Designing assessments

As the ‘coat-hanger’ of curriculum design, and arguably the primary concern of our students, assessment is given particular emphasis by Australian Catholic University.

students working around a table


The most recent version of the ACU assessment policy came into force on 1 January 2016.

Highlighting the new policy

You may be interested in joining the Assessment discussion group - in LEO

Getting advice on assessment

Dr Kristina Everett is an assessment specialist and sits on the ACU Assessment Committee.

Other staff from the Learning and Teaching Centre who can help with assessment queries are Tim Baillie, Marie Fisher, Anna Gemmell and Penny Wheeler.

Assessment prize Winners

2013 Assessment prize winners

2012 Assessment prize winners

Assessment design

Authentic and research-led assessment

Concept and practice of eportfolios in higher education

(Dr Panos Vlachopoulos, videoconference, 30 September 2014)

Please see the ePortfolio resource page

Formative assessment

Summative assessment

  • Queensland University of Technology (2001). Definitions of summative assessment types
    Summative assessment examples listed under 5 headings: written discourses, oral discourses, performance/exhibition/demonstration, design, and negotiated.

Glossary of assessment terminology

criterion-referenced assessment:
assessment based on fixed, pre-determined criteria, associated standards and weightings
hurdle task:
a task or activity that is marked on a pass/fail basis and is required to pass the unit but does not contribute to the final grade. Hurdle tasks normally require the mastery of professional skills or the attainment of required attributes.
moderation (of assessment):
a quality review and assurance process which supports assessment design and marking activities. It involves confirmation that the assessment tasks and marking are valid, equitable and reliable.
summative assessment:
assessment of learning, the evaluation at the end of a program, unit or topic
validity (of assessment):
an assessment is valid if it measures what it is supposed to measure ( Atherton, 2011 ).