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window.loswp.work = {"work":{"id":57765774,"created_at":"2021-10-14T03:51:23.691-07:00","from_world_paper_id":178977536,"updated_at":"2024-11-30T05:57:46.511-08:00","_data":{"publisher":"Informa UK Limited","ai_title_tag":"Framework for Communicating Assessment Aims in Higher Education","grobid_abstract":"Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders.","publication_name":"Assessment \u0026 Evaluation in Higher Education","grobid_abstract_attachment_id":"72505175"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Elaborating a framework for communicating assessment aims in higher education","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true,"seo_quality":null}}["work"]; window.loswp.workCoauthors = [2766124]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders.</p><div class="ds-work-card--button-container"><div class="primary-buttons "><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":72505175,"attachmentType":"pdf","workUrl":"https://www.academia.edu/57765774/Elaborating_a_framework_for_communicating_assessment_aims_in_higher_education"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span>See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":72505175,"attachmentType":"pdf","workUrl":"https://www.academia.edu/57765774/Elaborating_a_framework_for_communicating_assessment_aims_in_higher_education"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas" data-impression-entity-id="57765774" data-impression-entity-type="2" data-impression-source="signup-banner"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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Based on an understanding of assessment in terms of constructive alignment (Biggs, 1996) and consequential validity (Boud, 1995; Linn, Baker, & Dunbar, 1991; Messik, 1989), this paper evaluates the current assessment protocols in this unit. Biggs (1996) argues that learning is best achieved if there is a constructive alignment between the learning goals, teaching approaches, and assessment techniques. Each of these should relate to the other. It is when these three elements are finely calibrated that learning is at its peak. In this paper, I evaluate the degree of constructive alignment in the unit of study under focus. Assessment documents are studied in relation to the theoretical insights gained from the literature and related to the course aims and objectives. In addition, students’ evaluation of these assessment protocols are examined and these are compared to the unit coordinator’s goals and understanding. The results help outline future directions in assessment practice for this unit.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment in higher education: A case study of one course in Australia","attachmentId":43076348,"attachmentType":"pdf","work_url":"https://www.academia.edu/22458967/Assessment_in_higher_education_A_case_study_of_one_course_in_Australia","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/22458967/Assessment_in_higher_education_A_case_study_of_one_course_in_Australia"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="38655968" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/38655968/Assessment_Practices_in_Higher_Education_Myths_and_Realities">Assessment Practices in Higher Education: Myths and Realities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="573087" href="https://independent.academia.edu/DrSANTHOSHAREEKKUZHIYIL">Dr. SANTHOSH AREEKKUZHIYIL</a></div><p class="ds-related-work--metadata ds2-5-body-xs">University News, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Assessment is an integral part of any teaching learning process. Assessment practices have a large number of functions to perform in the context of the teaching learning process. Do contemporary assessment practices perform these function is a critical question to be analysed. In this paper, an attempt has been made to analyse the myths and realities of the assessment practice in the higher education sector.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment Practices in Higher Education: Myths and Realities","attachmentId":58734964,"attachmentType":"pdf","work_url":"https://www.academia.edu/38655968/Assessment_Practices_in_Higher_Education_Myths_and_Realities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/38655968/Assessment_Practices_in_Higher_Education_Myths_and_Realities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="92058401" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/92058401/Investigating_The_Undergraduate_Experience_Of_Assessment_In_Higher_Education">Investigating The Undergraduate Experience Of Assessment In Higher Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="91869" href="https://ukm.academia.edu/KingSiongLee">King Siong Lee</a></div><p class="ds-related-work--metadata ds2-5-body-xs">ukm.my</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper reports on the preliminary findings of a doctoral study in progress, which is situated in the context of quality in higher education, and is premised on the view that the student learning experience is ultimately the most meaningful and lasting measure of academic quality. The literature on assessment in higher education clearly places assessment at the heart of student learning and it is claimed that "the truth about an educational system" may be discovered by examining its assessment procedures (Rowntree, 1987, p.1). Using a qualitative case study approach, the study aims to reveal the values inherent in assessment, to show how these are conveyed through institutional discourses and through practices of lecturers, and how students' learning behaviour may be affected by their perspectives of assessment. Data gathering activities for the entire doctoral research include focus group discussions and individual interviews with finalyear undergraduates, interviews with their lecturers, observations of lectures and classroom assessments, examination of documents related to the course descriptions and assessment, as well as a study of the administrative and procedural aspects of assessment which are part of the assessment praxis. The emerging themes reported here, based solely on the analysis of two of the focus group discussions, indicate how assessment praxis in higher education seems to be a reproduction of dominant power structures that have inculcated patterns of student passivity in learning. This has serious implications for the 1 This is a revised version of a work-in-progress paper presented by Lee King Siong at the 30 th Language Testing Research Colloquium (LTRC) 2008, Hangzhou, China. Attendance at the conference was funded by Universiti Kebangsaan Malaysia.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Investigating The Undergraduate Experience Of Assessment In Higher Education","attachmentId":95170498,"attachmentType":"pdf","work_url":"https://www.academia.edu/92058401/Investigating_The_Undergraduate_Experience_Of_Assessment_In_Higher_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/92058401/Investigating_The_Undergraduate_Experience_Of_Assessment_In_Higher_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="48080836" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/48080836/Challenges_in_reforming_higher_education_assessment_a_perspective_from_afar">Challenges in reforming higher education assessment: a perspective from afar</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32703182" href="https://independent.academia.edu/DavidBoud">David Boud</a></div><p class="ds-related-work--metadata ds2-5-body-xs">RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa</p><p class="ds-related-work--abstract ds2-5-body-sm">Can we be sure that assessment in higher education meets the need of developing and assuring high quality learning outcomes? Current assessment is typically a collection of conventional practices that have never been seriously questioned. Ten years ago, as part of a national project, representatives from Australian universities came together to identify an agenda for change in assessment. The resulting document-Assessment 2020: Seven propositions for assessment reform in higher education-focused on how assessment needed to change to support long term learning. That is, not how students can pass the next exam, but learning that is useful beyond the point of graduation. From a learning-centred view this paper examine progress on assessment reform in universities internationally from the perspective of one of the players. It starts by considering Assessment 2020 to see where action is still needed. It reviews some of the major shifts in assessment in higher education and considers their implications. These include the move from comparing students (norm-referencing) to judging outcomes against standards (standards-based); and importantly, the conceptual shift from the single purpose of assessment as certifying students to multiple purposes including aiding learning and building the capacity of students to make their own judgements.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Challenges in reforming higher education assessment: a perspective from afar","attachmentId":66877539,"attachmentType":"pdf","work_url":"https://www.academia.edu/48080836/Challenges_in_reforming_higher_education_assessment_a_perspective_from_afar","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/48080836/Challenges_in_reforming_higher_education_assessment_a_perspective_from_afar"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="63748823" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/63748823/_RE_conceptualising_assessment_within_a_Higher_Education_Curriculum">[RE]conceptualising assessment within a Higher Education Curriculum</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="175194040" href="https://independent.academia.edu/LundieSamuel">Samuel Lundie</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2017</p><p class="ds-related-work--abstract ds2-5-body-sm">PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2017.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"[RE]conceptualising assessment within a Higher Education Curriculum","attachmentId":76071039,"attachmentType":"pdf","work_url":"https://www.academia.edu/63748823/_RE_conceptualising_assessment_within_a_Higher_Education_Curriculum","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/63748823/_RE_conceptualising_assessment_within_a_Higher_Education_Curriculum"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="655848" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/655848/QUALITY_ASSESSMENT_FRAMEWORK_A_Guide_for_Assessment_Practice_in_Higher_Education">QUALITY ASSESSMENT FRAMEWORK: A Guide for Assessment Practice in Higher Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="126865" href="https://newcastle-au.academia.edu/WendyElsworthMiller">Wendy Miller (previously Elsworth and Amosa)</a></div><p class="ds-related-work--metadata ds2-5-body-xs">altc.edu.au</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"QUALITY ASSESSMENT FRAMEWORK: A Guide for Assessment Practice in Higher Education","attachmentId":3623374,"attachmentType":"pdf","work_url":"https://www.academia.edu/655848/QUALITY_ASSESSMENT_FRAMEWORK_A_Guide_for_Assessment_Practice_in_Higher_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/655848/QUALITY_ASSESSMENT_FRAMEWORK_A_Guide_for_Assessment_Practice_in_Higher_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="67500822" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/67500822/A_Marked_Improvement_transforming_assessment_in_higher_education">A Marked Improvement: transforming assessment in higher education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="78927165" href="https://independent.academia.edu/CarolynBew">Carolyn Bew</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2012</p><p class="ds-related-work--abstract ds2-5-body-sm">A Marked Improvement has been developed by a group of experts, working with the HEA to provide a strong rationale for transforming assessment in higher education. It includes an assessment review tool, offering a practical method to take stock of current practice and look to a targeted approach to strategic change. The publication also includes further resources for staff, which can be used to support changes to assessment policy and practice. The publication builds on established evidence and two decades of extensive support for teaching, learning and assessment in UK higher education, which has been provided by a range of organisations and inititiatives. A Marked Improvement is based on: - Assessment standards: a Manifesto for Change developed by the Assessment Standards Knowledge exchange (ASKe) at Oxford Brookes University; -Work from the Centres for Excellence in Teaching and Learning at Oxford Brookes University (ASKe) and the University of Northumbria (Assessment for Learning...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Marked Improvement: transforming assessment in higher education","attachmentId":78293269,"attachmentType":"pdf","work_url":"https://www.academia.edu/67500822/A_Marked_Improvement_transforming_assessment_in_higher_education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/67500822/A_Marked_Improvement_transforming_assessment_in_higher_education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="4128509" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4128509/A_model_of_assessment_in_higher_education_institutions">A model of assessment in higher education institutions</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4984857" href="https://defense-services-academy.academia.edu/ChelsusPlus">Chelsus Plus</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Assessment in higher education is a complex phenomenon. A model of assessment comprising four principal levels with a number of associated elements at each level is suggested as a way of comprehending and clarifying the range of issues that need to be addressed in seeking to improve the quality of assessment practice.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A model of assessment in higher education institutions","attachmentId":31642303,"attachmentType":"pdf","work_url":"https://www.academia.edu/4128509/A_model_of_assessment_in_higher_education_institutions","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4128509/A_model_of_assessment_in_higher_education_institutions"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="59613130" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/59613130/Measuring_assessment_a_methodology_for_investigating_undergraduate_assessment">Measuring assessment: a methodology for investigating undergraduate assessment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="133391799" href="https://independent.academia.edu/AnneCrook1">Anne Crook</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Bioscience Education, 2004</p><p class="ds-related-work--abstract ds2-5-body-sm">For many degree programmes, including those within the School of Agriculture, Policy and Development (SAPD) at the University of Reading, modularisation has resulted in increased flexibility of degree programmes and a wider choice of modules offered to students. An important consequence of this is that module coordinators and programme directors may no longer have the same detailed knowledge of the amount, timing and diversity of assessments (coursework) being undertaken by their students. This situation may be further compounded when students study modules that are coordinated by a number of different Schools. The first aim of this project was therefore to provide a systematic methodology for analysing the nature and timing of assessments from a range of degree programmes using 'electronic assessment diaries', which we designed for this research. These diaries, completed by undergraduate volunteers, recorded details of all coursework assessments, module by module, for the autumn and spring terms 2003/4. A further aim of the research was to provide information to Course Directors to enable a more pedagogic and informed approach to future changes in assessment practices. The discussion reflects on the use of the electronic diaries and the provision of assessment-related information to programme directors and lecturing staff.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Measuring assessment: a methodology for investigating undergraduate assessment","attachmentId":73446413,"attachmentType":"pdf","work_url":"https://www.academia.edu/59613130/Measuring_assessment_a_methodology_for_investigating_undergraduate_assessment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/59613130/Measuring_assessment_a_methodology_for_investigating_undergraduate_assessment"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="39058673" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/39058673/Rethinking_Assessment_in_Higher_Education">Rethinking Assessment in Higher Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2770714" href="https://sydney.academia.edu/BeatrizCarbajalCarrera">Beatriz Carbajal-Carrera</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Teaching@Sydney, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">One of the key goals of universities is to deliver a unique learning experience. Assessment, although may not be the most popular topic among either students or teachers due to negative connotations linked to high-stakes summative testing, plays an important role in steering the learning process. If we are aiming to transform our learning experience, this discussion should start from the widely accepted model of constructive alignment, a coherence between learning objectives, activities and assessments in an educational program. And yet there seems to be a gap between innovative methodologies and a tendency to predominantly evaluate through traditional essay written assessment. How can we rethink assessment so that it fits into our current vision of education?</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Rethinking Assessment in Higher Education","attachmentId":60056364,"attachmentType":"pdf","work_url":"https://www.academia.edu/39058673/Rethinking_Assessment_in_Higher_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/39058673/Rethinking_Assessment_in_Higher_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":72505175,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":72505175,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_72505175" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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data-author-id="32727295" href="https://usq.academia.edu/PaulineCollins">Pauline Collins</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Legal Education Review, 2010</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Rocky rhetoric and hard reality: the academic's dilemma surrounding assessment","attachmentId":46991514,"attachmentType":"pdf","work_url":"https://www.academia.edu/26709928/Rocky_rhetoric_and_hard_reality_the_academics_dilemma_surrounding_assessment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" 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class="ds-related-work--metadata ds2-5-body-xs">2008</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Comparing Academic Staff and Students'Perceptions of the Purpose of Assessment in Higher Education","attachmentId":116565651,"attachmentType":"pdf","work_url":"https://www.academia.edu/121760727/Comparing_Academic_Staff_and_StudentsPerceptions_of_the_Purpose_of_Assessment_in_Higher_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/121760727/Comparing_Academic_Staff_and_StudentsPerceptions_of_the_Purpose_of_Assessment_in_Higher_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="5" data-entity-id="98952736" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/98952736/The_Assessment_Profession_in_Higher_Education_A_Snapshot_of_Perceptions_Roles_and_Activities">The Assessment Profession in Higher Education: A Snapshot of Perceptions, Roles, and Activities</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="35342070" href="https://independent.academia.edu/ConnaBral">Conna Bral</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Assessment Update, 2019</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link 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translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="6" data-entity-id="49810277" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/49810277/Faculty_and_Students_Conceptions_of_Assessment_in_Higher_Education">Faculty and Students Conceptions of Assessment in Higher Education</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32305493" href="https://independent.academia.edu/LuannaMeyer">Luanna Meyer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Higher Education, 2012</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Faculty and Students Conceptions of 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href="https://www.academia.edu/35418471/Divided_by_a_Common_Language_Evaluating_Students_Understanding_of_the_Vocabulary_of_Assessment_and_Feedback_at_a_Single_UK_Higher_Education_Institution">Divided by a Common Language? 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