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Conferences and Events

​​​​​​​​​QQI regularly hosts conferences and events to engage with our stakeholders and promote quality assurance in education and training in Ireland.

On this page you will find details of upcoming events. 

For the full listing of all our corporate events, meetings and briefings, please view our corporate calendar

November 2020

National Symposium on Work-based Assessment

Getting to Grips with Policies and Practices in Work-based Assessment

Thursday 19 November, 10.00-15.00

QQI, in partnership with the National Forum for the Enhancement of Teaching and Learning, is ​facilitating this national symposium to discuss work-based assessment practice and policies and to consider actions for sectoral change. International and national experiences and contexts will be considered through the symposium discussions and responses from the three key assessor groups, i.e. providers, professional bodies, employers.

The symposium will draw together international and national experts, key resources, case studies and enable discussions on work-based assessment and the challenges and issues it poses. 

It aims to support discussion around the following questions:

  • What are the different work-based assessment contexts?

  • How do we ensure meaningful and reliable assessment of learning in this context(s)?

  • How do competencies support assessment and feedback?

  • What are some of the solutions to these issues, what actions should the sector take?

  • How can these be enabled by national and institutional policies?

  • How are these issues being addressed internationally (expert speakers)?

  • What do we need to find out more (future research)?

  • How do we continue the conversation, i.e. Community of Practice?​

To register for the event, click here​.

The event is designed in a series of 5 modules:

Module 1: Setting the Context

This module includes short presentations from a provider; a professional body and an employer. Each short talk opens a window on the perspective of the speaker - what are their expectations of work-based assessment? What issues do they encounter? How do they seek to address these?

Modules 2, 3 and 4 start with a keynote talk followed by an opportunity for discussion.

Each keynote speakers will provide a global overview, pick up on a key challenge (authenticity in work-based assessment) and finally focus on how competence to practice, ie entry to a profession, can be assessed using teacher training as an example.

Module 2: An International View  

Assessment of Quality Work-Integrated Learning and Considerations for the Future of Work
Dr Norah McRae (University of Waterloo, Canada)

Module 3: The Issue of Authenticity

What makes for authentic assessment in Work-integrated Learning?
Dr Rola Ajjawi (Deakin University, Australia)

Module 4: Assessment of Competence in Practice

Re-imagining the assessment of placement in initial Teacher Education​
​Dr Mary Kelly (Hibernia College, Ireland)

Module 5 

The final module will include a short talk by a student representative, both providing the student perspective and summing up key points from the event.

Further steps for 2021 will also be considered before the closing the day.​ 

Who should participate?

The symposium will be of interest to all those involved in practice and policies of work placement or work-based assessment (WBA) including: academic staff, senior policy makers, Heads of School/Faculties, careers officers, students, employers, internship managers, educational developers/technologist and those involved in managing apprenticeships, work experience placements and professional placements.


Ajjawi, R., Tai, J.,  Le Huu Nghia, T., Boud, D. Johnson L. & C.J Patrick (2020) Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context, Assessment & Evaluation in Higher Education, 45:2, 304-316, DOI: 10.1080/02602938.2019.1639613 

QQI's  Green Paper on Assessment of Learners and Learning (March 2018).

McRae, N and Johnston, N. (2016). The development of a proposed global work-integrated learning framework, Asia-Pacific Journal of Cooperative Education, 17(4), 337-348