Assessing Adults
Tutor Learning From Assessment
Accreditation Explained
Since 1999, the UCD Adult Education Centre has been offering a broad range of certificate and diploma courses. These courses evolved from the previous accredited programmes run by the Adult Education Centre. While continuing with the key success of the original programmes, the new certificates offer modular study options to students. Consequently, students can now work towards a certificate at their own pace by selecting how many modules they wish to study at any one time. These modular programmes were introduced in direct response to student requests for accredited adult learning opportunities.
In keeping with the needs of some students who wish to take courses for interest, and not submit assessment, all the accredited modules are available on an 'audit', or interest only, basis. Students can also begin a course on an interest basis and then transfer to 'credit' basis.
All university level accredited learning must be endorsed for quality purposes. In order to guarantee that a programme award has value and currency, we are responsible for ensuring that students demonstrate their ability to produce work appropriate to a third level academic standard. As a consequence, in designing our courses, the assessment procedures are determined in line with course approvals criteria. As the assessment methodologies are prescribed from an early stage, we endeavour to provide students with plenty of opportunity to mould the assessment exercises with their own experiential learning and personal insights. In this way, assessment can be a two-way process involving both tutors and learners rather than merely being a tutor driven exercise.
As the Adult Education Centre grows and courses evolve, we are open to requests or suggestions for modifications in assessment procedures.
Written and developed by Rhonda Wynne
July 2003
Why We Assess
Assessment involves the sampling of some aspect of a person's learning/knowledge at a particular moment. Depending upon the kind of sample taken, inferences can be drawn about that person's achievements, abilities, motivation, aptitudes and so on. These inferences can in turn be used in a number of ways:
- to diagnose a student's strengths and weaknesses
- to provide him/her with feedback about how he/she is doing
- to sustain a sense of motivation and interest to provide a formal recognition of accomplishment or competence
The results of assessments are statements of student competence at a particular time. The currency of an assessment decision is the extent to which the results of that assessment are an acceptable statement of current or future competence.
However, assessment is about more than merely testing. Constant communication with students provides an opportunity for tutors to gauge opinions, track levels of comprehension and to identify areas of confusion. Likewise, interactive classwork or class presentations ensures students can demonstrate their learning, exchange ideas and display their own brand of creativity.
Where assessment is used to identify areas of strengths and weaknesses, potential ability or aptitude, it is described as diagnostic; where assessment takes place during a learning sequence and is used to provide feedback to the student about how s/he is doing and progressing towards a desired end, it is described as formative; where assessment is used to measure the extent of the learning that has taken place at the end of a sequence, it is described as summative. (Daines, Daines & Graham, 1993)Daines, C. & J., Graham, B. (1993) Adult Learning Adult Teaching. University of Nottingham, Department of Adult Education.
However, these are not mutually exclusive concepts. Most assessment in the UCD adult education programme takes place at the end of a module, and to this end would be considered summative.
However, in order to develop and improve student learning, feedback is an integral part of our assessment process. Recording and giving feedback is examined in greater detail in the feedback page. Assessment exercises also indicate to tutors whether their teaching has been successful and can help to identify areas of course work that might need to be altered or delivered in a different format.
Anxieties of Adult Learners
Adult learners arrive to class with a wealth of positive experience which can be harnessed to generate interesting and dynamic debate. However, tutors need to be aware that adults can also arrive with anxieties which, if not managed correctly, can impair the learning process. These anxieties may be the legacy of their prior experience of education or of an extended absence from an educational environment. Examples of anxieties that might arise include:
- Fear of failure
- Concern about being the oldest member of the group
- Fear of being made look foolish
- Fear of the new technological environment and the implications this has for their study, i.e., producing assignments, accessing the library, etc.
- Concern about their ability to contribute and make intelligent/worthwhile inputs in classroom discussion
- Consideration about physical impairments e.g., fading eyesight, hearing, etc., which impacts on their participation in class
- Doubts about coping strategies - juggling family, career and social commitments with demands of studying
- Distrust about their own abilities and about how valid or worthwhile their experience is in relation to the topic at hand
- Questions about their study skills, i.e., note taking, reading - when to stop as they become more immersed in a subject
- Fear of assessment and confusion about what is expected, particularly exams
- Worry about the distinctions between academic writing and informal writing, referencing, quoting, etc.
- Concerns about external influences, e.g., a need to require a skill for employment purposes
Overcoming Learner Anxieties
Prior to students commencing courses, pre-enrolment information and advice can help allay initial fears. The Adult Education Centre works to provide complete information to students through the provision of a comprehensive course brochure, enrolment and registration support, and ongoing updates about changes in our services or facilities. We aim to provide a friendly encouraging environment where students feel welcome, while also ensuring a professional service so that students know their interests are reliably managed. Support for adult learners can also be provided through a learning environment that is inclusive and participative. While the climate should be non-threatening and non-judgemental, it also needs to be challenging. Achieving this balance requires a tutor to be friendly and encouraging while simultaneously creating an expectation that students have a responsibility for their own learning.
Learning EnvironmentSuggestions for creating a learning environment that fosters a sense of support for, and partnership with, adults include the following:
- Create an informal environment by sitting in a circle. Move away from the concept of teacher at the front talking at rows of students and break any connections with traditional classroom routine
- Use time in the first session for introductions and ice-breakers
- Involve students from the first session in course planning, e.g., use a questionnaire to find which topics are of most interest
- Spend time discussing the course outline and student expectations and follow this up with a written outline of the complete syllabus
- Negotiate ground rules, e.g., how classroom logistics are to managed, breaks, etc., the group's own responsibility for managing the group dynamic
- Incorporate group work. Small group activities foster the development of positive peer relationships among learners, which frequently have a much greater influence on learning than tutor-learner relationships. Informal, spontaneous groups can be used for short-term activities such as brainstorming while more formal ongoing groups can be arranged around activities such as group projects/presentations
- Employ a liberal use of humour to create a more informal relaxed environment
- Develop peer support systems amongst the group, e.g., e-mail chains/study groups, so that learners have an immediate point of contact when feeling under pressure
- Use problem solving, goal-oriented exercises
- Relate theory to practice
- Draw on student experience to inform classroom debate
- Ensure discussions are evenly balanced with equal participation from all members. Don't allow any one member/group dominate as this can intimidate others
- Explain assessment exercises thoroughly. This is examined in more detail in the Presenting Assessments section
- Avoid language which assumes an understanding of cultural references that might not be common to all the group
- Acknowledge that all learning styles are valid and that individual differences bring perspective to a group
- Adopt varied teaching methodologies which incorporate these varying learning styles.
How We Assess
Assessment for UCD adult education courses is usually by way of an essay or learning journals. A small number of courses have an exam as a component of their overall assessment.
Essays still remain the most common form of assessment in higher education. There are certain conventions required by this form of academic writing, and although intimidating for first time essay writers, these conventions can be easily learned. An Assessment Guidelines for Students booklet is circulated to all credit students at the start of their studies which contains notes on essay writing and on how to compile a learning journal. The booklet also outlines the assessment process, moderation, grade appeals, etc.
Essay writingStudents are advised to follow the following steps when writing an essay:
- Establish a topic
- Look for sources of information
- Read sources, take notes and record references
- Organise ideas/develop an outline
- Write a first draft
- Write a bibliography
- Revise the first draft
- Proof-read the final draft
Checklist
Students have been advised to maintain a copy of every piece of work they submit. You may wish to use this checklist as a guide when considering if a student's work complies with academic standards. Students have been advised to:
- Follow the presentation guidelines
- Type assignments using a size 12 font and double spacing
- Print assignment on plain white paper in a black font
- Include page numbers
- Check how paragraphs flow into each other
- Check spelling and punctuation
- Indent direct quotations of 3 lines from the margins of the main paragraph
- Review the choice of language and style
- Use plain English
- Eliminate jargon, slang or colloquialisms
- Keep to within the required word count
- Ensure all references and quotations are accurate
- Attach a bibliography
- Staple the essay in the top left hand corner. A staple is sufficient. There is no need to use ring binders, plastic files/folders
- Ensure the essay is submitted before the deadline so as not to incur penalties
- Post or deliver assignments to the Adult Education Centre. Faxed/e-mailed copies will not be accepted as this places an onus on the Adult Education Centre to print work and collate material. Costs would also be incurred for paper, toner, etc., which would be become excessive if large numbers of essays were to be received in this manner
A Learning Journal is a collection of reflective comments concerning educational and practical activities or events. A Learning Journal is not a diary for private consumption, a log of daily activities, or a summary of readings on a course. Rather, it is an intellectual exercise in reflectively describing and explaining experiences and observations in terms of an individual's overall perspective and feelings about a course. It is a record of a student's personal growth through the course. Learning Journals are gaining increased acceptance at all levels of education as they allow students display their own experiences, personalities and critical insights in a more creative way than can be done in a standard essay.
Learning journals are used for the following reasons:
- To record experience
- To facilitate learning from experience
- To support understanding and representation of the understanding
- To develop critical thinking or a questioning attitude
- To encourage awareness of our own learning processes
- To increase active involvement in, and ownership of, learning
- To increase ability in reflection and thinking
- To enhance problem solving skills
- To enhance reflective practice
- To support personal development and self empowerment
- To identify and support changes in thinking
- To enhance creativity
- To improve writing
- To improve or give 'voice'; as a means of self expression
- To foster communication between the learner and tutor
- To support planning and progress in research or a project
Writing Journal Entries
Students are asked/advised to reflect on the following in their learning journal entries.
- What was my aim for the event?
- What were my objectives?
- What did I review?
- What did I learn that was new?
- What did I find that was most useful from it?
- What did I not find useful about it?
- How could I apply what I have learnt in practice?
Exams
Only a small number of courses are assessed by way of an examination. In these instances the exam is one component of the assessment process, and students are also required to complete essays/learning journals. As adult students can have acute anxieties when faced with exams, every effort should be made to minimise their concerns.
Setting Assessments
There should be a clear and obvious link between the assessment method used and the learning outcomes being assessed.
Learning Outcomes: Statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning.
Have you considered:
- Is the assessment linked to the learning outcomes for your course?
- Is there consistency between learning outcomes and assessment?
- Have the learning outcomes been written/conceptualised so that they are assessable?
Expectations
Before setting an assignment establish what your expectations are:
- What do you expect students to return/produce?
- How do you expect the question/task to be addressed?
- What is the exact nature of the tasks being requested in each assignment?
- How much do you expect students to write? Expected word count
- Is the task achievable? Is it realistic to expect a comprehensive/complete answer in the allotted word count? If the question set is complex and a student is advised to submit an essay of only 1,000-1,500 words this will limit the facility to answer comprehensively
Relevance
Ask yourself the following questions:
- Is the task set a fair representation of the coursework?
- Does the task link theory and practice?
- Does the task set concentrate on a particular aspect of the course to the detriment of other topics covered?
- If there are multiple forms of assessment, are they weighted fairly to represent the time spent on the topic over the duration of the course?
Experiential Learning
Learners bringing their own experience to bear on classroom discussions is a key quality of adult education. This experiential component should also be carried through to assessment exercises.
- Does the task enable the student to incorporate their own experience in the response?
- Does the task require a degree of critical reflection?
- Does the assessment task allow for different learning styles/different intelligences in students? Does the exercise encourage creativity and originality?
- Include the learner in the assessment. Don't just make the assessment about a body of knowledge and a students understanding of that knowledge - rather how do they relate to that knowledge, has this new knowledge altered their thinking, if so, how, does this new knowledge influence how they work or how they relate to people in work, at home or in their community, what personal insights are evident?
Objectivity
In order to avoid any unfair bias, it is important to consider:
- Is the language used clear, accessible and bias free?
- Is it possible for all participants to approach the topic equally?
- Does the question/task assume certain prior knowledge or cultural references which might disadvantage some students?
- Could the task/question set cause offence to any group or individual?
Achievement/Distinction
Tasks set should be fair and allow excellence to stand out while also ensuring that weaker students have a reasonable chance of succeeding.
- Can the task differentiate between low and high levels of achievement?
- What kind of answer would you envisage receiving from an exceptional student?
- Does the task set allow students to demonstrate exceptional expertise/skill or hard work?
- Is the task sufficiently achievable to allow weaker students produce work of a reasonable standard?
Reliability
A reliable assessment method is one that ensures consistent results for different assessors on each assessment occasion. It also ensures that the standard of marking does not change from one script to the next. In order to ensure reliability, it is vital that grading criteria are established and made available to students.
Grading Criteria
The marking reference grid on details the grading criteria which should be adopted by all adult education tutors. This will help ensure uniformity and consistency in grading across the programme. A feedback sheet which relates directly to this criteria is also included as a sample. Feedback sheets are available from the Adult Education Centre or can be e-mailed on request.
Ensure a clear and common understanding of the marking/grading criteria among students and assessors (i.e. where tutors are sharing a course or where there are multiple assessors over the course of a programme). Grades should be awarded according to the grading criteria not by comparing students with each other, i.e., make your assessment criterion referenced rather than norm referenced. This is particularly crucial in adult education where students bring vastly different levels of experience and learning with them to class. Some students will excel and their standard would be an unrealistic benchmark for others.
For any given assignment, your criteria for success may vary in the details; whatever they are, make a list of them. Students should receive a copy of this list before they begin writing their essays.
If there is transparency about how work is marked and what is required at each level, fewer students will be confused about their grades. If grades are questioned or challenged, tutors can demonstrate how they arrived at their grades thereby eliminating the charge that papers were graded in an arbitrary or purely subjective way.
Plagiarism
Plagiarism is the presentation of someone else’s ideas or work as one's own. Work which is deemed to be plagiarised will not be accepted and will lead to the student being disqualified from obtaining credit. Technological advances have made plagiarism easier than ever. Large sections of text can be copied from the internet or from other documents. However, misunderstandings can also arise when students are unfamiliar with how to reference and are unsure of the extent that referencing is required. Please alert your students to the referencing section of the Assessment Guidelines for Students.
Presenting Assignments
Many students taking courses on the adult education programme at UCD will be submitting their first ever piece of academic writing. Others may not have been required to write an essay, or complete a project, for a number of years. Great anxieties build up and students are unsure about what is required, or about how work will be judged. As students on the UCD Adult Education Programme are required to undertake formal assessment, we should try to alleviate anxieties by explaining the process as clearly and completely as possible. Rather than seeing assessment as a negative experience, which has to be endured in order to acquire credits/certification, we should aim to promote assessment as an integral and positive part of the learning process.
DO
- Explain the purpose of assessment. Explain how your course will be assessed
- Promote assessment as a positive component of the course and elaborate on the learning benefits of completing assessment exercises
- Distribute assessment assignment(s) early in the term
- Advise students of the deadline for submission early in the term. Give a firm deadline and stress the need to meet it
- Present all assignments/exams papers on Adult Education Centre, UCD, letterhead. This ensures a consistent standard across all courses
- Follow the sample layout for the presentation of exam papers and essay assignments which follow
- Give clear indications of the marks attributed to each question when there are multiple questions to be addressed
- Advise students about the weighting attached to each assignment if there are multiple assignments
- Discuss with students what is required & follow this up with written explanations
- Distribute written examples of good, fair and poor attempts
- Illustrate why marks were lost/gained in the model answers
- Highlight the importance of correct academic referencing
- Discuss plagiarism with students, make them aware of the issue and let them know it is unacceptable. Prevent plagiarism by teaching students what is required for academic referencing purposes, i.e. give clear handouts with examples which demonstrates how to 'quote' and 'cite' and 'acknowledge' the source of information properly
- Provide students with support in terms of writing skills, referencing, etc.
- Encourage students to submit their work in line with the presentation guidelines set out in the Assessment Guidelines for Students pages
DO NOT
- Grant extensions generously, or in ad hoc manner, to all those who request additional time
- Imply that the deadline is provisional and easily postponed
- Tell students that everyone will pass automatically or e.g., that everyone usually gets over 6o, this can serve to demotivate students who then feel there is no point in putting in a lot of effort
- Promise particular questions in an exam. General tips for areas to study can be given but students can sometimes interpret such tips as guarantees that particular questions will be included on the paper. This then leads to anxiety and stress if the exact question they were expecting does not materialise. As an exercise in preparing students for further study, they need to gain experience of approaching an exam under 'real' exam conditions, i.e., unseen paper
Word Count:
If an essay/project is the only form of assessment for a course, students should be asked to write between 2,000-2,500 words. Where multiple assessments are required, an essay of a shorter length would be sufficient e.g., 1,000 -1,500 words.
Sample Essay/ Project Assignment Layout
Click here for a sample layout essay/assignment paper
Length of Essay: (Required word count) e.g., between 1000 words and 1500 words
Assessment Weighting: The Essay accounts for 40% of the course marks
Deadline: The deadline for The Essay is nooon on DATE. The Essay to be submitted to the Adult Education Centre
Presentation: The Essay should conform to the Adult Education Centre presentation guidelines as laid out in the Assessment Guidelines for Students section
Exams
Rooms for exams must be booked through the Adult Education Centre, as exam rooms have to be set up in an appropriate format. An exam supervisor/invigilator must be present when the exams take place. Exam booklets can be organised through the office. Exams should be held the last week of class or no later than two weeks after the end of term. Exam papers should be clearly presented indicating the time allotted for the exam, number of questions to be answered, weighting of questions, etc.
Sample Examination Paper LayoutClick here for a sample examination paper layout
Marking Guidelines
First Class Honours 70 -100%
Second Class Honours 60 - 69%
Pass Standard 40 - 59%
Do's and Don'ts of Grading:
DO
- Be strict and fair in your grading of students' work. Ensure that students' work is assessed consistently and reliably graded. A fair assessment method is one that rewards only the attributes being measured and is thus free from bias caused by the individual backgrounds either of the assessors or of the students.
- Use the established criteria and marking reference grid to ensure a consistent grading mechanism and advise students about the marking criteria
- Advise students about the marking criteria
- Complete feedback sheets for each student/script as you grade
DO NOT
- Award extreme borderline grades, eg., 39,59, 69. Have the courage of your convictions. Borderline grades may be rounded up by the Exam Board. Therefore, if you do not think an assignment merits a first class honours, then mark it at or below 68%
- Award excessively high grades as these are almost always called into question by moderators
- Write on assignments, as they cannot be returned directly to students. Use feedback forms, as these will be posted to students once final grades have been agreed by the Exam Board
- Give extensions to students without advising the Adult Education Centre. Extensions should be granted for no more than two weeks and should only be granted in extenuating circumstances. It is unfair to those students who work under severe pressure to produce assignments on time if other students are given extensions for minor difficulties (i.e., printer breaking down). The Adult Education Centre reserves the right to refuse to accept work submitted two weeks after the course deadline.
Click here for printable Marking Guidelines
Recording Results
Final grade forms should be returned for each course. Grade Forms are available from the Adult Education Centre or can be e-mailed on request.
This form should include a list in alphabetical order of all the students who submitted assignments. Total marks for a course are out of one thousand (1000) and the grade sheet should clearly indicate the weighting for each piece of assessment.
In the rare instances when exams are given, tutors should complete the front of the exam booklets indicating the total awarded for each question and a final tally.
Click here for an editable/printable Sample Grade Sheet .
Feedback
Student feedback is an essential part of the learning process as it highlights why aspects of an assignment were good/correct and also suggests how future work might be improved. Students regularly comment on the value of written feedback. Many have commented that they find feedback most useful when recommendations are included as to how they might improve on future assignments. Feedback shows that the tutor has taken time to write individualised comments about a student's work and has given thought to the work over and above awarding a purely numerical mark.
Feedback sheets have been devised in line with the general grading criteria produced by the Adult Education Centre. In line with college policy we cannot return student essays/learning journals to the students so it is vital that feedback sheets are completed. Feedback should be honest and objective without being overly/unnecessarily critical. Students continue to learn from an assignment if they understand what their work accomplished and what it didn't.
Click here for an editable/printable feedback form.
Purpose of Feedback
- Motivates students by acknowledging good work and providing encouragement for approaching new assignments
- Students gain confidence as they learn from their errors
- Provides evidence of what was done well/poorly and enables students to adopt recommendations for future assessments
- Lower achieving students identify ways that they can improve their work and this helps overcome feelings of inadequacy/failure
Giving Feedback to Students
- Identify strengths and areas for improvement in relation to the learning objectives/grading criteria
- Ensure from early on that students understand the grading criteria so that the feedback is meaningful
- Explain why a particular aspect of an assignment was good. A student might not be aware why this aspect stands out and the explanation clearly highlights what has been done well. Once a skill is endorsed a student will feel confident employing similar methodologies in future assignments, e.g., Your introduction is excellent as you clearly outline the approach the essay will take and establish your line of argument Your analysis gives a thorough overview of the leading arguments in this debate while also including your own insights
- Likewise, explain why aspects of an assignment are weak/poor and give indications of how the work, and future assignments, could be improved. e.g.,The introduction is a little long. You might wish to start with a short lead in which outlines how you intend to approach the essay, or which identifies the main areas of focus
- Be encouraging. A feedback form should leave a student with the sense that they can improve and that they can apply the feedback to future projects
- Use clear and unambiguous language
- Use positive, enthusiastic language
- Don't write in a red pen or use 'school-type' language. Many students have negative associations with school reports. They need to see that the feedback form assists their learning by being constructive and motivating rather than critical and discouraging.
- Finish completing the feedback form by adding a global comment of praise/encouragement
- For feedback to be of use, students need to see that they can act on the feedback
Peer Feedback
While feedback generally originates from a teacher, learners can also play an important role in giving feedback. Peer and self-assessment can be utilised to tap into the valuable feedback from peers, and judgements on one's own performance. Peer assessment works well with class presentations once feedback is given in a constructive fashion.
Tutor Learning From Assessment
Tutors can learn from assessment exercises in order to adapt or modify teaching practices. Marking assignments can help tutors:
- Identify areas students grasped well
- Identify areas that are still causing confusion
- Establish which topics are the most/least popular
- Establish how much student support is needed in terms of assistance with essay writing. Poorly written essays may mean that students need additional support in this area. Likewise, poorly referenced essays may indicate that students have not understood why references are needed or how to integrate them into their writing
- Recognise topics which might need to be taught in a different manner to facilitate better understanding
- Rethink essay titles/questions if answers are not what you are expecting to be returned, or if students are interpreting questions differently to how you might have anticipated
- Identify which areas of the course students are concentrating on in their assignments. Are some areas being focused on to the detriment of others?
- Consider whether the questions offered students an opportunity to add personal insights and link course material to their own experience. Could the assignment questions be rephrased in future to allow for experiential learning?
The assessment process is under constant review by the Adult Education Centre. We wish to ensure that the system is fair to all students while also demonstrating the high quality work that is being continually produced. An important part of the quality and equity process is the review of student work by a course moderator (an external reviewer). The next section explains the role of the moderator and elaborates on the procedures they follow.
Moderators have remarked on the high standard of assignments and on the unique insights offered by adult learners. We hope to maintain this positive position and are grateful to all tutors for their co-operation in assessing students and returning final grades and feedback forms in a timely fashion.
Moderator Guidelines
As an academic centre, the UCD Adult Education Centre needs to implement guidelines for moderators which are clearly defined, transparent to all concerned, and consistently applied. An integral part of the assessment procedure is the review of student work by moderators with a view to maintaining quality, establishing benchmarks and ensuring fairness.
Role of ModeratorModerators are recruited for their disciplinary or professional expertise. The purpose of the moderator is threefold:
1) To ensure fairness in the assessment of individual students and to act as a validator of student achievement
2) To ensure consistency in grading for a given subject
3) To oversee standards in learning outcomes
The moderator shall be responsible for examining a sufficient number of scripts or other pieces of assessed work to enable him/her to confirm that the level and consistency of marks allocated by the internal examiner(s) is appropriate, particularly at the borderlines.
The moderator may also comment on the appropriateness and consistency of assessment practice and procedures, and on course content and programme development. The moderator can also advise on the comparability of academic standards against examining and awarding processes in other institutions.
Procedures for Moderators
1. A sample of corrected scripts from the top, middle and bottom of the range of grades are sent to the moderator. Borderline grades may also be sent.
2. Moderators are not expected to perform the task of marking student work. Moderation is the process of reviewing the marking of other examiners (usually internal) and expressing a view on the marks awarded.
3. The moderator considers the following questions:
- Is the mark/grade awarded by the examiner fair?
- Are the grades appropriate?
- Are the grades awarded consistent?
- Are the standards consistent?
- Should there be any changes in the mark awarded?
- What recommendations/comments can be made about the marks awarded?
- Were the methods of assessment well-balanced and fair?Were examination/assessment procedures and the schemes for marking and classification correctly applied?
- Were the standards of knowledge, understanding and skills demonstrated by candidates consistent with the level of award?
- Were the standards appropriate to programme specifications and the national qualifications frameworks recommendations?
4. If the moderator feels there are serious discrepancies in the marks awarded, he/she should review all the scripts to determine if there is a systematic error in the standards applied
5. Moderators do not overrule marks awarded by examiners but recommend why changes should be made to the grades awarded
6. Moderators are requested not to write on scripts. A template is supplied to each moderator giving the names of the scripts to be reviewed and the mark awarded by the original examiner. If the moderator feels the marks awarded need to be altered, he/she can note this on the form giving a detailed reason as to why he/she thinks the original marks should be altered. This report is then returned with the scripts to the UCD Adult Education Centre
7. Following the process of moderation, moderators may be involved in influencing the marks awarded through discussion and negotiation. Where discrepancies arise between the examiners mark and the view of the moderator, the examiner will be asked to consider the recommendations of the moderator. The examiner can accept or reject the recommendations of the moderator
8. If, following the moderator's recommendations, it is agreed that marks need to be altered, then these changes will be noted and presented to the Exam Board of the UCD Adult Education Centre
9. Where a moderator feels there is a systematic error in grading all scripts should be altered proportionally in line with his/her recommendations
Exam Board
All grades are submitted to the Adult Education Exam Board for review. Once grades are approved students are then issued with a college transcript
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Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63, 384-399.
Tuckman, B. & Jensen, M. (1977) Stages of Small Group Development. Group and Organisational Studies, 2, 419-427.
Professional Portfolio DevelopmentAdams Bullock, A., & Hawk, P., Developing a Teaching Portfolio: A Guide for Preservice and Practicing Teachers, New Jersey: Prentice-Hall, 2001
Campell, D., Cignetti, P., Melenyzer, B., Nettles, D., & Wyman, R., How do Develop a Professional Portfolio: A Manual for Teachers, 2nd ed., Boston: Allyn & Bacon, 2001.
Costantino, P., & De Lorenzo, M., Developing a Professional Teaching Portfolio – A Guide for Success, Boston: Allyn & Bacon, 2001.
Glossary
Adult education in Ireland has developed greatly over the past number of years. A number of organisations and groups have formed or expanded to respond to the needs of adult learners. Likewise, people familiar with the sector use a growing range of terms and acronyms to refer to concepts, processes or organisations. For people new to the area some of the terms and acronyms used can be a little confusing. Below is a list of some of the acronyms used and following that are links to some of the organisations involved in the adult education sector in Ireland and Europe.
Acromyms/Terminology
AEO: Adult Education Organiser
APEL: Accreditation of Prior Experiential Learning
APL: Accreditation of Prior Learning
CPD: Continuing Professional Development
ECTS: European Credit Transfer Scheme
EFL: English as a Foreign Language
EHEA: European Higher Education Area
ERASMUS: European Community Action Scheme for the Mobility of University Students
ESF: European Social Fund
ESOL: English for Speakers of Other Languages
FE: Further Education
HE: Higher Education
ICT: Information and Communications Technology
PLC: Post Leaving Certificate
VEC: Vocational Education Committee
VTOS: Vocational Training Opportunities Scheme
Organisations & Links
AHEAD: Association for Higher Education Access and Disability www.aheadweb.org
AONTAS: Irish National Association of Adult Education www.aontas.com
ARASI: Association of Refugees and Asylum Seekers in Ireland
ASTI: Association of Secondary Teachers in Ireland www.asti.ie
CAO: Central Applications Office www.cao.ie
CDVEC: City of Dublin Vocational Education Committee www.cdvec.ie
CHIU: Conference of Heads of Irish Universities www.chiu.ie
CORI: Council of Religious in Ireland www.cori.ie
DALC: Dublin Adult Learning Centre www.dalc.ie
DCU: Dublin City University www.dcu.ie
DENI: Department of Education in Northern Ireland www.deni.gov.uk
DES: Department of Education and Science www.education.ie
DETE: Department of Enterprise, Trade and Employment www.entemp.ie
DIT: Dublin Institute of Technology www.dit.ie
DIT EAEA: European Association for the Education of Adults www.eaea.org
EUA: European University Association www.eua.be/eua/
EURYDICE: Information Network on Education in Europe www.eurydice.org
FAS: Training and Employment Authority www.fas.ie
FETAC: Further Education and Training Awards Council www.fetac.ie
HEA: Higher Education Authority www.hea.ie
HETAC: Higher Education and Training Awards Council www.hetac.ie
IBEC: Irish Business and Employers Confederation www.ibec.ie
ICTU: Irish Congress of Trade Unions www.ictu.ie
INTO: Irish National Teachers Organisation www.into.ie
IPA: Institute of Public Administration www.ipa.ie
IVEA: Irish Vocational Education Organisation www.ivea.ie/ivea
Leargas: www.leargas.ie
NALA: National Adult Literacy Agency www.nala.ie
NALC: National Adult Learning Council
NCGE: National Centre for Guidance in Education www.ncge.ie
NDEC: National Distance Education Centre (OSCAIL) www.oscail.ie
NQAI: National Qualifications Authority of Ireland www.nqai.ie
NRB: National Rehabilitation Board www.rehab.ie
NUI: National University of Ireland www.nui.ie
NYC: National Youth Council www.youth.ie
TEAGASC: Irish Agriculture and Food Development Authority www.teagasc.ie
TUI: Teachers Union of Ireland www.tui.ie
Trainers Network: www.trainersnetwork.org
UCD: University College Dublin www.ucd.ie
USI: Union of Students in Ireland www.usi.ie
