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    Remaining relevant: assessment practices in undergraduate education

    20324_downloaded_stream_312.pdf (66.04Kb)
    Access Status
    Open access
    Authors
    Dunworth, Katie
    Date
    2006
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Dunworth, Katie. 2006. : Remaining relevant: assessment practices in undergraduate education, HERDSA 2006 International Conference, 10-12 July 2006. University of Western Australia, Perth.
    Source Title
    HERDSA 2006 International Conference Proceedings
    Source Conference
    HERDSA 2006 International Conference
    Additional URLs
    http://www.herdsa.org.au
    Faculty
    Division of Humanities
    Faculty of Education, Language Studies and Social Work (ELSSW)
    Department of Languages and Intercultural Education
    URI
    http://hdl.handle.net/20.500.11937/20560
    Collection
    • Curtin Research Publications
    Abstract

    This paper identifies and analyses three broad, connected issues that are impacting on assessment practices in higher education today. The first issue relates to our desire to introduce alternative, more 'authentic' forms of assessment task. These tasks appear to have become particularly desirable as a consequence of the second issue described in this paper, the increased focus in higher education on assessing graduate competencies as well as knowledge. By their very nature, these constructs invite a criterion-based rather than norm-referenced approach to assessment, which leads to the third issue raised in this paper: the need for criteria that adequately and cogently describe those competencies and the requisite standard of attainment. The paper concludes by suggesting areas in which future research may assist us to create a more internally consistent set of processes that will be relevant for students and reflect more accurately our theoretical positions.

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