An assessment paradox: striving for best practice in an environment of increasing constraints

Abstract

In the past, many lecturers in tertiary institutions have been rightly accused of being ignorant of sound and effective assessment practice. With little formal education in teaching, they relied on the practices of their own learning experience. That is changing. One example of this is a demonstrated commitment to lifelong learning for educators in order to achieve outcomes of effective learning for their students. The paradox is that knowing about how to design an effective assessment scheme is not synonymous with being able to implement an effective assessment scheme. Academics are often faced with barriers that inhibit change and continuous improvement. This paper focuses attention on the major issues the authors perceive are currently impacting on the effective implementation of assessment practices in higher education. They review the theoretical frameworks upon which these issues are based and highlight local literature where appropriate. Engineering educators are then challenged to consider how sound assessment practice can be effected within the supports and constraints of their own operational environment.