Implementation of criteria and standards-based assessment: an analysis of first-year learning guides

Abstract

Assessment expectations are communicated to students in various ways and at different points in the semester. The provision of written information in learning guides given to students at the start of semester articulates what they are to do and how well they are to perform in assessment tasks. This paper examines how assessment expectations at an Australian university were communicated by staff in 159 first-year units (subjects) in the first year of university-wide implementation of criteria and standards-based assessment and learning guides policies. A framework was developed to analyse the extent and types of assessment information provided in learning guides. The paper provides a snapshot of the types of assessment used in the first year, including exams and analytical, reflective and authentic tasks. The paper contributes to an understanding of how university-wide assessment policy implementation can be evaluated through an examination of documents produced by staff.

Keywords:

• assessment expectations
• evaluation of policy implementation
• first year
• standards-based assessment
• types of assessment

Acknowledgements

The author acknowledges the contribution of Dr Guy Curtis, Senior Lecturer, Murdoch University. Dr Curtis contributed to refining the framework and processes used in this study and analysed half the autumn 2009 learning guides. The author also wishes to acknowledge the constructive comments made by the anonymous reviewers, which helped in improving the quality of this paper.