Aligning Assessment with Learning and Teaching

Edited book (chapter)


Frankland, Steve, Moody, Janis, Cowdry, Rob, Williams, Anthony, Muldoon, Nona and Lee, Chrisann. 2007. "Aligning Assessment with Learning and Teaching." Frankland, Steve (ed.) Enhancing Teaching and Learning through Assessment: Deriving an Appropriate Model. Springer. pp. 63-108
Chapter Title

Aligning Assessment with Learning and Teaching

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3337
Book TitleEnhancing Teaching and Learning through Assessment: Deriving an Appropriate Model
AuthorsFrankland, Steve, Moody, Janis, Cowdry, Rob, Williams, Anthony, Muldoon, Nona and Lee, Chrisann
EditorsFrankland, Steve
Page Range63-108
Number of Pages46
Year2007
PublisherSpringer
ISBN9781402062254
Digital Object Identifier (DOI)https://doi.org/10.1007/978-1-4020-6226-1_3
Web Address (URL)https://link.springer.com/chapter/10.1007/978-1-4020-6226-1_3
Abstract

This paper presents some questionnaire and interview findings of a teaching learning development project titled "Enhancing Teaching and Learning through Assessment". The results revealed teachers' and students' different perceptions towards assessment, and the forces that dictate existing practices in the University. It is found that student learning is largely driven by the way they perceive they will be assessed, this dictates what and how they learn. Instead of learning (the main reason for their studying), they focus on how they will be assessed and how to acquire the highest possible grades. Unless assessment is constructively aligned with subject objectives and with teaching and learning methods, and requires understanding, it is found that surface, rather than deep learning occurs. The results also identify a conflict between formative and summative assessment. While grades on their own are not believed to be a good feedback mechanism, for various reasons, they are commonly used for assessment. The paper also highlights the important issue of criteria- and norm-referenced assessment. When assessing students, teachers are likely to be constrained by university policy that has always emphasised a normal grade distribution and grading criteria that does not always match the subjects taught resulting in likely unfairness of grading. © 2007 Springer.

KeywordsLearning Outcome; Formative Assessment; Focus Group Interview; Teaching Staff; Summative Assessment
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Byline AffiliationsHong Kong Polytechnic University, China
Napier University, United Kingdom
University of Newcastle
Charles Sturt University
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