Guidelines-for-Good-Assessment_3rd-ed.pdf

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Guidelines
for Good
Assessment
Practice
Third Edition
Tasmanian Institute of Learning and Teaching
GUIDELINES FOR GOOD ASSESSMENT PRACTICE
3RD EDITION
The Guidelines for Good Assessment Practice (3
rd
ed.) provide a downloadable, printable version of the
Assessment section of the University of Tasmania Teaching and Learning website:
www.teaching-
learning.utas.edu.au/assessment
as of March, 2016.
Please cite this document as:
Rundle, N. (2016). Guidelines for good assessment practice (3rd ed.). Hobart, Tasmania, Australia:
Tasmanian Institute of Learning and Teaching, University of Tasmania.
The first version of this document was compiled in 2007 by the University of Tasmania Assessment
Working Group, the members of which were Pam Allen, Natalie Brown, Lisa Butler, Greg Hannan, Noel
Myers, Heather Monkhouse, and Jo Osborne. Its purpose was to support the implementation of criterion-
referenced assessment.
It was revised in 2011 by Moira Cordiner, Centre for the Advancement of Learning and Teaching, University
of Tasmania.
The third edition reflects the University of Tasmania Teaching and Learning website, revised in 2016 by Nell
Rundle, Tasmanian Institute of Learning and Teaching.
Please note that hyperlinks in this documents point back to the Teaching and Learning website, not to other
sections in this document.
1
Contents
Contents ............................................................................................................................................................. 2
Introduction ....................................................................................................................................................... 3
Assessment Policy ............................................................................................................................................. 4
1 Objective..................................................................................................................................................... 4
2 Scope .......................................................................................................................................................... 4
3 Policy Provisions ........................................................................................................................................ 4
4 Definitions and Acronyms .......................................................................................................................... 5
Criterion Referenced Assessment ...................................................................................................................... 6
What is the value of CRA? ............................................................................................................................ 6
What does CRA involve? .............................................................................................................................. 6
Choosing and Designing Assessment Tasks ..................................................................................................... 8
Maintaining Integrity of Assessment ............................................................................................................. 8
Examples of Assessment Tasks ..................................................................................................................... 9
Minimising Plagiarism and Cheating .......................................................................................................... 12
Moderation ...................................................................................................................................................... 15
What is moderation for? .............................................................................................................................. 15
Moderation of results ................................................................................................................................... 16
Casual Academic Staff ................................................................................................................................ 17
Writing Assessment Criteria ............................................................................................................................ 18
Purpose of Criteria....................................................................................................................................... 18
Writing standards descriptors (for rubrics) .................................................................................................. 19
Marking ........................................................................................................................................................... 27
Making Judgements and Assigning Grades................................................................................................. 27
Feedback .......................................................................................................................................................... 29
What is helpful (effective) feedback? .......................................................................................................... 29
Useful Links ................................................................................................................................................ 30
References ....................................................................................................................................................... 31
2
Introduction
Assessment refers to the processes employed by academic staff to make judgements about
the achievement of students in units of study and over a course of study. These processes
include making decisions about what is relevant evidence for a particular purpose, how
to collect and interpret the evidence and how to communicate it to the intended users
(students, academic colleagues, university administrators) (Harlen, 2005).
The foundations of good assessment practice are identified in the objectives of the University of Tasmania
Assessment Policy,
which states that assessment:
is designed to promote student learning;
measures student achievement against learning outcomes to produce grades that are valid, reliable
and maintain academic standards; and
is fair, transparent and equitable.
Academic Senate
Rule 2 - Academic Assessment
outlines the University's rules regarding academic
assessment for all courses and non-award units and the students enrolled in those courses and units, and
should be read in conjunction with the
Assessment Policy.
This document provides background information, ideas, and suggested processes to help you to ensure that
assessment in your unit enacts University policy and guidelines.
For information and support resources relating to using MyLO for assessment, go to the MyLO site
Teaching
Online in MyLO,
or take a look at
Online Assessment.
Desktop Guides with step-by-step instructions for the set-up and use of a number of tools in MyLO for
assessment purposes can be found by searching in the
University Repositories
- try searching using the key
word 'assessment' or other related terms.
3
Assessment Policy
The following sections 1 to 4 are extracted from the University of Tasmania
Assessment Policy.
1 Objective
The objectives of the Assessment Policy are to ensure that assessment:
is designed to promote student learning;
measures student achievement against learning outcomes to produce grades that are valid, reliable
and maintain academic standards;
is fair, transparent and equitable.
2 Scope
This policy applies to all coursework programs offered by the University of Tasmania. It applies to all
academic leaders; all staff undertaking teaching and assessment; including casual staff, and all coursework
students. This policy should be read in conjunction with Rule 2: Academic Assessment.
3 Policy Provisions
3.1 Promote Student Learning
Assessment tasks should link with unit-specific and course level learning outcomes and this should be
made explicit to students.
Students should be given opportunities for quality and timely feedback on their learning that also feeds
forward into their future learning.
Formative assessment should be used by staff to evaluate student progress and inform their teaching.
Assessment tasks should be designed to ensure a clear progression through a course towards achieving
graduate learning outcomes. Assessment tasks should be designed to minimise plagiarism.
3.2 Measurement of Student Achievement
Students should be provided with opportunities to demonstrate achievement against all learning
outcomes, where practicable through a range of assessment methods that may or may not include
examination and give consideration to requirements of externally accrediting bodies where appropriate.
Assessment, at every level, must be based on clearly articulated criteria.
Decisions regarding grades awarded to students for units of study and pieces of assessment should be
based on the attainment (or otherwise) of those criteria at stated performance standards.
Assessors should be appropriately qualified, trained and supported through the assessment process to
ensure grades are applied consistently.
Moderation of assessment should be undertaken.
A process for review of unit and course based assessment consistent with the University’s Quality
Management Policy must be enacted.
Assessment standards must be monitored through internal and external benchmarking.
3.3 Fair, Transparent and Equitable Assessment
4
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