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.
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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.Core Values and Principles
Develop course coordinators’ capacity to exercise assessment leadershipAims
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
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 sizePhase 1: Course Coordinator Survey
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.Course Coordinator Confidence
What sources of influence do course coordinators find most helpful in carrying out their assessment roles?Course Coordinator Assessment Influences
external (other resources and professional
development, professional associations/industry)
university (resources, policies,
school (colleagues, examples,
Coming up in the next session …