Assessment modes in Science: Formal examinations and the assessment of generic skills

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Author: Liz Johnson

La Trobe University

Anecdotal evidence suggests assessment in undergraduate Science courses is focused on content rather than on generic skills despite an increasing emphasis on graduate attributes in universities. Emphasis on content may be accompanied by a heavy weighting on formal written examinations, which offer limited capacity to assess generic skills. This project defines current practice in the types of assessment used in undergraduate Science teaching at La Trobe University and looks at staff attitudes to assessment to provide a basis for discussion about teaching and assessment of generic skills.

A preliminary survey of assessment in undergraduate units in Science at La Trobe University showed the average weighting for formal examinations is 60% and that this is largely invested in a single exam. While this may be a valid form of assessment for some learning outcomes in some discipline areas, it is likely that listed learning objectives are not all being met by this assessment strategy. The reasons for this situation are being explored by a survey of staff attitudes to assessment. Anecdotal discussions suggest staff select examinations because of resource restrictions, fears of cheating and plagiarism and because examinations are thought to be more rigorous. These attitudes may also arise from limited exposure of staff to research in teaching and learning and to excellent practice. Data from La Trobe staff surveys will be compared with information from staff interviews at Flinders University in a parallel project led by Dr Jamie Quinton.