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

قسم العلاقات العامة يناقش مع منتدى شباب الإسكان إقامة مهرجان تكريم طالبات المدارس المرتديات العباءة في القادسية

سماحة السيد الصافي يدعو إلى توحيد الجهود في تحقيق التراث لضمان الرصانة والدقة وخدمة الساحة العلمية

المجمع العلمي ينظم محاضرة إرشادية ضمن المشروع القرآني في مدارس بابل

بذكرى شهادته.. العتبة العباسية المقدسة تشرع في تقديم خدماتها لزائري مرقد الإمام الكاظم (عليه السلام)

المزيد

الآخبار الصحية

6 فواكة تساعدك على الشعور بتحسّن عند المرض

حفاظا على صحة العين.. هذا أفضل وقت لتناول فيتامين أ

الاستخدام اليومي لسماعات الأذن.. أخطر مما تتصور !

هل توقيت نشاطك اليومي يؤثر على صحة دماغك؟.. العلماء يجيبون

المزيد

الآخبار التكنلوجية

ابتكار ألماني قد يغيّر مستقبل صناعة البلاستيك

تحديثات وأرباح عبر المشاهدات.. ما الذي تخطط له "لينكد إن"؟

"الكوكايين الوردي".. مخدر جديد يثير قلق السلطات الأميركية

دراسة: تغيّرات في أسلوب القيادة قد تكشف مبكرا عن الخرف !

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998