Assessment Trends
International trends in Assessment
Globally, over the last 20 years or so, there have been major changes in assessment practices. These include:
- Written exams are being replaced by more continuous assessment and coursework.
- There is a move towards more student involvement and choice in assessment.
- Course outlines have become more explicit about the expectations in assessment.
- Group assessment is more frequently used. (In line with the shift in emphasis within the curriculum from competition between students towards collaborative learning between students.)
- An understanding of process is now seen as, at least, equally important to knowledge of facts. (In line with the general shift towards a process-based, rather than product-based curriculum.)
- Student focussed 'learning outcomes' have begun to replace more teacher orientated 'objectives'. The focus is more on what the student will learn rather than what the teacher plans to teach. (This is in line with more student led approaches in the curriculum generally.) (Brown, Bull, and Pendlebury, 1997.)
International Trends in Assessment
(Brown, Bull, and Pendlebury, 1997)
From
Written Examination
Tutor-led
Implicit Criteria
Competition
Product assessment
Objectives
Content
Towards
Coursework
Student-led
Explicit criteria
Collaboration
Process
Outcomes
Competencies
Current Practice & Trends in UCD
The UCD Teaching and Learning Policy (2002) (below) indicates some of the transferable skills that are desirable for a graduate of UCD to possess. This presents a challenge in trying to assess some of these skills. In addition it notes that there is an expectation that students should have the ability to self assess as a lifelong learning skill.
Teaching and Learning Policy and Strategy 2002
" …To create opportunities for students to develop both course related and transferable skills, including:
Creativity and Imagination,
Self-Assessment,
Self-directed learning & Information Literacy
Problem Solving
Critical Thinking & Analytical Ability
Writing Skill, Oral Delivery, Numeracy, ICT, Language,
Teamwork,
Planning and Project Management."
In 2002, the Centre for Teaching and Learning (previously the Teaching Development Unit) carried out a survey of the assessment practices of some of the UCD staff (O'Neill, 2002). In a random sample of 300 academic staff across all Faculties, there was a response from 90 lecturing staff. There was a range of summative and formative assessments used in addition to a range of assessment methods.
