Literature review

Characteristics of good assessment practice

Many of the characteristics of good assessment practice are well known. Key questions of why, what and how to assess, and how to interpret and respond to assessment at this level were enunciated clearly by Rowntree (1977) as far back as 1977. More recent scholars, whose work relates to changed circumstances faced by higher education institutions, regard his ideas as seminal and have built upon them. For example, Nightingale et al. (1996) emphasized the need to design assessment tasks that 'guide and enrich learning'. To illustrate this, a number of exemplars in various discipline areas were produced. James, McKinnis and Devlin (2002) articulated 16 indicators of effective assessment, and presented a number of illustrative cases on their website. Ramsden (2003) listed and discussed 14 rules for better assessment in higher education, and Biggs (2003) devoted two chapters to the principles and practices of university assessment. More recently, Nulty and Kift (2003) developed a framework and checklist for ensuring quality in assessment. In addition, the assessment principles enunciated by the American Association for Higher Education (AAHE) have been widely disseminated. Consistency across the literature and recommendations that have been made suggest that effective assessment:

1. Is unambiguous in intention

2. Is closely aligned with course content and expected learning outcomes

3. Is fair, valid, reliable and ethical in nature

4. Requires completion of authentic activities

5. Emphasizes and promotes students' learning

6. Focuses on eliciting student understandings and demonstration of higher order skills

7. Provides constructive, diagnostic feedback

8. Utilizes a variety of methods across subjects

9. Caters for different learning styles

10. Allows for some student choice

11. Is free of cultural bias

12. Is cognizant of staff and student workloads

Most institutions have now formulated assessment policies based on these sound pedagogical principles, and various resources have been developed and disseminated within and across institutions to facilitate the professional development of staff. For example, at our tertiary institution, clear policies and procedures have been laid out, exemplars have been developed, professional development sessions have been held and relevant teaching awards made available. Moreover, assessment is a major topic in the compulsory Graduate Certificate of Higher Education for academic staff new to teaching. It is also a compulsory module in the online Professional Development Program for new sessional staff. In addition, the Australian National Teaching Awards scheme now has Assessment as one award category.

اخر الاخبار

اخبار العتبة العباسية المقدسة

بالصور.. ملايين الزائرين تحيي ليلة زيارة الأربعين عند العتبتين المقدستين

الموكب الثقافي العام ينظم أنشطة فكرية وجلسات حوارية لزائري الأربعين

فريق موسوعة أحيوا أمرنا يجري حوارات توثيقية دولية مع زائري الأربعين

معهد القرآن النسوي يقيم ختمات قرآنية لزائرات الأربعين في الهندية

المزيد

الآخبار الصحية

حجم جزء محدد من الجسم يعكس الصحة العامة ومخاطر الأمراض

تفشي عدوى بكتيرية بفرنسا يحتمل ارتباطها بنوع من الجبن الطري

دراسة حديثة تكشف ما تفعله الشاشات بـ"قلوب الأطفال" !

متلازمة المبنى المريض.. هكذا يتحول تكييف الهواء إلى خطر صحي ؟؟

المزيد

الآخبار التكنلوجية

كيف تتعامل مع حرارة الطقس أثناء القيادة؟

لماذا يجب عليك إيقاف تكييف السيارة قبل إطفاء المحرك؟

دراسة تكشف سببا محتملا وراء زيادة خطر إصابة الأطفال بالتوحد

تشيلي.. العثور على متحجرة حيوان ثديي صغير من زمن الديناصورات

المزيد

مواضيع ذات صلة

Case 2 Online portfolio and group multimedia project

Results, analysis and discussion Case 1 Online role play

Research methodology

The research context

Using Online Environments to Promote Assessment as a Learning Enhancement Process

Utilizing an ICT Tool for Moderating, Marking and Managing Assessment in Large Tertiary Classes Conclusions

Response to feedback

Implications for teaching in large classes

Unit coordinator perspective

Tutor perspective

Findings Student perspective

Research methodology