Many universities are moving to greater use of standards-based assessment to support effective student learning. Implementing a standards-based approach includes involving academic staff in writing descriptions of standards for assessment tasks both to guide the marking process and clarify staff expectations for students. However, recent research…

Criteria and standards-based assessment models are increasingly being adopted by universities as effective practice. However the promise of these models of assessment may not be realised unless teachers can find ways of making criteria and standards understandable to students. Exemplars or examples of previous students' work of high and low…

Teachers' approaches to teaching may influence the way they interpret and respond to student evaluations. In this article we explore the relationship between teachers' approaches to teaching and responses to qualitative student feedback in a problem-based medical program. We asked all lecturers and theme session presenters in 2003 who had received…

Most course evaluation in higher education is designed and conducted by university staff and rarely are students given central responsibility for planning and implementing an evaluation. Involving students as partners in educational evaluation may offer them authentic ways to develop professional skills. We describe an "education option" that…

Describes a student-centered, open evaluation system used in the University of Sydney's problem-based medical program. Describes how quantitative and qualitative student feedback is collected for individuals, groups, and years, and how the feedback is managed to effectively support improvement in course quality. (EV)