Flinders policy requires that assessment and feedback are linked firmly to aims and learning outcomes. An aim statement gives a broad view of what the topic is intended to do.

Learning Outcomes are statements of the attributes and capabilities that a student should have achieved on successful completion of the topic. They provide the reference point for assessing student progress and designing assessment strategies and methods. Learning outcomes are helpful for working out the standards that we will apply when we measure students' achievements using various assessment instruments and processes.

Assessment then needs to focus on encouraging learning and measuring progress towards intended learning outcomes.

Some guiding principles (Boud, 1998)

  • Assessment should always be judged in terms of its consequences for learning.
  • Assessment must be viewed through the eyes of students.
  • Time on task is important.
  • Avoid communicating to students in code.
  • Assessment should not be distracted by the technicalities of grading.

Consequently assessment schemes should maximise the use of assessment tasks that:

  • involve students in meaningful learning and encourage students to adopt deep approaches to their learning,
  • encourage learning from each other; and
  • provide rich detailed descriptive feedback about progress in relation to intended learning outcomes.