Charles Sturt University
Charles Sturt University

Further readings

Authentic assessment

Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39(2), 205-222. doi:10.1080/02602938.2013.819566

Barber, W., King, S., & Buchanan, S. (2015). Problem based learning and authentic assessment in digital pedagogy: Embracing the role of collaborative communities. Electronic Journal of E-Learning, 13(2), 59-67.

Coben, D., & Weeks, K. (2014). Meeting the mathematical demands of the safety-critical workplace: Medication dosage calculation problem-solving for nursing. Educational Studies in Mathematics, 86(2), 253-270. doi:10.1007/s10649-014-9537-3

Couch, B. A., Brown, T. L., Schelpat, T. J., Graham, M. J., & Knight, J. K. (2015). Scientific teaching: Defining a taxonomy of observable practices. CBE-Life Sciences Education, 14(1). doi:10.1187/cbe.14-01-0002

Cumming, J., & Maxwell, G. S. (1999). Contextualising authentic assessment. Assessment in Education: Principles, Policy & Practice, 6(2), 177-194. doi:10.1080/09695949992865

Frey, Bruce B., Schmitt, Vicki L., & Justin P. Allen (2012). Defining authentic classroom assessment. Practical Assessment, Research & Evaluation, 17(2). Available from http://pareonline.net/getvn.asp?v=17&n=2

Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research & Development, 52(3), 67-86.

Hathcoat, J. D., Penn, J. D., Barnes, L. L. B., & Comer, J. C. (2016). A Second dystopia in education: Validity issues in authentic assessment practices. Research in Higher Education, 57(7), 892-912. doi:10.1007/s11162-016-9407-1

Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students' approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34(5), 565-577. doi:10.1080/02602930802226502

Montgomery, K. (2002). Authentic tasks and rubrics: Going beyond traditional assessments in college teaching. College Teaching, 50(1), 34-40. doi:10.1080/87567550209595870

Poindexter, K., Hagler, D., & Lindell, D. (2015). Designing authentic assessment: Strategies for nurse educators. Nurse Educator, 40(1), 36-40. doi: 10.1097/NNE.0000000000000091

Vu, T. T., & Dall'Alba, G. (2014). Authentic assessment for student learning: An ontological conceptualisation. Educational Philosophy and Theory, 46(7), 778-791. doi:10.1080/00131857.2013.795110

Wiggins, G. (1998). Educative assessment. San Francisco: Jossey‐Bass.

Wu, X. V., Heng, M. A., & Wang, W. (2015). Nursing students' experiences with the use of authentic assessment rubric and case approach in the clinical laboratories. Nurse Education Today, 35(4), 549-555. doi:10.1016/j.nedt.2014.12.009

Constructive alignment

Biggs, J & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Maidenhead: Open University Press. (Also available as an eBook through the CSU library).

Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1(5), 5-22. Available from http://www.herdsa.org.au/herdsa-review-higher-education-vol-1/5-22

Biggs, John. Website[http://www.johnbiggs.com.au/academic/constructive-alignment/]

Herráez, A., & Costa, M. J. (2013). Biochemical visual literacy with constructive alignment: Outcomes, assessment, and activities. Biochemistry and Molecular Biology Education, 41(2), 67-69. doi:10.1002/bmb.20678

Houghton, W. (2004). Engineering subject centre guide: Learning and teaching theory for engineering academics. Loughborough: HEA Engineering Subject Centre. Available from https://www.heacademy.ac.uk/system/files/learning-teaching-theory.pdf

Joseph, S., & Juwah, C. (2012). Using constructive alignment theory to develop nursing skills curricula. Nurse Education in Practice, 12(1), 52-59. doi:10.1016/j.nepr.2011.05.007

Larkin, H., & Richardson, B. (2013). Creating high challenge/high support academic environments through constructive alignment: Student outcomes. Teaching in Higher Education, 18(2), 192-204. doi:10.1080/13562517.2012.696541 [Occupational Therapy]

McCann, M. (2017). Constructive alignment in economics teaching: A reflection on effective implementation. Teaching in Higher Education, 22(3), 336-348. doi:10.1080/13562517.2016.1248387

Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students' approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34(5), 565-577. doi:10.1080/02602930802226502

Remneland Wikhamn, B. (2016). Challenges of adopting constructive alignment in action learning education. Action Learning: Research and Practice, 1-11. doi:10.1080/14767333.2016.1251880

Trigwell, K., & Prosser, M. (2014). Qualitative variation in constructive alignment in curriculum design. Higher Education, 67(2), 141-154. doi:10.1007/s10734-013-9701-1

Vanfretti, L., & Farrokhabadi, M. (2013). Evaluating constructive alignment theory implementation in a power systems analysis course through repertory grids. IEEE Transactions on Education, 56(4), 443-452. doi:10.1109/TE.2013.2255876

Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs' constructive alignment in course design and its impact on students' learning approaches. Assessment & Evaluation in Higher Education, 38(4), 477-491. doi:10.1080/02602938.2012.658018

Criterion-referenced standards based assessment

Bond, L. A. (1997). Norm- and criterion-referenced testing. Practical Assessment, Research and Evaluation, 5(2).

Colvin, E., Bacchus, R., Knight, E., & Ritter, L. (2016). Exploring the way students use rubrics in the context of criterion referenced assessment. In M. Davis & A. Goody (Eds.), Research and Development in Higher Education: The Shape of Higher Education, 39 (pp 42-52). Fremantle, Australia, 4 – 7 July 2016.

Dornisch, M. M., & McLoughlin, A. S. (2006). Limitations of web-based rubric resources: Addressing the challenges. Practical Assessment, Research and Evaluation, 11(3).

Glaser, R. (1963). Instructional technology and the measurement of learning outcomes: Some questions. American Psychologist, 18, 519.

Humphry, S. M., & Heldsinger, S. A. (2014). Common structural design features of rubrics may represent a threat to validity. Educational Researcher, 43(5), 253-263. doi:10.3102/0013189x14542154

Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144. doi: 10.1016/j.edurev.2007.05.002

Moskal, B. M., & Leydens, J. A. (2000). Scoring rubric development: Validity and reliability. Practical Assessment, Research & Evaluation, 7(10), 1-11. Available at http://pareonline.net/getvn.asp?v=7&n=10

Sadler, R (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30(2), 175-194. doi:10.1080/0260293042000264262

Tierney, R., & Simon, M. (2004). What's still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels. Practical Assessment, Research & Evaluation, 9(2), 1-10. Available at http://pareonline.net/getvn.asp?v=9&n=2

Lok, B., McNaught, C., & Young, K. (2016). Criterion-referenced and norm-referenced assessments: Compatibility and complementarity. Assessment & Evaluation in Higher Education, 41(3), 450-465. doi:10.1080/02602938.2015.1022136

Menéndez-Varela, J.-L., & Gregori-Giralt, E. (2016). The contribution of rubrics to the validity of performance assessment: A study of the conservation–restoration and design undergraduate degrees. Assessment & Evaluation in Higher Education, 41(2), 228-244. doi:10.1080/02602938.2014.998169

O'Donovan, B., Price, M., & Rust, C. (2001). The student experience of criterion-referenced assessment (through the introduction of a common criteria assessment grid). Innovations in Education and Teaching International, 38(1), 74-85. doi:10.1080/147032901300002873

Rust, C., Price, M., & O'Donovan, B. (2003). Improving students' learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), 147-164. doi:10.1080/02602930301671

Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34(2), 159-179. doi:10.1080/02602930801956059

Shay, S. (2008). Beyond social constructivist perspectives on assessment: The centring of knowledge. Teaching in Higher Education, 13(5), 595-605. doi:10.1080/13562510802334970

Wiggins, G. (1989). Teaching to the (Authentic) Test. Educational Leadership, 46(7), 41-47

Criterion-referenced standards based assessment - in exams

Bennett, J., Tognolini, J., & Pickering, S. (2012). Establishing and applying performance standards for curriculum-based examinations. Assessment in Education: Principles, Policy & Practice, 19(3), 321-339. doi:10.1080/0969594X.2011.614219

Hughes, C. (2007). Case Study: Addressing examination issues in the implementation of criterion-referenced assessment. From the REAP International Online Conference onAssessment Design for Learner Responsibility, 29th-31st May, 2007. Available at https://espace.library.uq.edu.au/eserv/UQ:151711/Addressing_examination_issues.pdf

Hughes, C., & Cappa, C. (2007). Developing generic criteria and standards for assessment in law: Processes and (by)products. Assessment & Evaluation in Higher Education, 32(4), 417-432. doi:10.1080/02602930600898544

Kaftandjieva, F. (2010). Methods for setting cut scores in criterion-referenced achievement tests: A comparative analysis of six recent methods with an application to tests of reading in EFL. EALTA publication. Available at http://www.ealta.eu.org/documents/resources/FK_second_doctorate.pdf

Lieneck, C., Morrison, E., & Price, L.R. (2013). Criterion-referenced exit examinations: An institution's internal process for psychometric analysis. Current Issues in Education, 16(2). Available at http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1052/487

Lingard, J., Minasian‐Batmanian, L., Vella, G., Cathers, I., & Gonzalez, C. (2009). Do students with well‐aligned perceptions of question difficulty perform better? Assessment & Evaluation in Higher Education, 34(6), 603-619. doi:10.1080/02602930802287249

Richardson, J. T. E. (2015). Coursework versus examinations in end-of-module assessment: a literature review. Assessment & Evaluation in Higher Education, 40(3), 439-455. doi:10.1080/02602938.2014.919628

Urda, J., & Ramocki, S. P. (2015). Assessing students' performance by measured patterns of perceived strengths: Does preference make a difference? Assessment & Evaluation in Higher Education, 40(1), 33-44. doi:10.1080/02602938.2014.88453

Criterion-referenced standards based assessment - in mathematics

Lane, S. (1993). The conceptual framework for the development of a mathematics performance assessment instrument. Educational Measurement: Issues and Practice, Summer, 16-23. doi:10.1111/j.1745-3992.1993.tb00529.x/pdfmathsassess (2014). A guide to implementing criteria based assessment in undergraduate mathematics. Sydney: Australian Government Office for Learning and Teaching. Available from https://mathsassess.org/

Pegg, J (2002). Assessment in mathematics: A developmental approach. In J. M. Royer (Ed.), Mathematical Cognition (pp. 227-259). Portland, USA: Information Age Publishing.

Webb, N L (1993). Assessment of students' knowledge of mathematics: Steps towards a theory. In D. A. Grouwe (Ed.), Handbook of research on mathematics teaching and learning (pp. 661-683). New York: Macmillan. Available in CSU Library

Assessment Design

Bearman, M., Dawson, P., Boud, D., Bennett, S., Hall, M., & Molloy, E. (2016). Support for assessment practice: Developing the Assessment Design Decisions Framework. Teaching in Higher Education, 21(5), 545-556. doi:10.1080/13562517.2016.1160217

Bond, L. A. (1997). Norm- and criterion-referenced testing. Practical Assessment, Research and Evaluation, 5(2).

Boud, D., Dawson, P., Bearman, M., Bennett, S., Joughin, G., & Molloy, E. (2016). Reframing assessment research: Through a practice perspective. Studies in Higher Education, 1-12. doi:10.1080/03075079.2016.1202913

Boud, D., & Soler, R. (2015). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 1-14. doi:10.1080/02602938.2015.1018133

McLoughlin, C. (2001). Inclusivity and alignment: Principles of pedagogy, task and assessment design for effective cross‐cultural online learning. Distance Education, 22(1), 7-29. doi:10.1080/0158791010220102

OLTF Powerful Assessment Exemplars 2016. Available from http://flipcurric.edu.au/sites/flipcurric/media/105.pdf

Rawls, J., & Hammons, S. (2015). Disaggregating assessment to close the loop and improve student learning. Assessment & Evaluation in Higher Education, 40(1), 60-73. doi:10.1080/02602938.2014.885931

Rust, C., O'Donovan, B., & Price, M. (2005). A social constructivist assessment process model: How the research literature shows us this could be best practice. Assessment & Evaluation in Higher Education, 30(3), 231-240. doi:10.1080/02602930500063819

Sadler, D. R. (2016). Three in-course assessment reforms to improve higher education learning outcomes. Assessment & Evaluation in Higher Education, 41(7), 1081-1099. doi:10.1080/02602938.2015.1064858

Assessment for Learning

Medland, E. (2016). Assessment in higher education: Drivers, barriers and directions for change in the UK. Assessment & Evaluation in Higher Education, 41(1), 81-96. doi:10.1080/02602938.2014.982072

Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14. doi:10.1016/j.stueduc.2011.03.001

Assessment Types

An A–Z of Assessment Methods. Centre for the Development of Teaching and Learning, University of Reading. Available from http://www.reading.ac.uk/engageinassessment/

Bevitt, S. (2015). Assessment innovation and student experience: A new assessment challenge and call for a multi-perspective approach to assessment research. Assessment & Evaluation in Higher Education, 40(1), 103-119. doi:10.1080/02602938.2014.890170

Hope, S., & Wait, M. (2013). Assessment on our own terms. Arts Education Policy Review, 114(1), 2-12. doi:10.1080/10632913.2013.744235

Musekamp, F., & Pearce, J. (2016). Student motivation in low-stakes assessment contexts: An exploratory analysis in engineering mechanics. Assessment & Evaluation in Higher Education, 41(5), 750-769. doi:10.1080/02602938.2016.1167164

OLTF Powerful Assessment Exemplars 2016. Available from http://flipcurric.edu.au/sites/flipcurric/media/105.pdf

Sadler, D. R. (2010). Fidelity as a precondition for integrity in grading academic achievement. Assessment & Evaluation in Higher Education, 35(6), 727-743. doi:10.1080/0260293090297775

Rubrics

Bell, A., Mladenovic, R., & Price, M. (2013). Students' perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars. Assessment & Evaluation in Higher Education, 38(7), 769-788. doi:10.1080/02602938.2012.714738

Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), 343-368. doi:10.1080/00131911.2014.929565

Colvin, E., Bacchus, R., Knight, E., & Ritter, L. (2016). Exploring the way students use rubrics in the context of criterion referenced assessment. Paper presented at the Research and Development in Higher Education: The Shape of Higher Education, Fremantle, Australia.

Dawson, P. (2017). Assessment rubrics: Towards clearer and more replicable design, research and practice. Assessment & Evaluation in Higher Education, 42(3), 347-360. doi:10.1080/02602938.2015.1111294

Hafner, J., & Hafner, P. (2003). Quantitative analysis of the rubric as an assessment tool: An empirical study of student peer‐group rating. International Journal of Science Education, 25(12), 1509-1528. doi:10.1080/0950069022000038268

Halonen, J. S., Bosack, T., Clay, S., McCarthy, M., Dunn, D. S., Hill Iv, G. W., . . . Whitlock, K. (2003). A rubric for learning, teaching, and assessing scientific inquiry in psychology. Teaching of Psychology, 30(3), 196-208. doi:10.1207/S15328023TOP3003_01

Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144. doi:10.1016/j.edurev.2007.05.002

Kavanagh, S., & Luxton-Reilly, A. (2016). Rubrics used in peer assessment. Paper presented at the Proceedings of the Australasian Computer Science Week Multiconference, Canberra, Australia.

Mezick, E. M., & Hiris, L. (2016). Using rubrics for assessing information literacy in the finance classroom: A collaboration. Journal of Business and Finance Librarianship, 21(2), 95-113. doi:10.1080/08963568.2016.1169970

Nordrum, L., Evans, K., & Gustafsson, M. (2013). Comparing student learning experiences of in-text commentary and rubric-articulated feedback: Strategies for formative assessment. Assessment & Evaluation in Higher Education, 38(8), 919-940. doi:10.1080/02602938.2012.758229

O'Donovan, B., Price, M., & Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. doi:10.1080/1356251042000216642

Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144. doi:10.1016/j.edurev.2013.01.002

Popham, W. J. (1997). What's wrong-and what's right-with rubrics. Educational Leadership, 55(2), 72.

Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448. doi:10.1080/02602930902862859

Rezaei, A. R., & Lovorn, M. (2010). Reliability and validity of rubrics for assessment through writing. Assessing Writing, 15(1), 18-39. doi:10.1016/j.asw.2010.01.003

Rust, C., Price, M., & O'Donovan, B. (2003). Improving students' learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), 147-164. doi:10.1080/02602930301671

Sadler, D. R. (2005). Interpretations of criteria‐based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30(2), 175-194. doi:10.1080/0260293042000264262

Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34(2), 159-179. doi:10.1080/02602930801956059

Sadler, D. R. (2014). The futility of attempting to codify academic achievement standards. Higher Education, 67(3), 273-288. doi:10.1007/s10734-013-9649-1

Timmerman, B. E. C., Strickland, D. C., Johnson, R. L., & Payne, J. R. (2011). Development of a 'universal' rubric for assessing undergraduates' scientific reasoning skills using scientific writing. Assessment & Evaluation in Higher Education, 36(5), 509-547. doi:10.1080/02602930903540991

Wilson, M. (2007). Why I won't be using rubrics to respond to students' writing. English Journal, 96(4), 62-66.

Young, K., James, K., & Noy, S. (2016). Exploration of a reflective practice rubric. Asia-Pacific Journal of Cooperative Education, 17(2), 135-147

Peer and Self-Assessment

Hafner, J., & Hafner, P. (2003). Quantitative analysis of the rubric as an assessment tool: An empirical study of student peer‐group rating. International Journal of Science Education, 25(12), 1509-1528. doi:10.1080/0950069022000038268

Hamer, J., Purchase, H., Luxton-Reilly, A., & Denny, P. (2015). A comparison of peer and tutor feedback. Assessment & Evaluation in Higher Education, 40(1), 151-164. doi:10.1080/02602938.2014.893418

Kavanagh, S., & Luxton-Reilly, A. (2016). Rubrics used in peer assessment. Paper presented at the Proceedings of the Australasian Computer Science Week Multiconference, Canberra, Australia.

Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122. doi:10.1080/02602938.2013.795518

Nulty, D. D. (2011). Peer and self‐assessment in the first year of university. Assessment & Evaluation in Higher Education, 36(5), 493-507. doi:10.1080/0260293090354098

Reinholz, D. (2016). The assessment cycle: a model for learning through peer assessment. Assessment & Evaluation in Higher Education, 41(2), 301-315. doi:10.1080/02602938.2015.1008982

Spatar, C., Penna, N., Mills, H., Kutija, V., & Cooke, M. (2015). A robust approach for mapping group marks to individual marks using peer assessment. Assessment & Evaluation in Higher Education, 40(3), 371-389. doi:10.1080/02602938.2014.917270

Taylor, S., Ryan, M., & Pearce, J. (2015). Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices: a learning community approach to assessment. Higher Education Research & Development, 34(6), 1251-1269. doi:10.1080/07294360.2015.1024625

Walker, M. (2015). The quality of written peer feedback on undergraduates' draft answers to an assignment, and the use made of the feedback. Assessment & Evaluation in Higher Education, 40(2), 232-247. doi:10.1080/02602938.2014.898737

Wilson, M. J., Diao, M. M., & Huang, L. (2015). 'I'm not here to learn how to mark someone else's stuff': An investigation of an online peer-to-peer review workshop tool. Assessment & Evaluation in Higher Education, 40(1), 15-32. doi:10.1080/02602938.2014.881980

e-Assessment

A large number of resources related to e-Assessment can be accessed at other CSU sites:
23 things for digital knowledge
CSU Online Learning & Teaching Model CSU OLM Dashboard

Bush, M. (2015). Reducing the need for guesswork in multiple-choice tests. Assessment & Evaluation in Higher Education, 40(2), 218-231. doi:10.1080/02602938.2014.902192

Contreras-Higuera, W. E., Martínez-Olmo, F., José Rubio-Hurtado, M., & Vilà-Baños, R. (2016). University students' perceptions of e-portfolios and rubrics as combined assessment tools in education courses. Journal of Educational Computing Research, 54(1), 85-107. doi:10.1177/0735633115612784

Crisp, G. (2012). Assessment in virtual learning spaces. In M. Keppell, K, Souter & M. Riddle (Eds.) Physical and virtual learning spaces in higher education: Concepts for the modern learning environment (pp. 199-218). Hershey, PA, USA: IGI Global. doi: 10.4018/978-1-60960-114-0.ch013

Daly, C., Pachler, N., Mor, Y., & Mellar, H. (2010). Exploring formative e‐assessment: using case stories and design patterns. Assessment & Evaluation in Higher Education, 35(5), 619-636. doi:10.1080/02602931003650052

Guo, R., Palmer-Brown, D., Lee, S. W., & Cai, F. F. (2014). Intelligent diagnostic feedback for online multiple-choice questions. Artificial Intelligence Review, 42(3), 369-383. doi:10.1007/s10462-013-9419-6

Holmes, N. (2015). Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Assessment & Evaluation in Higher Education, 40(1), 1-14. doi:10.1080/02602938.2014.881978

Jordan, S. (2014). E-assessment for learning? Exploring the potential of computer-marked assessment and computer-generated feedback, from short-answer questions to assessment analytics (Doctoral dissertation, The Open University). Available from http://oro.open.ac.uk/

McNamara, J., & Burton, K. (2009). Assessment of Online Discussion Forums for Law Students. Journal of University Teaching & Learning Practice, 6(2), 1-14.

Nicol, D. (2007). E‐assessment by design: Using multiple‐choice tests to good effect. Journal of Further and Higher Education, 31(1), 53-64. doi:10.1080/03098770601167922

Powell, L., & Robson, F. (2014). Learner-generated podcasts: A useful approach to assessment? Innovations in Education and Teaching International, 51(3), 326-337. doi:10.1080/14703297.2013.796710

Qvortrup, A., & Keiding, T. B. (2015). Portfolio assessment: Production and reduction of complexity. Assessment & Evaluation in Higher Education, 40(3), 407-419. doi:10.1080/02602938.2014.918087

First Year Principles in Assessment

Beaumont, C., Moscrop, C., & Canning, S. (2016). Easing the transition from school to HE: Scaffolding the development of self-regulated learning through a dialogic approach to feedback. Journal of Further and Higher Education, 40(3), 331-350. doi:10.1080/0309877X.2014.953460

Bird, F. L., & Yucel, R. (2015). Feedback codes and action plans: Building the capacity of first-year students to apply feedback to a scientific report. Assessment & Evaluation in Higher Education, 40(4), 508-527. doi:10.1080/02602938.2014.924476

Brock, T. (2010). Young adults and higher education: Barriers and breakthroughs to success. Future of Children, 20(1), 109-132. Available from www.futureofchildren.org

Chapman, A. (2017). Using the assessment process to overcome Imposter Syndrome in mature students. Journal of Further and Higher Education, 41(2), 112-119. doi:10.1080/0309877X.2015.1062851

Cramp, A., Lamond, C., Coleyshaw, L., & Beck, S. (2012). Empowering or disabling? Emotional reactions to assessment amongst part-time adult students. Teaching in Higher Education, 17(5), 509-521. doi:10.1080/13562517.2012.658563

Devlin, M., & O'Shea, H. (2011). Effective university teaching: views of Australian university students from low socio-economic status backgrounds. Teaching in Higher Education, 17(4), 385-397. doi:10.1080/13562517.2011.641006

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70-120. doi:10.3102/0034654312474350

Kift, S., & Moody, K. (2009). Harnessing assessment and feedback in the first year to support learning success, engagement and retention. In: ATN Assessment Conference Proceedings, 19-20 November, 2009, RMIT University, Melbourne. Available from http://eprints.qut.edu.au/28849

Meer, N. M., & Chapman, A. (2014). Assessment for confidence: Exploring the impact that low-stakes assessment design has on student retention. The International Journal of Management Education, 12(2), 186-192. doi:10.1016/j.ijme.2014.01.003

Nelson, K. J., Creagh, T., Kift, S. M., & Clarke, J. A. (2014). Transition pedagogy handbook: A good practice guide for policy and practice in the first year experience at QUT. This resource includes practical examples of assessment strategies. Several included links are only available to users of the QUT intranet.Available from https://eprints.qut.edu.au/76333/1/Transition_Pedagogy_Handbook_2014.pdf

Nelson, K. J., Duncan, M. E., & Clarke, J. A. (2009). Student success: The identification and support of first year university students at risk of attrition. Studies in Learning, Evaluation, Innovation and Development, 6(1), 1-15. Available at https://eprints.qut.edu.au/28064/1/c28064.pdf

Nulty, D. D. (2011). Peer and self‐assessment in the first year of university. Assessment & Evaluation in Higher Education, 36(5), 493-507. doi:10.1080/0260293090354098

O'Shea, H., Onsman, A., & McKay, J. (2011). Students from low socioeconomic status backgrounds in higher education: An annotated bibliography. Australian Learning and Teaching Council Report. Available from http://www.lowses.edu.au/assets/LSES-Annotated-Bibliography.pdf

Rust, C., Price, M., & O'Donovan, B. (2003). Improving students' learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), 147-164. doi:10.1080/02602930301671

Academic Integrity

Ashworth, P., Bannister, P., Thorne, P., & Students on the Qualitative Research Methods Course, U. (1997). Guilty in whose eyes? University students' perceptions of cheating and plagiarism in academic work and assessment. Studies in Higher Education, 22(2), 187-203. doi:10.1080/03075079712331381034

Bradley, E. G. (2015). Using Computer Simulations and Games to Prevent Student Plagiarism. Journal of Educational Technology Systems, 44(2), 240-252. doi:10.1177/0047239515617653

Bretag, T., Mahmud, S., Wallace, M., Walker, R., James, C., Green, M., . . . Patridge, L. (2011). Core elements of exemplary academic integrity policy in Australian higher education. International Journal for Educational Integrity, 7(2).

Bretag, T., Mahmud, S., Wallace, M., Walker, R., McGowan, U., East, J., . . . James, C. (2014). 'Teach us how to do it properly!' An Australian academic integrity student survey. Studies in Higher Education, 39(7), 1150-1169. doi:10.1080/03075079.2013.777406

Bretag, T., Walker, R., Green, M., Wallace, M., East, J., James, C., . . . Partridge, L. (2010). Academic integrity standards: Aligning policy and practice in Australian universities. Successful Priority Projects proposal to the Australian Learning and Teaching Council.

Gullifer, J. M., & Tyson, G. A. (2014). Who has read the policy on plagiarism? Unpacking students' understanding of plagiarism. Studies in Higher Education, 39(7), 1202-1218. doi:10.1080/03075079.2013.777412

Holmes, N. (2015). Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Assessment & Evaluation in Higher Education, 40(1), 1-14. doi:10.1080/02602938.2014.881978

McCann, M. (2017). Constructive alignment in economics teaching: a reflection on effective implementation. Teaching in Higher Education, 22(3), 336-348. doi:10.1080/13562517.2016.1248387

Pedersen, C., White, R., & Smith, D. (2012). Usefulness and reliability of online assessments: A Business Faculty's experience. International Journal of Organisational Behaviour, 17(3), 33-45

Feedback

Bird, F. L., & Yucel, R. (2015). Feedback codes and action plans: building the capacity of first-year students to apply feedback to a scientific report. Assessment & Evaluation in Higher Education, 40(4), 508-527. doi:10.1080/02602938.2014.924476

Boud, D., & Molloy, E. (2012). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712. doi:10.1080/02602938.2012.691462

Butler, A. C., Godbole, N., & Marsh, E. J. (2013). Explanation feedback is better than correct answer feedback for promoting transfer of learning. Journal of Educational Psychology, 105(2), 290-298. doi:10.1037/a0031026

Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36(3), 604-616. doi:10.3758/mc.36.3.604

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70-120. doi:10.3102/0034654312474350

Fazio, L. K., Huelser, B. J., Johnson, A., & Marsh, E. J. (2010). Receiving right/wrong feedback: Consequences for learning. Memory, 18(3), 335-350. doi:10.1080/09658211003652491

Hattie, J. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79-91.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Henderson, M., & Phillips, M. (2015). Video-based feedback on student assessment: scarily personal. Australasian Journal of Educational Technology, 31(1).

Li, J., & De Luca, R. (2014). Review of assessment feedback. Studies in Higher Education, 39(2), 378-393. doi:10.1080/03075079.2012.709494

Naylor, R., Baik, C., Asmar, C., & Watty, K. (2014). Good feedback practices. Prompts and guidelines for reviewing and enhancing feedback for students. Available from www.cshe.unimelb.edu.au

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. doi:10.1080/03075070600572090

O'Donovan, B., Rust, C., & Price, M. (2016). A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education, 41(6), 938-949. doi:10.1080/02602938.2015.1052774

Orsmond, P., Maw, S. J., Park, J. R., Gomez, S., & Crook, A. C. (2013). Moving feedback forward: Theory to practice. Assessment & Evaluation in Higher Education, 38(2), 240-252. doi:10.1080/02602938.2011.625472

Pitt, E., & Norton, L. (2017). 'Now that's the feedback I want!' Students' reactions to feedback on graded work and what they do with it. Assessment & Evaluation in Higher Education, 42(4), 499-516. doi:10.1080/02602938.2016.1142500

Poulos, A., & Mahony, M. J. (2008). Effectiveness of feedback: The students' perspective. Assessment & Evaluation in Higher Education, 33(2), 143-154. doi:10.1080/02602930601127869

Price, M., O'Donovan, B., & Rust, C. (2007). Putting a social‐constructivist assessment process model into practice: Building the feedback loop into the assessment process through peer review. Innovations in Education and Teaching International, 44(2), 143-152. doi:10.1080/14703290701241059

Small, F., & Attree, K. (2015). Undergraduate student responses to feedback: Expectations and experiences. Studies in Higher Education, 1-17. doi:10.1080/03075079.2015.1007944

Sopina, E., & McNeill, R. (2015). Investigating the relationship between quality, format and delivery of feedback for written assignments in higher education. Assessment & Evaluation in Higher Education, 40(5), 666-680. doi:10.1080/02602938.2014.945072

Wingate, U. (2010). The impact of formative feedback on the development of academic writing. Assessment & Evaluation in Higher Education, 35(5), 519-533. doi:10.1080/02602930903512909

Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17-37. doi:10.1080/00461520.2016.1207538

Moderation

Adie, L., Lloyd, M., & Beutel, D. (2013). Identifying discourses of moderation in higher education. Assessment & Evaluation in Higher Education, 38(8), 968-977. doi:10.1080/02602938.2013.769200

Adie, L. E., Klenowski, V., & Wyatt-Smith, C. (2012). Towards an understanding of teacher judgement in the context of social moderation. Educational Review, 64(2), 223-240. doi:10.1080/00131911.2011.598919

Australian Learning & Teaching Council's Assessment Moderation Toolkit
This toolkit is designed to provide resources to Australian and partner institution teaching staff in transnational education to promote good assessment moderation practice.

Baird, J. A., Greatorex, J., & Bell, J. F. (2004). What makes marking reliable? Experiments with UK examinations. Assessment in Education: Principles, Policy & Practice, 11(3), 331-348. doi:10.1080/0969594042000304627

Bird, F. L., & Yucel, R. (2015). Feedback codes and action plans: Building the capacity of first-year students to apply feedback to a scientific report. Assessment & Evaluation in Higher Education, 40(4), 508-527. doi:10.1080/02602938.2014.924476

Bloxham, S. (2009). Marking and moderation in the UK: False assumptions and wasted resources. Assessment & Evaluation in Higher Education, 34(2), 209-220. doi:10.1080/02602930801955978

Bloxham, S., Boyd, P., & Orr, S. (2011). Mark my words: The role of assessment criteria in UK higher education grading practices. Studies in Higher Education, 36(6), 655-670. doi:10.1080/03075071003777716

Bloxham, S., den-Outer, B., Hudson, J., & Price, M. (2015). Let's stop the pretence of consistent marking: Exploring the multiple limitations of assessment criteria. Assessment & Evaluation in Higher Education, 1-16. doi:10.1080/02602938.2015.1024607

Bloxham, S., Hughes, C., & Adie, L. (2016). What's the point of moderation? A discussion of the purposes achieved through contemporary moderation practices. Assessment & Evaluation in Higher Education, 41(4), 638-653. doi:10.1080/02602938.2015.1039932

Crimmins, G., Nash, G., Oprescu, F., Alla, K., Brock, G., Hickson-Jamieson, B., & Noakes, C. (2016). Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics? Assessment & Evaluation in Higher Education, 41(3), 427-441. doi:10.1080/02602938.2015.1017754

Ecclestone, K. (2001). 'I know a 2:1 when I see it': Understanding criteria for degree classifications in franchised university programmes. Journal of Further and Higher Education, 25(3), 301-313. doi:10.1080/03098770126527

Grainger, P., Adie, L., & Weir, K. (2016). Quality assurance of assessment and moderation discourses involving sessional staff. Assessment & Evaluation in Higher Education, 41(4), 548-559. doi:10.1080/02602938.2015.1030333

von Konsky, B., Watkins, A., & Broadley, T. (2012). Developing a moderation community of practice. In M. Brown, M. Hartnett & T. Stewart (Eds.), Future challenges, sustainable futures. Proceedings ASCILITE Wellington 2012. (pp.112-122). Available at http://www.ascilite.org/conferences/Wellington12/2012/images/custom/von_konsky%2c_brian_-_developing.pdf

Wyatt‐Smith, C., Klenowski, V., & Gunn, S. (2010). The centrality of teachers' judgement practice in assessment: A study of standards in moderation. Assessment in Education: Principles, Policy & Practice, 17(1), 59-75. doi:10.1080/09695940903565610

Learning outcomes

Adelman, C. (2015). To imagine a verb: The language and syntax of learning outcomes Statements. Occasional Paper# 24. National Institute for Learning Outcomes Assessment.

Allan, J. (1996). Learning outcomes in higher education. Studies in Higher Education, 21(1) 93-108. doi:10.1080/03075079612331381487

Biggs, J., & Tang, C. (2011). Chapter 7: Designing intended learning outcomes. In Teaching for quality learning at university (4th ed.). (pp 113-132). Maidenhead: Open University Press. (Also available as an eBook through the CSU library).

Freeman, M., & Ewan, C. (2014). Good practice report assuring learning outcomes and standards. Australian Government Office for Learning and Teaching. Available from http://www.olt.gov.au/project-good-practices-report-assuring-learning-outcomes-and-standards-2013

Harden, R. M. (2002). Learning outcomes and instructional objectives: Is there a difference? Medical Teacher, 24(2), 151-155. doi:10.1080/0142159022020687

Taxonomies

Bloom's Taxonomy action verbs
Bloom's Taxonomy "revised": verbs, questions & strategies
Biggs' SOLO taxonomy

Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in Bloom: Implementing Bloom's taxonomy to enhance student learning in biology. CBE Life Sciences Education, 7(4), 368-381. doi:10.1187/cbe.08-05-0024

Heer, R. (2011). A model of learning objectives–based on A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Center for Excellence in Learning and Teaching, Iowa State University. Available at http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

Lemons, P. P., & Lemons, J. D. (2013). Questions for Assessing Higher-Order Cognitive Skills: It's Not Just Bloom's. CBE Life Sciences Education, 12(1), 47-58. doi:10.1187/cbe.12-03-0024

Potter, M., and Kustra, E. (2012). A primer on learning outcomes and the SOLO Taxonomy. Available from http://www1.uwindsor.ca/ctl/system/files/PRIMER-on-Learning-Outcomes.pdf

Stålne, K., Kjellström, S., & Utriainen, J. (2016). Assessing complexity in learning outcomes – a comparison between the SOLO taxonomy and the model of hierarchical complexity. Assessment & Evaluation in Higher Education, 41(7), 1033-1048. doi:10.1080/02602938.2015.1047319

Vrchota, D. (2004). Touchstone Award: Challenging students' thinking with Bloom's Taxonomy. Communication Teacher, 18(1), 2-5. doi:10.1080/1740462032000142086

Higher education agencies and projects

Assessment 2020: Seven propositions for assessment reform in higher education. Universities face substantial change in a rapidly evolving global context. The challenges of meeting new expectations about academic standards in the next decade and beyond mean that assessment will need to be rethought and renewed.

This document provides a stimulus for those involved in the redevelopment of assessment practices. It draws on the expertise of a group of highly experienced assessment researchers, academic development practitioners and senior academic managers to identify current best thinking about the ways assessment will need to address immediate and future demands. .

Australian Qualifications Framework (AQF)

The AQF is the national policy for regulated qualifications in Australian education and training. It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework. The AQF was first introduced in 1995 to underpin the national system of qualifications in Australia encompassing higher education, vocational education and training and schools. The AQF Second Edition, published in January 2013, provides the complete set of AQF policies and objectives and information about the governing and monitoring arrangements for the AQF. Download the framework.

Tertiary Education Quality and Standards Agency (TEQSA)

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The Tertiary Education Quality and Standards Agency (TEQSA) is Australia's independent national regulator of the higher education sector.

TEQSA regulates and assures the quality of Australia's large, diverse and complex higher education sector. The Australian higher education system comprises both public and private universities, Australian branches of overseas universities, and other higher education providers with and without self-accrediting authority. Qualifications available from higher education providers range from undergraduate awards, (bachelor degrees, associate degrees or advanced diplomas) to postgraduate awards, including graduate diplomas, masters' degrees and doctoral degrees.

TEQSA registers and evaluates the performance of higher education providers against the Higher Education Standards Framework - specifically, the Threshold Standards, which all providers must meet in order to enter and remain within Australia's higher education system. Further information.

OECD Higher Education Programme
The OECD is developing AHELO(a feasibility study for assessment of higher education outcomes) that will allow comparison between higher education institutions across countries. This is done in the context of massive growth in higher education, and increasing international attention to comparisons between institutions. Downloat the AHELO report.

The Higher Education Standards Panel
The Higher Education Standards Panel (HESP) is a legislative advisory body, established under the Tertiary Education Quality and Standards Agency Act 2011, (TEQSA Act), with responsibility related to the standards for delivery of higher education in Australia.

A new Higher Education Standards Framework legislative instrument was made available by the Minister for Education and Training, Senator the Hon. Simon Birmingham in October 2015. Download the document. (Particularly note Section 1.4: Learning Outcomes and Assessment).

Office for Learning and Teaching (OLT)
The OLT has now closed but the Resource Library is still accessible. The Resource Library contains an excellent collection of 777 higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.