The Impact of Innovative Assessment Practices on Students' Learning

Innovative assessment can be understood in two ways, namely, a) if it is considered new in the context where it is adopted, and/or b) if it tries to do something different (McDowell, 2001). From the first perspective, new forms of assessment can be regarded as innovative when they are an alternative to assessment methods used before. On the other hand, traditional methods can be innovative if there is a shift in their purpose. Other terms used to refer to innovative assessment are 'alternative' or 'authentic' assessment. Dissatisfaction with traditional assessment methods has prompted academics in higher education to consider alternative methods that would be appropriate to assess a wide range of learners' knowledge and skills (McDowell & Sambell, 1999; Race, 1999). The diversity of assessment methods adopted in higher education is an indication that changes are taking place in assessment practices (Alverno College, 1994; Hounsell et al., 1996; Nightingale et al., 1996; Struyven et al., 2003; McDowell et al., 2004; Juwah et al., 2004). However, there is also evidence that the traditional written essay remains the predominant method of assessing students' learning in the arts and the social sciences in many British universities (Brown et al., 1997; Maclellan, 2001). Similar findings were reported in a university-wide study conducted in my own institution, University College Dublin (O'Neill, 2002). Despite some initiatives by individuals and Schools in introducing alternative assessment practices, my own College of Arts and Celtic Studies could still be regarded as one where traditional assessment practices are generally used across disciplines. It is in this context that I introduced assessment practices that I considered to be more appropriate for facilitating students' learning. Therefore, the research question that I proposed to investigate was whether the innovative assessment practices introduced in a level 3 undergraduate module¹ actually enhanced students' learning. We draw on data from students' reflections about the course from the moment it was introduced to them, until its completion.

¹ University College Dublin is in the process of moving to modular programs of study. 'Course' is the traditional term that is being replaced by 'module'. Both terms are used interchangeably.

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