hackathon offered fresh perspectives and ideas. By exploring diverse assessment methods, educators found new ways to capture student learning and skills more effectively. The event not only sparked conversation and innovation but also built a community dedicated to enhancing education.

The Big Ideas That Emerged

One of the most exciting outcomes of the hackathon was the Big Ideas publication—a collection of the innovative assessment concepts generated during the event categorised under Education Principles, Guiding Principles, Assessment Method and Lesson Plan. This publication showcases fresh approaches to evaluating learning, providing educators with inspiration and actionable strategies for the future. It stands as a testament to the creativity and collaboration that made the hackathon such a success.

In this special publication, we will share a collection of assessment briefs derived from a one-day assessment hackathon in Atlantic Technological University (ATU), where 100+ colleagues and student leaders undertook a challenge-based learning experience, to hack a big idea on tackling assessment in the age of Artificial Intelligence (AI). Source: https://issuu.com/atlantictechnologicaluniversity/docs/atu_assessment_hackathon_flipbook

Image 1: Big Ideas 

Join the Movement

The ATU Assessment Hackathon proved that when creative minds collaborate, real change happens. Whether you were an educator seeking fresh strategies or a student eager to contribute, the event showcased the power of collective innovation. The future of assessment may still be evolving, but one thing is certain—this was just the beginning.

For full detail on the hackathon see: ATU Assessment Hackathon Overview

The Challenge Learning Framework includes three interconnected phases: Engage, Investigate and Act. Each phase includes activities that prepare you to move to the next phase. There are opportunities within each phase for mini-exploration cycles and, if necessary, a return to an earlier phase. Supporting the entire process is an ongoing process of documentation, reflection and sharing. Source: https://www.challengebasedlearning.org/framework/

Image 2: Challenge Based Learning

Declaration: This blog was written with the assistance of ChatGPT, an AI language model, to refine ideas and enhance readability.

The post Cracking the Code: Inside ATU’s Assessment Hackathon: Create academically integral, authentic, and sustainable assessment for all in the age of Artificial Intelligence (AI) appeared first on Digital Ed.

What is DigitalEd?

DigitalEd.ie is an online knowledge platform that was created by a teaching and learning project team in ATU to provide academic and professional services staff with a resource to discover their digital capabilities and engage with courses, guides, and tools to enable them to teach online and support flexible learners effectively in higher education.  Whilst the platform was intended to support the ATU community, it is an open resource.

In 2021, ATU (formerly Galway-Institute of Technology) launched their first DigitalEd Conference to address the emerging impact of the global pandemic on teaching and learning practices.  Over 650 attendees engaged with the 5-day conference that covered how-to sessions around online assessment and student engagement, design thinking, online delivery, and utilising Microsoft applications.

This year’s DigitalEd Conference offering focussed on a variety of teaching and learning themes to include:

• Digital Transformation in Teaching & Learning
• Students as Partners in Teaching & Learning
• Embracing the Sustainable Development Goals (SDGs)
• Academic Integrity and Artificial Intelligence

These conference themes align to the National Technological University Transformation for Recovery and Resilience (N-TUTORR) project for Ireland’s technological university sector, combining new technological universities and institutes of technology, who have formed a partnership to deliver a best-practice suite of initiatives and opportunities for the learner and staff development supported by necessary enabling technologies.

Benefits to Attending and Engaging in DigitalEd Conferences

• Make New Connections

Take advantage of the time you’ve dedicated to attend the event to meet new people inside and outside of your organisation.  Are you new to the organisation?  Do you have an idea that needs a sound board? Are you looking for a mentor? Introduce yourself to a keynote speaker, facilitator, presenter, or even your fellow attendees during a conference break – you never know what will come from meeting a new person!

• Learn about What’s Happening Inside and Outside of your Organisation

The only way to know about the hottest topics in your area of interest or the newest technology introduced to the HE sector is to be in the know.  Are you interested in learning about ePortfolios and how to embed them into your course?  You’ve heard about Artificial Intelligence and ChatGPT, but what is your organisation, and the wider HE sector, doing to address it?  Attend and engage in sessions that are relevant to your field of study or work to ensure you take away the relevant titbits of information and make the most of your time.  Participate in the interactive activities on offer during sessions.  Engage in discussions with other attendees to get their take on the information that is being presented.  Stay on for the Q&A portion of the sessions to find out what others are thinking and questioning.

• Explore Opportunities

One of the sweetest things about ATU’s DigitalEd Conferences is that there is a continuous range of teaching and learning topics covered in the conference programmes, so something for everyone.  Interested in learning about a new educational application to enhance student engagement in the classroom?  Have an idea for a teaching and learning project and looking for a funding stream to support your project?  Want to find out where you can avail of training for a new application that has been introduced to your organisation?  Review the programme to find out what sessions are of interest to you, attend the sessions, and take note of important contact details of those that you can reach out to for more information.

Conference attendance is on the rise each year since this gig started in 2021 – it’s never too late to jump on the knowledge bandwagon.  So just don’t attend the next DigitalEd Conference but pay attention to what can be of benefit to you!

Explore past and present ATU DigitalEd Conference outputs at:  DigitalEd Conferences – Digital Ed

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The Themed Hackathon format was a challenge-based learning experience which required students to immerse in the topic for a day and collaborate in groups to identify and creatively solve sustainable consumption issues on campus. 51 students participated in the event.

Prior to the Sustainathon workshop, the SDGs were introduced in class and the students also engaged in self-directed learning by exploring several resources on sustainability and specific 2030 targets in Ireland on food waste and waste generation. As well as that, students were asked to complete two pre-workshop activities:

• conduct short interviews with ATU students, ATU staff and someone outside of campus around the topics of food waste and waste generation on campus. 
• walk around/use the facilities on campus with a critical eye to identify and take note of issues/opportunities for us to become more sustainable on campus.

A few days later, the Sustainathon day experience began with an introduction to design thinking. From mid-morning to mid-afternoon students worked in groups on defining problems, brainstorming solutions, voting/selecting the most promising ideas and prototyping. These colourful activities (involving post-its, flipcharts, stickers, markers etc.) were facilitated by a design thinking/sustainability expert. The second part of the afternoon was the most exciting, with each group pitching/presenting their ideas. A panel of judges selected the 3 best presentations and the day concluded with an Award Ceremony.

Overall, the event was a success. All the participants agreed/strongly agreed that the experience contributed to their learning around sustainability. Favourite moments comprised the hands-on group work, applying the design thinking process and seeing their colleagues present their ideas. The main takeaways from the experience included the belief that ‘we can all reduce food waste’, that ‘there are many ways to be more sustainable and making changes in your daily life can have a large effect’, and that ‘young people can make a difference for sustainability’.

The Sustainathon event and the pre-workshop activities were a unique and different learning experience. By adopting a student-centred problem-based approach, the project encouraged a high level of engagement and creativity, and helped students recognise and fulfil their potential to contribute to society. The group format also stimulated a level of competition among students and provided a rich platform for peer learning.

The Sustainathon project was aligned to the government’s National Strategy on Education for Sustainable Development as it moved beyond just ‘teaching facts on sustainability’ into involving the students in developing innovative solutions to sustainability challenges that affect them directly. Learning interventions, such as the Sustainathon, can help students become more empowered to be community engaged, ethically conscious, professionally competent, and ultimately lifelong sustainability advocates.

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Learning design is a methodical approach to planning, developing and designing good learning experiences. Learning design is particularly important when planning blended and online learning experiences. Before the Covid-19 pandemic, online and blended learning design was quite a slow, tailored and quality orientated process. The large-scale pivot online due to the pandemic necessitated a different approach to learning design, speed, pragmatism and just in time support became key ingredients of emergency remote learning design. This meant that learning designers became the “first responders” during the great onlining due to the Covid-19 pandemic.

In this article, I describe the case study of the Digital Learning Design Unit (DLDU) based in Dublin City University (DCU) as an example of learning design and the work of learning designers during the time of Covid-19.

The Digital Learning Design Unit (DLDU) was formed swiftly in 2020 as part of DCU’s response to the pandemic. The unit was tasked with helping as many staff, modules and programmes to prepare for online delivery as possible in advance of the start of the academic year at the end of September 2020. With approximately five weeks to achieve this goal, the team developed a scrum approach to learning design combined with the ABC learning design model, which we called our rapid design approach.

The DLDU rapid design approach was a collaborative process which entailed four, two hour sessions over a two-day sprint which dedicated time for academic staff to explore and learn the pedagogical and technological approaches to effectively engage with hybrid learning. The sprints focused on hands-on tailored professional learning in a small group environment.

By the end of April 2021, the DLDU had worked with 442 DCU academic colleagues. In acknowledgement of the positive feedback and impact of the unit, a permanent learning design service has been created in DCU, incorporating the ethos, approach and people from the Digital Learning Design Unit.

Lessons Learned

In some respects, the pandemic was an enabler for higher education transformation. The pivot online, forced many educators to engage with online pedagogy, learning design and teaching, learning and assessment supported by digital tools. In this case study, the pandemic prompted a strategic approach to learning design for online blended and hybrid education. This strategic approach began as a temporary proactive measure to keep teaching and learning going but has now been cemented into a permanent strategy for online blended and hybrid education at our institution which will continue in the post pandemic environment.

Read the full article:

Farrell, O. (2022). Learning Design in the Time of COVID-19: The Digital Learning Design Unit Story. Open Praxis, 14(2), 162–171. DOI: http://doi.org/10.55982/openpraxis.14.2.485

Listen to a Podcast about the article:

Episode 11 of Lets Talk Education Research https://www.dcu.ie/instituteofeducation/lets-talk-education-research

Author profile: https://www.dcu.ie/policyandpractice/people/orna-farrell

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“eHealth is a term to describe a set of digitising technologies in the health domain. eHealth is an umbrella term and includes electronic health records, ePrescribing, and telehealth”

(HSE eHealth Ireland, 2023) eHealth Functions – eHealth Ireland

Over the past eighteen months I have become involved with a project which aimed to create an eHealth resource for patients who are scheduled to undergo a Robotic Assisted Radical Prostatectomy (RARP) procedure. This was with the project team consisting of Richard Holmes² ATU, and Marguerite Duggan³ Galway Clinic. This project was specifically looking at a subbranch of eHealth as defined by eHealth Ireland as ‘telehealth’. This is a type of eHealth resource, and the aim of this project was to create an online, accessible resource for patients and their support network to access digitally about three key stages of the RARP procedure: 1) Before 2) During 3) After. The aim was to have this be accessed at any time, with anyone i.e. the patients support network, and in its design be accessible for the audience. This project has several phases which are described below:

Phase 1 involved:

• Identification of the issue i.e. patients gap in knowledge of the RARP procedure.
• Researching what has been done within the medical field around addressing a gap in knowledge for patients who undergo a procedure.
• Running a pilot on the concept of additional support and information for the RARP procedure. This involved one to one meeting’s carried out by Marguerite Duggan who has completed a master’s around this project by organising this pilot. Due to COVID-19 these did have to be done online due restrictions around visiting hospitals.
• An evaluation of this pilot by gathering feedback from the patients who took part in these pilot information and support sessions.

Phase 1 Status: Completed.

Phase 2 involved:

• Expanding the research team and bringing in a learning technologist to lead the development and design of the telehealth programme for the RARP procedure.
• Organising, recording, and editing of professional videos involving staff who are involved in the RARP procedure in the Galway Clinic plus a patient recommendation for the information and support for the RARP procedure.

• Professional animations were also developed for self-care which patients and/ or their support network are required to carry out after the surgery. These animations demonstrate these tasks which is hoped will help the patient and their support network complete these tasks after their surgery.

• The project team worked together, and I (Kevin Cunningham – Learning technologist) worked on designing this RARP Patient Information and Support programme. The subject matter experts on the project team guided me and when a draft was developed, further evaluation was acquired from relevant staff in Blackrock Health Galway Clinic.
• Once all feedback was acquired and the final changes were made, this eHealth, telehealth programme i.e. RARP Information and Support Programme, was uploaded to a webpage so that this URL could be given to patients to pilot it.
• Evaluation surveys were created for patients undergoing the procedure which would be given several weeks after their surgery having been given access to the telehealth programme several weeks in advance of their surgery. In addition, patients who took part in the pilot in phase 1 were asked to review the telehealth programme and provide feedback via a survey to compare and contrast versus their experience with the in person i.e. online video calls, pilot which they were involved in for phase 1.

Phase 2 Status: Pilot in progress.

Phase 3 will involve (As of February 2023, this project is at the pilot stage of phase 2):

• This will include making amendments based on feedback gathered from patients as part of the pilot of this telehealth programme.
• Once all amendments have been made to the programme, this will be then added to the Galway Clinic website for use going forward for RARP patients and their support network.
• The project team will finalise other aspects of the project: Editing and finalising a professional video summarising this project and creating a generic version of this programme to be shared with public hospitals who perform this procedure also.
• Finally, and importantly, once the data has been collected, the team are hoping to put together a paper in the hope of publishing a peer reviewed paper on this project.

Feedback on this telehealth programme to date has been largely positive. This is generally because of how it can be accessed anywhere via a device connected to the internet and with their support network present. Those viewing it can do so at their own pace and think about the information which is being presented and may prompt them to have questions they may not think of on the spot had they not had access to the programme. The aim of this programme is to supplement the in-person hospital experience, not replace it or the support which is provided in this way. A key part of feedback while positive, does highlight this and it is something which perhaps could be communicated to the patient and their support network more effectively. This project has highlighted that it is possible to utilise software such as e-learning programme software for the purpose of supporting patients through certain procedures. This type of software is used extensively for various types of training: HSE Land, LinkedIn Learning and many other training platforms which utilise this commercially and even in public sectors for a variety of reasons. It has some limitations, but it can be utilised to enhance a person’s knowledge and awareness in relation to a particular topic and even for tasks, therefore, there is no reason why this cant be applied to medical procedures, especially if there are gaps in knowledge for a medical procedure.

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The symposium kicked off with an insightful keynote address from Professor Naomi Winstone. Naomi is a Professor of Educational Psychology and Director of the Surrey Institute of Education at the University of Surrey, UK plus an Honorary Associate Professor in the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University, Australia. In her keynote presentation, Prof Winstone explored the potential future landscape of assessment and feedback in higher education, discussed the barriers and enablers to the development of practice.

The second presentation of the day was delivered by three lecturers from the BA in Sociology and Politics programme in ATU Sligo. Dr Susan McDonnell, Dr Maire Hanniffy, and Sinead Barrins discussed the development of assessment and feedback practices for the Sociology and Politics programme that align with real-world learning outcomes as identified by an industry stakeholders focus group.

The third presentation was delivered by Dr Bronagh Heverin, Lecturer on the BA in Law and Criminal Justice programme in ATU Donegal. This presentation discussed the introduction of ABC Learning Design Framework to the project and programme team through the participation in the Re-imagining Assessment and Feedback project. The participating academic staff evaluated their experience of implementing the framework and this was shared by the presenter.

The fourth presentation was delivered by four lecturers from the BSc in Medical Science at ATU Galway-Mayo. Dr Debbie Corcoran discussed the re-imagining of a practical assessment carried out as part of the Year 1 Microbiology assessment and the value of re-imagining assessment for students. Dr Trish O’Connell discussed the application of the Moodle Workshop Activity in Year 1 of the programme and for Year 2 and 3 she showed how authenticity can be built into the student experience. Brigid Hooban discussed the design and implementation of an assessment in a year 2 module that related to the ethical communication of patient results. The innovative nature of this assessment was discussed alongside the observed strengths and weaknesses. Finally, Dr Eleanor Rainsford discussed re-imagining laboratory reports for a Year 4 module on the Medical Science programme.

The final presentation of the day was delivered by the Re-imagining Assessment and Feedback project Research Assistant, Emma McDonald. This presentation outlined the research activities and findings from phase 1 of the project.

Through the project a new suite of Assessment Resources has been developed which was launched at the Symposium and can be accessed on the DigitalEd.ie Assessments Resources page.  The collection of the symposium recordings and slide decks, along with outputs from previous sessions can be accessed on the DigitalEd.ie Assessment Masterclass page.

The post ATU Re-imagining Assessment & Feedback for Student Success Symposium appeared first on Digital Ed.

The Re-imagining Assessment and Feedback for Student Success project is a collaboration between Atlantic Technological University (ATU) Teaching and Learning Offices. The study is supported by the National Forum for the Enhancement of Teaching and Learning in Ireland and initially gained research ethics approval in GMIT, in 2021. The research study work to date has included a collaboration with three programmes across the three institutes: BA in Law and Criminal Justice (ATU Donegal Letterkenny), BA in Sociology and Politics (ATU Sligo), and BSc in Medical Science (ATU Galway City). Many data collection tools have been utilised to assess the current assessment practices across the three programmes and valuable information has been gathered about student experiences with assessment and feedback systems.

Setting the scene

To begin this research study, we conducted an audit and review of the current assessments used on each of the three programmes. The data collection process consisted of meeting with the project leads from each of the programmes to discuss the brief for the information we were hoping to collect from this process. They then shared the audit and review template with the academic staff from each programme to populate with their assessment details. This process was a key element in setting the scene for the project and understanding what assessment practices are used.

The next element we worked on was getting the students views on assessment and feedback. This consisted of two surveys, one for recent graduates and one for current undergraduate students. A list of both qualitative and quantitative questions was developed by the project team. The questions were designed to capture the student experience with assessment, feedback, and timing. The results from the surveys indicate that the area students were least satisfied with was the feedback system and that there is room for improvement. Through the surveys evidence has been gathered to support the statement authentic/real world assessments are having a positive effect on student engagement and experience. Following the surveys, a focus group session was run with number of students from each of the programmes. This session gave students the opportunity to expand on their views from the survey and give their suggestions to improve assessment and feedback for the future.

Project outputs

As part of the Re-imagining assessment and feedback project a series of masterclass sessions for all colleagues across ATU. This series was made up of four sessions: Making it real a masterclass with Kay Sambell and Sally Brown, Assessing Experiential Learning a masterclass with Rick Roe, Creating Feedback Opportunities within the curriculum a masterclass with Edd Pitt, and Development of Rubrics for Assessment a masterclass with Linda Suskie. Each of these sessions had great attendance and interaction from colleagues across the ATU.

Another element of this project was two showcasing sessions held in Sligo. For the showcase events academic staff on each of the programmes shared their assessment details with the project group and discussed their experience using these assessment. They also discussed the benefits of using these assessments for student learning and development, and shared grading information including rubrics. Student representatives from the programmes also had the opportunity to discuss their experience of partaking in these assessments.

From the Re-imagining Assessment project, a number of resources are being developed to guide and assist academic staff in the development and re-imagining of assessment strategies. These include a bank of resource guides and detailed information regarding how different assessment types could be used. An assessment page is being created to share all these resources.

An end of project symposium will be held on June 2nd 2022 in ATU Galway City. This event will be hybrid with both on-site speakers and virtual speakers. The purpose of the symposium is to showcase effective and innovative assessment strategies that are being used across ATU and to showcase the findings from the Re-imagining Assessment project.

RE-IMAGINING ASSESSMENT & FEEDBACK FOR STUDENT SUCCESS Symposium Programme

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