Issues arising from the implementation of a comprehensive assessment approach in a large, multi-modal Bachelor of Commerce unit

Rice, Mary, Holt, Dale and Fermelis, Jan 2003, Issues arising from the implementation of a comprehensive assessment approach in a large, multi-modal Bachelor of Commerce unit, in Proceedings of 2nd ATN Evaluations and Assessment Conference 2003, UNISA, [Adelaide, S. Aust.], pp. 1-10.

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Title Issues arising from the implementation of a comprehensive assessment approach in a large, multi-modal Bachelor of Commerce unit
Author(s) Rice, Mary
Holt, Dale
Fermelis, Jan
Conference name Evaluations and Assessment Conference (2nd : 2003 : Adelaide, South Australia)
Conference location Adelaide, South Australia
Conference dates 24-25 November 2003
Title of proceedings Proceedings of 2nd ATN Evaluations and Assessment Conference 2003
Editor(s) [Unknown]
Publication date 2003
Conference series Evaluations and Assessment Conference
Start page 1
End page 10
Publisher UNISA
Place of publication [Adelaide, S. Aust.]
Summary Recent literature in higher education argues university assessment has been too narrow and hasn’t adequately reflected the quality, breadth and depth of students’ learning. Research shows students often prioritise and learn what they need to know for formal, graded assessment and disregard other academic content seen as less relevant to those requirements. The predominance of essays and examinations has therefore tended to constrain learning. The case for a more comprehensive approach has been clearly articulated. So what happens when staff take up the unique challenge of designing fair and uniform assessment for a large, core, multi-modal, multi-campus unit offered nationally and internationally?

When developing an undergraduate Bachelor of Commerce unit at Deakin University, staff considered the most appropriate ways to assess a range of conceptual understandings and communication skills. This resulted in the mapping and adoption of a comprehensive approach incorporating teacher, peer, and self-assessment aspects, individual and group work, oral and written presentations, and the use of portfolios and journals. Particular practices were adopted to control workloads, ensure fairness in marking, and overcome some problems generally associated with group work. When implementing the approach, practical issues arose that demanded adjustments. This paper details the approach taken, outlines research activities, and discusses the practical implications of issues that arose.
Language eng
Field of Research 130303 Education Assessment and Evaluation
130103 Higher Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30025855

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