Assessment planning at the program-level: a higher education policy review in Australia

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Charlton, Nicholas
Weir, Katie
Newsham-West, Richard
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2022
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Abstract

It is incumbent upon universities to deliver quality degree programs that produce employable graduates with discipline-specific knowledge and a well-developed set of generic skills known as graduate attributes. To safeguard the achievement of these outcomes, this paper argues for a holistic, longitudinal approach to degree planning known as programmatic assessment. The status of this relatively new phenomenon in the Australian university landscape is examined through an analysis of assessment-related policies from twenty-two of Australia’s top-performing universities. Discourse analysis was employed to determine how programmatic assessment is depicted in policy, how key players are positioned in this space, and the discursive practices used to imbue policy with hortatory intent. The results of this analysis are outlined and indicate that policy constructions of a program-level approach to assessment are inconsistent across different universities and very few policies have specific guidelines about how programmatic assessment should be implemented.

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Assessment & Evaluation in Higher Education
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This is an Author's Accepted Manuscript of an article published in Assessment & Evaluation in Higher Education, 08 Apr 2022, copyright Taylor & Francis, available online at: https://doi.org/10.1080/02602938.2022.2061911
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This publication has been entered as an advanced online version in Griffith Research Online.
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Education
Higher education
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Charlton, N; Weir, K; Newsham-West, R, Assessment planning at the program-level: a higher education policy review in Australia, Assessment & Evaluation in Higher Education
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