Show simple item record

dc.contributor.authorHunt, Lynne
dc.contributor.authorHammer, Sara
dc.contributor.authorSankey, Michael
dc.contributor.editorLynn Clouder, Christine Broughan, Steve Jewell, Graham Steventon
dc.date.accessioned2019-01-13T22:34:33Z
dc.date.available2019-01-13T22:34:33Z
dc.date.issued2012
dc.identifier.isbn9781136729768en_US
dc.identifier.doi10.4324/9780203817520en_US
dc.identifier.urihttp://hdl.handle.net/10072/381715
dc.description.abstractThis chapter provides a case study about what happened to promote good assessment practices at a regional university in Australia. It provides a 360° perspective on the top-down, middle-out and bottom-up strategies that were used to get the context right for quality assessment. The argument is that good assessment practice is a whole-of-university responsibility. A simple story illustrates this – self-plagiarism became a topic of discussion at the University’s Learning and Teaching Committee. The question was: What should be done when a student’s turnitin.com report indicates considerable overlap with previous assignments completed by the student? The outcome of the deliberations suggested that higher education students should demonstrate evidence of growth and development through assignments. Of necessity, this will result in some overlap and higher order application of previous assignments. Second, if the overlap is extensive, then there is something wrong with the systematic design of assessment in the overall degree programme. In brief, staff teaching in the same programme should be aware of assessment tasks in other modules or units and avoid duplication. At the heart of this discussion lay a presumption that universities have a responsibility to facilitate coherent student learning journeys. This provides the starting point for this chapter, which argues that good assessment practice in universities is more than the outcome of individual efforts to design meaningful student assignments. It also requires systematic and university-wide strategies that assure and support quality assessment. The emphasis on a systemic, whole-of-university approach implies that this chapter is as much about context as it is about assessment per se. This is because effective change is embedded in context and comes when those involved make it their own through use and adaptation to local histories and contexts. Enhancements of practice are produced by a complex array of individually and collectively induced incentives, histories and values. A measure of control at the ground level is a condition of success.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Statesen_US
dc.publisher.urihttps://www.taylorfrancis.com/books/9781136729768/chapters/10.4324/9780203817520-20en_US
dc.relation.ispartofbooktitleImproving Student Engagement and Development through Assessmenten_US
dc.relation.ispartofchapter13en_US
dc.relation.ispartofpagefrom166en_US
dc.relation.ispartofpageto180en_US
dc.subject.fieldofresearchEducational Technology and Computingen_US
dc.subject.fieldofresearchcode130306en_US
dc.titleGetting the context right for good assessment practiceen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
dc.description.versionPre-printen_US
gro.rights.copyright© 2012 Taylor & Francis. This is an Accepted Manuscript of a book chapter published by Routledge in Improving Student Engagement and Development through Assessment on 14 May 2012, available online: https://doi.org/10.4324/9780203817520en_US
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Book chapters
    Contains book chapters authored by Griffith authors.

Show simple item record