assessment

Note: In Australia, we use the word "assessment" to refer to the measurement of student attainment in a course and "evaluation" to refer to the review and measurement of the effectiveness of our teaching. US literature often uses "evaluation" to refer to the measurement of student performance.

Formal evaluation

It depends on your position how involved you are in setting and marking assessment tasks. Here are few basic suggestions that can make the task of marking more manageable for you, and fairer for your students.

Assessment activities, and the provision of feedback on formative assessment undertaken during the semester, are important parts of a cycle that helps students develop their knowledge and prepare for future learning activities at UNSW and beyond.

As part of the May 2012 Learning and Teaching Forum: Assurance of Learning, you are invited to develop posters that explore issues in and/or approaches to the design of standards-based assessments to influence student learning. 

Staff from across all Faculties at UNSW, as well as from teaching and learning support units, engage in research and scholarly investigations into teaching and assessment approaches.  Scholarly outputs from their research can be accessed through UNSWorks, the online institutional repository of UNSW research output.

Grading is the process of interpreting student learning products and performance to:

The selection of appropriate assessment methods in a course is influenced by many factors:  the intended learning outcomes, the discipline and related professional standards, the context of the course and its relationship to other courses, the level of study, the characteristics of the students, the available resources, the delivery mode of the course, and so on.  

We assess student work so both teachers and learners can see what students know, and what they need to know in order to improve. For this reason the core principle underlying the Assessment Toolkit is the importance of designing "Assessment as Learning." That is, assessment is integral to the everyday processes of learning and teaching throughout a course, rather than something that just happens at the end to measure student performance.

The design process is just one part of the quality assessment cycle.

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