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ERIC Number: EJ1112679
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0260-2938
Three In-Course Assessment Reforms to Improve Higher Education Learning Outcomes
Sadler, D. Royce
Assessment & Evaluation in Higher Education, v41 n7 p1081-1099 2016
A current international concern is that, for too large a proportion of graduates, their higher order cognitive and practical capabilities are below acceptable levels. The constituent courses of academic programmes are the most logical sites for developing these capabilities. Contributing to patchy attainment are deficiencies in three particular aspects of assessment practice: the design and specifications of many assessment tasks; the minimum requirements for awarding a passing grade in a course and granting credit towards the degree; and the accumulation of points derived from quizzes, assessments or activities completed during the teaching period. Rethinking and reforming these would lead to improvements for significant sub-populations of students. Pursuing such a goal would also have significant positive implications for academic teachers, but be contingent on favourable contextual settings including departmental and institutional priorities.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A