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You would get them to participate in small groups, then run their own and see how well they did it’ (Biggs 2003: 27). 3. for an introduction to the debate). Although this is a contested proposition, this book has adopted an outcome-based approach to assessment design, on a pragmatic basis, because such an approach is widely employed. Overall, the research suggests that tutors do need to be mindful that their assessment methods may not be as discriminating as they hope they are and may permit students to pass with ‘conceptions of subject matter that teachers wished to change’ (Ramsden 2003: 72) or to avoid large sections of the curriculum (Struyven et al.
Certification emphasises validity, reliability, equity and attribution. Student learning emphasises validity, effectiveness, practicability, equity and some aspects of transparency. Quality assurance needs validity, reliability, transparency, equity, comparability and consistency. Lifelong learning emphasises validity, effectiveness, equity and elements of transparency. Therefore, in designing our assessment strategies, we need to be aware of the different purposes and principles of assessment and the need to achieve balance.
It is possible to judge if assessment load is comparable with other cognate disciplines in the institution. Case study 2 Strong: Assessment method distributes student workload across module. Test design is staff-intensive but automated marking Strong: Clear information is available on test process, content and contribution to module mark. Repeat tests enable students to develop clarity regarding assessment method. Assessment criteria are explicit. Strong: The course generates evidence of the quantity of assessment and the level of student achievement.