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Support for assessment practice: developing the assessment design decisions framework

journal contribution
posted on 01.01.2016, 00:00 authored by Margaret BearmanMargaret Bearman, Phillip DawsonPhillip Dawson, David BoudDavid Boud, S Bennett, Mark Hall, E Molloy
There are many excellent publications outlining features of assessment and feedback design in higher education. However, university educators often find these ideas challenging to realise in practice, as much of the literature focuses on institutional change rather than supporting academics. This paper describes the conceptual development of a practical framework designed to stimulate educators’ thinking when creating or modifying assessments. We explain the concepts that underpin this practical support, including the notions of ‘assessment decisions’ and ‘assessment design phases’, as informed by relevant literature and empirical data. We also present the outcome of this work. The Assessment Design Decisions Framework. This provides key considerations in six categories: purposes, contexts, tasks, interactions, feedback processes and learning outcomes. By tracing the development of the Framework, we highlight complex ways of thinking about assessment that are relevant to those who design and deliver assessment to tertiary students.

History

Journal

Teaching in higher education

Volume

21

Issue

5

Pagination

545 - 556

Publisher

Routledge

Location

London, Eng.

ISSN

1356-2517

eISSN

1470-1294

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2016, Informa UK Limited, trading as Taylor & Francis Group