The 'backwash' effect: Prioritising assessment to support student engagement and 'deep' levels of learning

Abstract

[EN] Recent years have witnessed a strong emphasis on student engagement across Higher Education. In particular, institutions are being encouraged to utilise an array of innovative teaching methodologies and learning experiences to support student engagement and learning. Nonetheless, in light of the 'backwash effect', i.e. the effect assessment has on student learning, the position of assessment in supporting student engagement and learning cannot be overlooked. The aim of this paper is to critically reflect on the design, delivery and assessement of a first year undergraduate module in developmental psychology, as delivered to a cohort of 35 students undertaking a joint degree in Education and Psychology in an Irish university. In designing the module, the lecturer placed particular emphasis on employing multiple means of assessment (formative, summative, self- and peer-assessment) to promote high levels of student engagement and 'deep' levels of student learning. Stemming from module-based data, the strengths and limitations of the module are discussed, with specific focus on implications for practice when undertaking curricular design.