Getting the context right for good assessment practice

Hunt, Lynne and Hammer, Sara and Sankey, Michael (2012) Getting the context right for good assessment practice. In: Improving student engagement and development through assessment: theory and practice in higher education. Taylor & Francis (Routledge), London, United Kingdom, pp. 166-180. ISBN 978-0-415-61820-5

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Abstract

This chapter provides a case study about what happened to promote good assessment practices at a regional university in Australia. It provides a 360˚ perspective on the top-down, middle-out and bottom-up strategies that were used to get the context right for quality assessment. The argument is that good assessment practice is a whole-of-university responsibility. A simple story illustrates this. Self-plagiarism became a topic of discussion at the University's Learning and Teaching Committee. The question was: What should be done when a student's turnitin.com report indicates considerable overlap with previous assignments completed by the student? The outcome of the deliberations suggested that higher education students should demonstrate evidence of growth and development through assignments. Of necessity, this will result in some overlap and higher order application of previous assignments. Secondly, if the overlap is extensive, then there is something wrong with the systematic design of assessment in the overall degree programme. In brief, staff teaching in the same programme should be aware of assessment tasks in other modules or units and avoid duplication. At the heart of this discussion lay a presumption that universities have a responsibility to facilitate coherent student learning journeys. This provides the starting point for this chapter which argues that good assessment practice in universities is more than the outcome of individual efforts to design meaningful student assignments. It also requires systematic and university-wide strategies that assure and support quality assessment.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to published version due to publisher copyright policy.
Faculty / Department / School: Historic - Learning and Teaching Support Unit
Date Deposited: 28 Jun 2013 04:54
Last Modified: 20 Apr 2017 03:35
Uncontrolled Keywords: assessment; university; regional; learning and teaching; program revitalisation project; student learning journey; change leadership; graduate skills; graduate attributes; academic learning skills; program mapping; higher education research
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objective: C Society > 93 Education and Training > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum
C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
Identification Number or DOI: doi 10.4324/9780203817520
URI: http://eprints.usq.edu.au/id/eprint/21479

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