Alongside teaching and feedback, assessment is an integral component of third-level education. Yet, there are long-established concerns with the practice of over-assessing students and its impact on their wellbeing, the associated disengagement, the (non)attainment of learning outcomes, and staff workload.

In March-April 2023, a study was undertaken in the Department of Visual and Human Centred Computing at Dundalk Institute of Technology (Ireland) with an aim of exploring the themes of assessment and feedback. A working group of eight lecturers was convened to examine the current process of continuous assessment (CA) across two Level 8 undergraduate programmes. A literature review was conducted. The primary aim of the study was to ascertain the existence or non-existence of said over-assessment practices, with a view to establish and adhere to a consistent approach among all lecturers within the department.

Through a mixed method approach, surveys were distributed to the student population; 79 students detailed their experiences with continuous assessment, highlighting issues such as assessment overload, inconsistencies in assessment briefs and rubrics, increased stress levels, poor communication, and a reduced engagement with learning. In the responses, 60% of students felt that they were over-assessed; 64% reported skipping class to work on CA; meanwhile, 68% of students work outside of college with an average of 21 hours per week. Simultaneously, academic staff were also surveyed; 16 academic staff members responded. Among the findings, 73% of staff felt that students are over-assessed.

Based on these findings, the study presents key thematic areas to enhance assessment practices. These thematic areas centre on a new approach, that is, Programme Focused Assessment. Five guidelines emerged from the study:
(1) Less CA, more feedback;
(2) Cross-module assessment;
(3) Inclusive assessment;
(4) Provide an assessment rubric linked to learning outcomes for each assessment; and
(5) Work in a team if possible.

These guidelines were disseminated among the academic staff in September 2023 with the aim to foster a more balanced, cohesive, and sustainable approach to assessment in higher education.

The presentation will discuss the study’s findings, the thematic areas, and the five guidelines and their implications for policy and practices in third-level institutions.

Keywords: Programme Focused Assessment, Assessment, Over-Assessment.