EMM v2.3 L8

'''L8. Assessment is designed to progressively build student competence'''

Background
Assessment, which is about understanding student learning (Ramsden, 2003), affects the nature, effectiveness, and importance of learning (Hannafin et al., 2003): ‘Given that students orient their study towards their perception of the assessment, the solution offered is to find more challenging forms of assessment’ (Laurillard, 2002, p. 204). Assessment that communicates high expectations challenges learning approaches and builds competency for outcomes. Different course structures and assessment structures have been shown to greatly influence student dedication to study. Courses with exams only at the end fail to encourage ongoing study, whereas regular assessment encourages continuous study (Gaytan and McEwan 2007; Garmendia et al. 2008). ‘Effective teaching not only involves imparting information and understandings to students… but also involves assessing and evaluating students’ understandings of this information, so that the next teaching act can be matched to the present understanding of the students’ (Hattie & Timperley 2007).

To be effective, assessment needs to be integrated throughout the teaching-learning process in visible but seamless ways. That is, effective assessment will communicate ongoing high expectations through affirming competencies and capabilities, as well as technical and specific knowledge using a variety of approaches. Students are more likely to take a deep approach to learning if they are intrinsically motivated. To be intrinsically motivated they need to see the relevance and importance of what they are being required to do. This necessitates an appreciation of the structure of the learning activities, the pedagogical approach and how assessment relates to the activities. Also, assessment systems must be unthreatening, fair and the assessment process and criteria should be explicit and transparent to students (Rust 2002). Whatever methods are utilised, students need a rigorous understanding of qualitative and quantitative aspects of their assessment to ensure e-learning success.

Evidence of capability in this process is seen through the use of assessment programmes designed to support students in achieving the learning objectives and which learner build capability progressively with opportunities for feedback and reflection. Policy and guidelines should encourage the use of a mix of assessment techniques throughout the course and encourage the use of challenging tasks to motivate performance and learning.

Related Guidelines and Standards
This process is informed by: Implementing the seven principles: Technology as lever (Chickering and Ehrmann, 1996); Queensland University of Technology teaching capabilities framework (2004/2005); Canadian Recommended E-learning Guidelines (Barker, K., 2002); Australian National Training Authority, quality assurance information kit: Training package support materials (2002) and; Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003).