Elaborating a framework for communicating assessment aims in higher education

Abstract

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.

Keywords:

• Assessment design
• higher education
• assessment framework

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Damon Thomas

Damon Thomas is a Lecturer in English Education at the University of Tasmania's College of Arts, Law and Education. His PhD research examined the rhetorical choices made by primary and secondary school students who scored highly on Australia's standardised writing test (NAPLAN) and critiqued the test as a form of writing assessment. His research interests include writing development and pedagogy, social semiotics, theories of persuasive communication, standardised testing and personalised learning.

Robbie Moore

Robbie Moore is a Lecturer in English, and the First Year English Coordinator, in the School of Humanities at the University of Tasmania. His research focusses on space and place in late-Victorian and modernist literature and culture.

Olivia Rundle

Olivia Rundle is a Senior Lecturer in the Faculty of Law in the College of Arts, Law and Education at the University of Tasmania. She takes a creative and innovative approach to legal education, teaching within the practice-centric stream of units where learning activities and assessments model post-graduation professional activities. Her research spans across a range of multi-disciplinary areas, including dispute resolution, conflict management, legal education, family law, psychological wellbeing, and diversity of sex, gender and sexuality.

Sherridan Emery

Sherridan Emery is a PhD candidate and an active researcher across a range of school and community-based research collaborations at the University of Tasmania relating to wellbeing. Her PhD project explores teachers' perspectives of cultural wellbeing in classroom communities.

Robyn Greaves

Robyn Greaves is a Policy Analyst in the Tasmanian Department of Education. Her PhD examined mid-twentieth century Australian writers and interrogated literary reception, print culture, identity and gender. Her research interests include curriculum development, literacy, place and space, Australian liteature, culture and identity, and life writing.

Kitty te Riele

Kitty te Riele is Deputy Director (Research) in the Peter Underwood Centre for Education Attainment, at the University of Tasmania, Australia. Her key research interest is on educational policy and practice for marginalised young people.

Andy Kowaluk

Andy Kowaluk is Principal Education Officer for the Middle years Literacy project. He has worked with the Tasmanian Department of Education as a teacher, Principal and Curriculum Officer since 1982. His professional life has been closely associated with secondary English teaching and literacy learning.