1. Promoting a Sustainable Culture of Assessment Faculty of Arts Half Day retreat on assessment September 17, 2009 University of Southern Queensland Australia Professor Marcia Devlin (PhD) Deakin University, Australia

2. Overview Views of assessment The new Australian higher education context Why assess? Assessment of learning Assessment for learning Challenges and opportunities for SUQ Your questions and comments

3. How academic staff view teaching and learning 1. What course content should be taught? (“What do I need to cover in class?”; “Which guest speakers should I use?”) 2. What are my teaching objectives? (“How will I best get this content across in class?”) 3. How will I assess student learning? (“Exam or assignment – group or individual?”) Assessment can be (often is) the final consideration

4. How students view teaching and learning 1. In what ways am I going to be assessed? (“When’s the assignment due?”; “How much is the exam worth?”) 2. What are my learning objectives? (“How do I get the best mark?”; “Should I bother with the lectures?”) 3. What content do I need to know? (“I’ll skip that tute and go to the library to get the books I need “) Assessment is usually the first consideration

5. How academic staff view teaching and learning How students view teaching and learning 1. What course content should be taught? (“What do I need to cover in class?”; “Which guest speakers should I use?”) 1. In what ways am I going to be assessed? (“When’s the assignment due?”; “How much is the exam worth?”) 2. What are my teaching objectives? (“How will I best get this content across in class?”) 2. What are my learning objectives? (“How do I get the best mark?”; “Should I bother with the lectures?”) 3. How will I assess student learning? (“Exam or assignment – group or individual?”) 3. What content do I need to know? (“I’ll skip that tute and go to the library to get the books I need “) Assessment can be (and often is) the final consideration Assessment is usually the first consideration 9 Adapted from AUTC Assessing Student Learning website

6. Views of assessment Assessment serves several purposes, including: Certifying student learning (assessment OF learning) Guiding student learning (assessment FOR learning) Equipping students for post-graduation life (assessment FOR learning) Which is/are most important at USQ?

7. The Australian context At a glance (Public universities, 2007 figures, rounded): - 1 million students enrolled in Australia - 74% domestic students; 26% international students - 70% undergraduate; 28% postgraduate students (2% in enabling/non-award courses) - 15% low socio-economic status students - 1.3% Indigenous students http://www.dest.gov.au/sectors/higher_education/publications_resources/profiles/Students_ 2007_full_year_.htm

8. The Australian context Review of higher education – the ‘Bradley Review’ Expert Panel’s final report released on 17 December 2008 http://www.deewr.gov.au/HigherEducation/Review/P ages/ReviewofAustralianHigherEducationReport.asp x

9. The Australian context Federal government response to the review: Transforming Australia’s Higher Education System http://www.deewr.gov.au/HigherEducation/Pages/Tra nsformingAustraliasHESystem.aspx

10. Future directions for tertiary education 1.A new student-centred, demand driven, higher education system * A target that by 2025, 40% of Australian 25-34 year olds will have a bachelor level or above qualification. * From 2012 universities will be funded on the basis of student demand. * From 2010, the current cap on over enrolment will be raised from 5 to 10 percent and removed completely in 2012. * A new national regulatory and quality agency for higher education to be created (TEQSA).

11. Future directions for tertiary education 2. Tertiary education pathways for the future * National regulatory arrangements for Vocational Education and Training (VET) to be developed alongside the proposed higher education regulator. * Australian Qualifications Framework Council will be commissioned to improve connectivity between the university and VET sectors. * The role of Skills Australia will be expanded to provide Government with advice on the effectiveness of the higher education and VET system in meeting Australia’s labour market needs. * A new single tertiary education sector ministerial council, with representatives from the Commonwealth, states and territories will be formed.

12. Future directions for tertiary education 3. Greater possibilities for all Australians * A target that by 2020, 20% of higher education enrolments at undergraduate level should be from low socio-economic backgrounds. * Funding for quality teaching and research in regional Australia will be examined and new arrangements introduced. * The Government will provide $2 million towards a feasibility study into the possible merger of two universities to improve access and support for regional students. * The Government will work closely with the Indigenous Higher Education Advisory Council (IHEAC) to improve higher education access and outcomes for Indigenous Australians.

13. Universities of the future More students: From a wider range of backgrounds With a wider range of experiences and expectations With a wider range of social capital With a wider range of university preparedness More accountability for universities A greater focus on learning outcomes and standards

14. Assessment in the future “To achieve the Government’s ambitious attainment targets there will … need to be an increased emphasis on improving the student learning experience in order to boost retention, progress and ultimately, completion rates” (p.15).

15. Assessment in the future Bradley recommendation That the Australian Government commission…work on …new quality assurance arrangements for higher education …This would involve: –– a set of indicators and instruments to directly assess and compare learning outcomes ; and –– a set of formal statements of academic standards by discipline along with processes for applying those standards. Government response To be progressed through TEQSA.

16. Assessment of or for learning? Q: Why assess? A1: To certify learning Why is this important? How is this best achieved? How academic staff view teaching and learning 1. What course content should be taught? (“What do I need to cover in class?”; “Which guest speakers should I use?”) 2. What are my teaching objectives? (“How will I best get this content across in class?”) 3. How will I assess student learning? (“Exam or assignment – group or individual?”) Assessment can be (often is) the final consideration

17. Assessment of or for learning? Q: Why assess? A2: To guide learning Why is this important? How is this best achieved? How students view teaching and learning 1. In what ways am I going to be assessed? (“When’s the assignment due?”; “How much is the exam worth?”) 2. What are my learning objectives? (“How do I get the best mark?”; “Should I bother with the lectures?”) 3. What content do I need to know? (“I’ll skip that tute and go to the library to get the books I need’) Assessment is usually the first consideration

18. Assessment of or for learning? Q: Why assess? A3: To equip students for post-graduation life Why is this important? How is this best achieved? http://www.iml.uts.edu.au/assess ment-futures/

19. How to do assessment for (and of) learning (now and later) Four suggestions http://www.iml.uts.edu.au/assessment-futures/ 1. 'Authentic' and investigative activities 2. Integrative activities 3. Modelling and practice 4. Working with peers

20. 1. 'Authentic' and investigative activities Authentic tasks reflect what occurs in settings beyond the educational environment. Tasks may need to be simplified to avoid student overload 1.1 Authentic presentation 1.2 Projects and research-oriented investigations

21. 1. 'Authentic' and investigative activities (cont). 1.1 Authentic presentation The outcomes of tasks are represented in formats used in real practice settings, e.g. oral reports rather than written ones, presentations to community groups, reports to managers, and the like.

22. 1. 'Authentic' and investigative activities (cont). 1.2 Projects and research-oriented investigations These require investigation planning and theoretical and/or empirical exploration which leads to an outcome justified by evidence.

23. 1. 'Authentic' and investigative activities (cont). Would these be appropriate in an Arts context?

24. 1. 'Authentic' and investigative activities (cont). Would these be appropriate in an Arts context: to conduct assessment of learning?

25. 1. 'Authentic' and investigative activities (cont). Would these be appropriate in an Arts context: to conduct assessment of learning? to conduct assessment for learning?

26. 2. Integrative activities Integrative activities link different kinds of work within a unit of study, across units and stages and/or between the course and practice settings. Students assemble and re-process their work from different sources or parts of the course, often reflecting on and analysing their own work.

27. 2. Integrative activities Students repackage earlier assignments to prompt reflection on themes beyond those for which the tasks were originally completed.

28. 2. Integrative activities Would these be appropriate in an Arts context?

29. 2. Integrative activities Would these be appropriate in an Arts context: to conduct assessment of learning?

30. 2. Integrative activities Would these be appropriate in an Arts context: to conduct assessment of learning? to conduct assessment for learning?

31. 3. Modelling and practice Students experience models of good work Use of model answers or worked examples in a metacognitive way Peer discussion of model answers/worked examples Students see how an expert would approach a problem by engaging with detailed examples Seeing teachers work through problems posed to them Observing the lecturer explain how an expert approaches an issue, noting the features relevant to practising for themselves, noting what they know and don't know, and identifying ways of bridging gaps.

32. 3. Modelling and practice Would these be appropriate in an Arts context?

33. 3. Modelling and practice Would these be appropriate in an Arts context: to conduct assessment of learning?

34. 3. Modelling and practice Would these be appropriate in an Arts context: to conduct assessment of learning? to conduct assessment for learning?

35. 4. Working with peers In most employment, working effectively with peers is critical. Being able to collaborate, get feedback and contribute to peer learning is important for future professional development 2 ideas: 1.Structured activities, supplemented with debriefing arrangements, to prepare students for working with peers 2.Peer feedback on attempts at tasks

36. How to do assessment for (and of) learning Four suggestions 1. 'Authentic' and investigative activities 2. Integrative activities 3. Modelling and practice 4. Working with peers http://www.iml.uts.edu.au/assessment-futures/

37. Challenges for SQU? Current: Staff conceptions of assessment? Staff development? Sessional staff understanding of assessment? Students taking responsibility? Future: Greater staff demands? Changes to student cohorts? Stakeholder expectations?

38. Opportunities for SQU? Positive change to students’ experiences and learning outcomes Multiple agendas being addressed (assessment of AND for learning) (student learning AND externally validated standards) Incorporation of assessment as a central part of teaching and learning Coherent, whole of institution approach to proactively manage current and future challenges

39. Your questions and comments