UOW Assessment & Feedback Principles
- facilitate student capacity to meet learning outcomes (formative);
- develop student ability to become confident self-evaluators (sustainable assessment literacy);
- provide evidence of achievement of learning outcomes (summative).
- planning and systematic development by course teams;
- explicit alignment with course and subject learning outcomes; and
- focus on scaffolding and integrating learning, especially at key points throughout the course.
- Formative assessment and learning tasks - that engage students in productive opportunities to apply knowledge and skills and gain feedback in a timely, constructive manner in order to support the students’ continuous development.
- Assessment tasks - early in a degree program will introduce students to important assessment skills and literacies.
- Summative tasks - assessment of learning for the purposes of assuring progress at key points in the course or for the purpose of warranting/confirming that learning outcomes have been met will be kept to the minimum necessary for that purpose
- Summative tasks - should mirror, complement or build on formative tasks to ensure student learning.
Assessment will involve an engaged process that begins with clearly articulated task guidelines and criteria but should extend to active discussion that facilitates students taking ownership of criteria and standards for their assessment. Post-task feedback continues this dialogue on the page or screen but should be extended through discussion, opportunities for peer assessment and sharing and individual consultations (where needed or requested). Tasks and feedback loops must be timed to ensure sufficient opportunities are provided to put the feedback into practice.
Designed for learning:
- Authenticity - focusing on intellectually challenging ‘real-world’ practices through enquiry-based processes.
- Validity - carefully and explicitly assessing whether the intended learning outcomes are being addressed.
- Equity - tasks should be designed having regard for the diversity of students including backgrounds, experiences and learning styles.
- Relevance - tasks with a sense of purpose that meet the student’s interests allowing for individual choice of task should be considered.
- Integrity - tasks should introduce and engage students in ethical research and communication practices.
- Transparency - tasks should be clearly articulated and performance standards made explicit through a marking rubric or other instrument made available when the assignment is set.
- Appropriate effort - tasks need to be intellectually challenging and enable students’ learning without placing undue burdens on either staff or student workloads.
- Consistent - referenced to agreed assessment rubrics and
- Moderated and calibrated - grading decisions are between markers.
- Reviewed - to ensure continuous, incremental improvement of assessment tasks through listening to student feedback.
The UOW Assessment & Feedback Principles were endorsed by the University Education Committee (UEC) on 18 March 2015 and Academic Senate on 29 April 2015.