Abstract
In the higher education context, the concept and implementation of measuring impact on
practice of participation in academic professional development programmes has not been
fully explored. More specifically, there is a lack of consideration for how assessment practices
in particular have been impacted by engagement on such programmes. Generally, measuring
impact is key for understanding how best to provide a coherent student experience, and
academic developers are often drawn upon to support programme teams in this activity. This
chapter provides guidance and direction to both academics teaching in higher education
and academic developers charged with their support by discussing the key issues around
how participation in professional development (PD) programmes and initiatives can impact
(individual) assessment practice.
| Original language | English (Ireland) |
|---|---|
| Title of host publication | Teachers as learners: exploring the impact of accredited professional development on learning and teaching in Irish Higher Education |
| Publication status | Published - 2017 |