Assessment and epistemic belonging

This SATLE Pathfinder project at NCAD investigates the relationship between assessment conversations and epistemic belonging. Led by the Teaching and Learning Office in partnership with the Student Experience and EDI Offices, the study uses narrative-based sense-making (via the SenseMaker app) to gather and analyse staff and student micro-narratives about assessment experiences. Preliminary findings suggest differences in how lecturers and students value learning resources, and indicate that outcome-focused assessment may discourage students from drawing on prior knowledge, affecting their sense of belonging. The project aims to identify demographic trends and develop small, safe-to-try teaching and learning interventions to strengthen epistemic belonging across the institution.