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Advice on assessing large classes Devlin, M. 2002, Advice on assessing large classes, in Assessing learning in Australian universities : ideas, strategies and resources for quality in student assessment, Centre for the Study of Higher Education, Melbourne, Vic. Attached Files Name Description MIMEType Size Downloads Title Advice on assessing large classes Author(s) Devlin, M. Title of book Assessing learning in Australian universities : ideas, strategies and resources for quality in student assessment Editor(s) James, R McInnis, C Devlin, M Publication date 2002 Total pages 6 Publisher Centre for the Study of Higher Education Place of Publication Melbourne, Vic Summary After a decade of rapid expansion in Australian higher education, student numbers have grown considerably in many courses and subjects, especially at the undergraduate level. Larger class sizes pose significant teaching challenges, not least in the assessment of student learning. Perhaps most troubling, large classes may limit the amount of feedback provided to students. In response to the pressures and challenges of assessing larger groups of students, academic staff are responding through: • greater attention to the communication of clear assessment criteria to students; • the development and use of marking guides to be used by teaching and assessing teams; • the increasing use of various forms of exemplars to guide student efforts — as well as to guide marking and grading — including the modelling of discipline-based thinking, writing and performance; and • the continuous refinement and dissemination of assessment policy and practice in relation to large student groups. The issue of workload is central in any decisions about assessment of large classes for it is a serious one for students and staff alike. Staff teaching large student groups invariably undertake an informal, qualitative weighing-up of the efficiency of assessment tasks vis-à-vis their educational effectiveness. There is little doubt that establishing an effective assessment program — developing criteria, guides, exemplars and models; discussing and refining them and communicating them to students and other staff — will have an initial negative impact on workload for staff with coordinating responsibilities. However, this preparatory work is likely to lead to three gains. The first is a reduction in the time required for marking due to a higher quality of student submission. The second is a resolution of some of the potential issues likely when many staff are involved in marking and grading, through a streamlining of marking and grading practices. Finally, the availability of clear, transparent criteria and examples of work will contribute positively to the overall quality of teaching and learning. ISBN 0734029020 9780734029027 Language eng Field of Research 130103 Higher Education Socio Economic Objective 930202 Teacher and Instructor Development HERDC Research category BN.1 Other book chapter, or book chapter not attributed to Deakin Copyright notice ©2002, Australian Universities Teaching Committee. Persistent URL http://hdl.handle.net/10536/DRO/DU:30028783 Document type: Book Chapter Collections: School of Education Higher Education Research Group Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 26 May 2010, 16:05:17 EST Wed, 25 Aug 2010, 10:15:36 EST Wed, 25 Aug 2010, 10:21:18 EST Wed, 25 Aug 2010, 10:22:40 EST Wed, 25 Aug 2010, 10:28:04 EST Thu, 25 Nov 2010, 07:36:15 EST Mon, 29 Nov 2010, 07:37:58 EST Filtered Full Access Statistics: 304 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Wed, 26 May 2010, 16:05:17 EST

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