An assessment paradox: striving for best practice in an environment of increasing constraints

Paper

Walkington, Jackie and Dowling, David. 2002. "An assessment paradox: striving for best practice in an environment of increasing constraints." Shankar, K. and Burrowes, G. (ed.) 13th Annual Conference of the Australasian Association for Engineering Education (AAEE 2002). Canberra, Australia 30 Sep - 03 Oct 2002 Canberra, Australia.
Paper/Presentation Title

An assessment paradox: striving for best practice in an environment of increasing constraints

Presentation TypePaper
AuthorsWalkington, Jackie (Author) and Dowling, David (Author)
EditorsShankar, K. and Burrowes, G.
Journal or Proceedings TitleProceedings of the 13th Annual Conference of the Australasian Association for Engineering Education and 8th Annual Women in Engineering Forum (AaeE 2002)
Number of Pages6
Year2002
Place of PublicationCanberra, Australia
ISBN1920701060
Conference/Event13th Annual Conference of the Australasian Association for Engineering Education (AAEE 2002)
Event Details
Rank
B
B
B
B
B
B
B
Event Details
13th Annual Conference of the Australasian Association for Engineering Education (AAEE 2002)
Parent
Annual Conference of the Australasian Association for Engineering Education (AAEE)
Delivery
In person
Event Date
30 Sep 2002 to end of 03 Oct 2002
Event Location
Canberra, Australia
Abstract

In the past, many lecturers in tertiary institutions have been rightly accused of being ignorant of sound and effective assessment practice. With little formal education in teaching, they relied on the practices of their own learning experience. That is changing. One example of this is a demonstrated commitment to lifelong learning for educators in order to achieve outcomes of effective learning for their students. The paradox is that knowing about how to design an effective assessment scheme is not synonymous with being able to implement an effective assessment scheme. Academics are often faced with barriers that inhibit change and continuous improvement. This paper focuses attention on the major issues the authors perceive are currently impacting on the effective implementation of assessment practices in higher education. They review the theoretical frameworks upon which these issues are based and highlight local literature where appropriate. Engineering educators are then challenged to consider how sound assessment practice can be effected within the supports and constraints of their own operational environment.

Keywordsassessment; tertiary education; higher education
ANZSRC Field of Research 2020390113. Science, technology and engineering curriculum and pedagogy
Public Notes

© 2002 by Australasian Association for Engineering Education.

Byline AffiliationsFaculty of Education
Faculty of Engineering and Surveying
Institution of OriginUniversity of Southern Queensland
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