Building capacity for assessment leadership via professional development and mentoring of course coordinators Merrilyn Goos. Assessment is what matters most to students. Implementing good assessment is a challenge for university teachers.
Building capacity for assessment leadership via professional development and mentoring of course coordinatorsMerrilyn Goos
Assessment is what matters most to students.
Implementing good assessment is a challenge for university teachers.
There are different but equally valuable ways to implement good assessment practices that align with university policies.
Local teaching cultures and disciplinary contexts matter when planning and implementing assessment.
Build the capacity of course coordinators to understand and implement good assessment practice
Develop course coordinators’ capacity to exercise assessment leadership
Profile of current assessment issues and practices
Model of professional learningand mentoring
Evidence to inform assessment policyand practice
Phase 2: Building a communityof assessment practice
Phase 1:Mapping the territory
Embedding good assessment practice
Building capacity for assessment leadership via professional development and mentoring of course coordinators
Administered online via electronic course profile system
Response rate 33% (308/930) from all schools and faculties
Demographic information (gender, academic level), years teaching (at UQ and elsewhere), years as course coordinator, number of courses coordinated, class size
Course coordinators were least confident in:
Knowledge of policies & use of instruments to evaluate assessment practice;
Combining tasks into an assessment plan;
Wording course learning objectives;
Planning ways of giving feedback;
Managing moderation processes;
Making judgments consistent with judgments of other academics
Dealing with plagiarism;
Locating responsive people to assist with assessment issues;
Addressing needs of students from diverse backgrounds.
What factors influence course coordinators’ assessment practice?
What sources of influence do course coordinators find most helpful in carrying out their assessment roles?
external (other resources and professional
development, professional associations/industry)
university (resources, policies,
school (colleagues, examples,
Phase 2: Carrick Assessment Community and UQ Assessment Network (UQAN)
Coming up in the next session …