As the ‘coat-hanger’ of curriculum design, and arguably the primary concern of our students, assessment is given particular emphasis by Australian Catholic University.
The most recent version of the ACU assessment policy came into force on 1 January 2016.
- Assessment policy
- Revised Assessment policy FAQs
- Assessment procedures
- Guidelines on student workloads
- Academic Honesty Policy, Procedures and Code of Practice
- TEQSA: Higher Education Standards framework
Highlighting the new policy
- Foundations and fundamentals of assessment in 2013 (PDF, 350 KB)
- Changes to the Assessment Policy (webinar)
- The Goals and Logic of Criterion Referenced Assessment (webinar)
- The Four Phases of Unit Design (webinar)
- Unit level Learning Outcomes and Graduate Attributes (webinar)
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
- Ideas and inspirations for good practice in assessment design - Learning and Teaching Centre, Australian Catholic University 2013
- Ethics and Taught Units FAQs - ACU Learning and Teaching Centre, Office of the Deputy Vice-Chancellor (Research)
- Assessing learning in Australian universities - Centre for the Study of Higher Education/Australian Universities Teaching Committee 2002
- Collaboration on assessment criteria and standards schemes (CoACSS) - from the ACU research team headed by Dr Vince Geiger
- Developing effective assessment - strategies for success (Alexander/Griffith University, c2008)
- Guide for reviewing assessment - prompts and guidelines for monitoring and enhancing assessment practices (Harris/Centre for the Study of Higher Education, 2005)
- Transforming assessment - e-assessment, particularly using Web 2.0 or virtual world technologies
Authentic and research-led assessment
- Assessing authentically (University of New South Wales)
- Establishing the critical elements that determine authentic assessment (Ashford-Rowe, Herrington & Brown, 2013)
- Student-centred, research-led assessment (University of Southampton)
Concept and practice of eportfolios in higher education
(Dr Panos Vlachopoulos, videoconference, 30 September 2014)
Please see the ePortfolio resource page
- Black, P. and Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
- 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 ).