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Associate Professor Kim Watty (University of Melbourne)
Assessment is an important issue in Higher Education, not least because it is seen as a key driver of student learning. In addition, ‘Assessment drives learning and feedback on it, is a unique moment for individualised learning' (Scott 2008, p.7).
Over the past decade, increasing class sizes, greater diversity in the student cohort, increasing administrative demands on academic staff and the need to assess generic skills along with technical competence has raised interesting challenges in assessment design. Further, evidence from recent CEQ data indicates that students are often dissatisfied with the quality of feedback that they receive.
In this seminar we will discuss some of these issues and whether/how academics have modified or changed their assessment design and feedback in light of these challenges. We will consider assessment design with a focus on feedback to improve student learning. This seminar will be less about listening to a presenter and more about sharing our practices around assessment design.
Before watching the recorded seminar, participants may be interested in viewing the materials below, but this is not a requirement:
Watty, K. Jackson, M. and Yu. X, (2010), Students' Approaches to Assessment in Accounting Education, The Unique Student Perspective, Accounting Education: an international journal, Taylor and Francis, UK, Vol. 19 Issue 3, pp219-234.
Jackson, M., Watty, K. & Yu, L., (2006) Assessing Students Unfamiliar with Assessment Practices in Australian Universities, accessed September 2, 2008.
Date of presentation
11 June 2010
CQUniversity CRICOS Provider Codes: QLD-00219C; NSW-01315F; VIC-01624D
