Frequently Asked Questions
This page provides you with links to the answers of possible questions you might have.
- How do I design and use a learning portfolio for assessment?
- How do I design authentic assessment tasks?
- How do I know how much assessment is enough?
- How do I give effective and efficient feedback?
- How do I use computer-based assessment?
- How do I write good questions?
- What is Flinder's policy related to "grading to a bell curve"?
The university has a broad guide, not a rule, that the number of points in a topic should be used to determine just how much assessment students should do. Roughly, a six point topic would have assignments that are equivalent to 6,000 words. BUT THIS IS ONLY A GUIDE. There is no single answer or set method to determine how much assessment is enough.
It could be said that if the assessment is about ranking students then only one piece of assessment is necessary. BUT, this does not take the instructional value of assessment into account. Similarly, it could be claimed that if what is being taught is developmental then one piece of assessment at the end of the topic/unit could be used to grade the level of attainment. But again, this overlooks the role of assessment in student learning.
That is, how much assessment is required will be shaped by the learning needs of the students and the learning objectives of the topic/unit, as well as the need to rank or grade students. The following should be taken into account:
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For assessment to enhance learning, what opportunities and what sort of feedback will students need to assess their progress towards intended learning outcomes?
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students need to know where to focus their learning activities
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students need a chance to risk failure before undergoing summative evaluation
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assessment should not be a means of 'catching students out'
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the end result should be no surprise to students or assessor.
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Does a single mode or piece of assessment advantage one group of students over another when it comes to demonstrating what they have learned?
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for example, will a memory-oriented, time-constrained exam paper favour some students more than, say, a researched essay?
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how might the context or timing of the assessment influence outcomes?
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The word limit specified by the university is merely a guide and all forms of assessment both formative and summative can be taken into account including any Non Graded Pass (NGP) components. Group work for instance can require students to set up out of class meetings and so the planning and time for these can be included in assessment calculations.
In conclusion, to be useful assessment should address sufficient aspects of students' learning processes and outcomes appropriate to the topic objectives and the stage of the topic/course. The amount of assessment is driven by:
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students' need for a range of information for feedback about their learning
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assessors' need for a range of information for assessing learning outcomes.
So asking 'How much assessment is enough?' is like asking 'How long is a piece of string?'
What is Flinder's policy related to "grading to a bell curve"?
Flinders policy dictates that students are to be graded on the standard of work submitted. Part 6 specifically refers to this (viewable on http://www.flinders.edu.au/ppmanual/student/assessment2.html)
The grading system is an important component of the assessment process. Academic performance should always be the primary criteria for grading work. The full range of grades should be achievable if the student demonstrates an appropriate standard of performance, except where a topic is examined on a pass/fail basis.