Improving the alignment between assessment methods and stated learning outcomes (in the Sciences)

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Author: Jamie Quinton

Flinders University

In any course of study, the assessment methods adopted provide the vehicle for achieving the desired outcomes from the initial learning objectives, and success depends upon the alignment between them.

In teaching sciences to students, the focus tends to be on information and technical detail, rather than important concepts and how they link together. Moreover, examinations (which test rote learning and memory rather than understanding) are relied upon as the primary method for assessing whether students have ‘grasped’ the material. As learning objectives, however, we expect students of the sciences to be able to evaluate, analyse, and apply their knowledge to unfamiliar situations. This apparent ‘flaw’ or misalignment which occurs at the most fundamental of levels will only be addressed when staff critically examine their assessment practices. This represents a significant shift in paradigm in educational delivery, particularly for teachers within the Sciences.

There are many factors that influence the capacity for science academics to adopt a new approach toward assessment, and highlighting these has been the focus of my research. All staff within the Science Faculty at Flinders have been surveyed on their attitudes toward, current methods adopted and factors that influence assessment practice, in order to highlight the key factors and compare them with other faculties, both at Flinders (Michael Bull, Elizabeth Handsley and Steve Parker) and with the Science Faculty at La Trobe University (Liz Johnson). The outcomes of this study will be discussed at the Roundtable.