Talking about the elephant in the room: Improving fundamental assessment practices

Betty Gill

doi:10.5204/ssj.v6i2.291

Abstract

This paper reports on an institution-wide strategy to improve first year assessment practices. Assessment is central to the student experience and to informing their developing conceptions of themselves as students. Despite this central importance, much national and international literature raises questions about the fitness-for-purpose of assessment practices in higher education. The reported strategy was developed in response to analysis of student feedback, which suggested, like the literature, substantial opportunity for improvement. Student feedback on their assessment experience was validated by an audit of first session assessment and used to inform the strategy. A significant improvement in quantitative and qualitative measures of student satisfaction across routine data sources is provided to demonstrate impact. This supports a conclusion that the first year student experience can be impacted by the systemic application of a small number of fundamental good practice assessment strategies which are outlined.

Highlights

Commencing students, transitioning to university studies have particular learning needs, not the least of which is to be inducted into an academic culture, of which assessment practices and expectations are a major component
Following analysis of comments made by 94,835 graduates from 14 Australian universities, Scott (2005) reported assessment as a recurrent ”hot spot” (p. viii) consistently receiving a higher ratio of “needs improvement” (NI) to “best aspect” (BA) comments
Exemplars were uncommon across the courses reviewed despite student feedback consistently communicating a desire for them and the University of Western Sydney (UWS) Assessment Policy strongly advocating their use

Summary

Abstract*

This paper reports on an institution-wide strategy to improve first year assessment practices. The reported strategy was developed in response to analysis of student feedback, which suggested, like the literature, substantial opportunity for improvement. Student feedback on their assessment experience was validated by an audit of first session assessment and used to inform the strategy. A significant improvement in quantitative and qualitative measures of student satisfaction across routine data sources is provided to demonstrate impact This supports a conclusion that the first year student experience can be impacted by the systemic application of a small number of fundamental good practice assessment strategies which are outlined.

Introduction

Results

Discussion and conclusion