Assessment thresholds for academic staff: constructive alignment and differentiation of standards

Abstract

This qualitative study utilized episodic narrative interviews to investigate assessment thresholds involved in the development of assessment literacy. The goal of the study was to inform efforts toward quality improvements in higher education. Thirty-five academic staff from universities in Australia, Canada and Sweden shared stories of significant changes they made to their assessment practice. Thematic analysis found troublesome aspects to include instructor expectations, lack of consistency, differentiation of performance, student expectations, time constraints/workload, logistical/technological constraints and assessment policy. A belief in meaningful learning, embracing constraints and the desire to meet the needs of students, added to other enablers for assessment change, such as resources, support and strategic use of technology. Findings suggested assessment thresholds of constructive alignment and differentiation of standards. Reflection, collaboration and professional development were found to support the integration of assessment knowledge and build conceptual understanding of assessment thresholds. Authors recommend that higher education institutions provide academic staff with a foundation of conceptual understanding of these key areas to promote moves toward quality assessment practices.

Keywords:

• Assessment literacy
• constructive alignment
• performance criteria
• collaboration
• professional development

Acknowledgements

I was fortunate to meet with many academics from diverse backgrounds, who gave up their time and openly shared their stories with me. These people were some of the busiest people in their institutions. Thank you all. Thanks also to the anonymous reviewers who provided detailed comments and recommendations. Finally, I am very grateful for the guidance and feedback from Nicoleta Maynard and Katarina Mårtensson. This work would not have been possible without their generous support.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Natalie Simper

Natalie Simper has a senior-secondary teaching background with experience in curriculum development, large-scale assessment and evaluation. She managed research in teaching and learning outcomes assessment at Queen’s University in Canada, with a focus on meta-cognition, the development of cognitive skills and teamwork. Natalie is currently managing curriculum development at Bond University while completing a PhD in Higher Education externally through Monash University.