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.
History
Publication title
Assessment and Evaluation in Higher Education
Volume
44
Issue
4
Pagination
546-564
ISSN
0260-2938
Department/School
Faculty of Education
Publisher
Routledge
Place of publication
United Kingdom
Rights statement
Copyright 2018 Informa UK Limited, trading as Taylor & Francis Group
Repository Status
Restricted
Socio-economic Objectives
Assessment, development and evaluation of curriculum