The figure below outlines the relevance and interconnection of Academic Foundation and Educational Strategies, Data Capture for decision making via Quality Assurance and Quality Enhancement Processes, and a Student Centred set of Assessment Regulations. The interconnection enables cycles of accountability and improvement of academic programmes, balancing academic rigour and continuity of innovations in Learning, Teaching and Assessment.
Our programmes are founded on clear institutional vision, with defined strategic objectives and a principled academic quality framework. These elements, guided by robust governance structure and informed by our graduate attributes, create an integrated cycle of accountability with opportunity for continuous improvement. This ensures our academic programmes consistently achieve rigorous standards while actively fostering innovation in learning, teaching, and assessment. This dynamic process guarantees a differentiated and transformative educational experience.
Robust Academic Governance:
Academic Council; AQAEC; ARPPOC; SEC; UPB; FB; AQEC; DPB; Programme Planning
Vision & Strategy | Education Model
Sustainability Education | EDI
Taken together with the Educational Strategy and underpinning QA-QE Policies & Procedures, TU Dublin’s Assessment Regulations enable a cycle of accountability and improvement, to balance academic rigour of programmes and innovations in Learning Teaching and Assessment.
Modular Framework:
- Based on ECTS Credits & Grade Point Average (GPA)
- Programme Structure aligned to National Framework of Qualifications (NFQ)
- Module descriptors contained in PMC and Student Handbook
- Clear Access/Progression pathways
- Modules of 5 ECTS Credits or multiples, thereof (1 ECTS = 20-25 learning hours)
- Defined Mandatory/Elective modules & Learning Outcomes
- Pre & Co-requisites may apply
- Applicable Approved Derogations from Regulation.
Progression Criteria:
- Progression to the next stage is normally automatic if a student in ‘good standing’:
- Achievement of requisite ECTS Credits
- Meet GPA threshold
- Completion of all Mandatory and Elective modules
- Meet any module assessment thresholds.
- Meet any Must Pass Modules and Assessment Components
- Rules for Compensatory Grades apply
- Rule-based, exception for Progression Carrying Credits.
- Rules for absence from assessment/reassessment apply under Extenuating Circumstances
Assessment for Award:
- Module & Programme Learning Outcomes in Mandatory and Elective modules to be achieved to qualify for an award.
- Where approved, additional Electives may be taken
- Assessments include written/oral exams, coursework, projects, practical/lab work, theses/dissertations, and other approved formats
- Meet Dissertation/Project rules
- Achieve requisite GPA/Weighted Aggregate
- Flexible Programmes & Progression.
- Award Classification & Rules for Retaining Honours.
- Recognition of Prior Learning (RPL)
Roles & Responsibility of Examiners (Internal)
- Familiarity with University Assessment Regulations
- Preparation of assessments that align with module strategies
- Provide clear assessment criteria that align with good practice
- Assessment marking and moderation
- Attendance at Module Assessment Board(s)/Programme Assessment Board(s)
- Record keeping & internal reporting on assessments.
- Communicating requirement for Re-assessment.
Roles & Responsibility of Examiners (External)
- Moderation & feedback on assessment.
- Ensure QA of awards
- Participation in Assessment Boards
- Provide reflective Annual Reports
External Examiner responsibilities are defined in Sections 4 and 9 of the University’s External Examiner Policy.
Quality Enhancement (QE) ― Deliberate and Continuous Improvement. Our Assessment Regulations provide QE Framework to drive recursive improvement and innovation by:
- Supporting data-driven decision-making, e.g., from learning analytics and pass-rates to identify curriculum gaps.
- Encouraging application of diverse assessment methods.
- Promoting student feedback and loop closures to refine teaching and learning strategies.
- Incorporating Student Voice and stakeholder feedback to adapt policies and practice.
Quality Assurance (QA) ― Ensures Standards & Consistency. Our Assessment Regulations support the QA Framework in:
- Ensuring validity, fairness, and reliability of assessments.
- Maintenance of academic integrity, covering areas such as Fitness to Study/Practice
- Align with external standards (e.g., NFQ) & Facilitate alignment with PRSB.
- Guaranteed transparency in grading and feedback processes.
By enforcing the regulations within each programme, TU Dublin will safeguard the credibility and integrity of Awards while meeting Statutory/Regulatory compliance.
Accurate data capture provides evidence of programme performance. Structured reflection will interpret the data to reveal strengths, weaknesses and opportunities for improvement. Informed analysis will enable targeted, evidence-based decisions for curriculum improvement, resource allocation, and practicable pedagogical interventions to enhance quality of programmes, student experience and outcomes.
Data is captured through the following processes:
Approved Programme Self-Evaluation Report
Making Changes to Programmes & Modules.
School Self-Evaluation Report Template
Faculty Self Evaluation Report (TBC)
Professional Services Self Evaluation Report (TBC)
Advances in Learning Teaching & Assessment (LTA) Resources and Guides.