E-assessment: The demise of exams and the rise of generic attribute assessment for improved student learning

Thompson, D

E-assessment: The demise of exams and the rise of generic attribute assessment for improved student learning

Thompson, D

Permalink

Publication Type:: Chapter
Citation:: Self, Peer and Group Assessment in E-Learning, 2006, pp. 295 - 322
Issue Date:: 2006-12-01

Closed Access

	Filename	Description	Size
	2006004952.pdf		1.73 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Thompson, D https://orcid.org/0000-0002-6178-2873	en_US
dc.date.issued	2006-12-01	en_US
dc.identifier.citation	Self, Peer and Group Assessment in E-Learning, 2006, pp. 295 - 322	en_US
dc.identifier.isbn	9781591409656	en_US
dc.identifier.uri	http://hdl.handle.net/10453/1190
dc.description.abstract	This chapter explores five reasons for a reduced focus on exams by questioning their value and sustainability in the assessment of student learning. It suggests that exam grades cannot provide accruing developmental information about the students' attributes and qualities vital for a changing world and workplace. It then argues for the integrated assessment of generic attributes (including those developed through exams) and describes two e-assessment tools developed by the author to facilitate this approach. These tools are based on the concept that assessment criteria should encompass the complete range of attributes and qualities that institutions proclaim their students will acquire. Given that assessment drives learning, explicit alignment between assessment tasks and criteria is essential. It is proposed by this chapter that the development of formative criteria (numerically valued) together with expert-derived criteria groups can facilitate students' development of important qualities, or generic attributes at both school and tertiary levels of education. © 2006, Idea Group Inc.	en_US
dc.relation.ispartof	Self, Peer and Group Assessment in E-Learning	en_US
dc.relation.isbasedon	10.4018/978-1-59140-965-6.ch013	en_US
dc.title	E-assessment: The demise of exams and the rise of generic attribute assessment for improved student learning	en_US
dc.type	Chapter
utslib.for	1203 Design Practice and Management	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

This chapter explores five reasons for a reduced focus on exams by questioning their value and sustainability in the assessment of student learning. It suggests that exam grades cannot provide accruing developmental information about the students' attributes and qualities vital for a changing world and workplace. It then argues for the integrated assessment of generic attributes (including those developed through exams) and describes two e-assessment tools developed by the author to facilitate this approach. These tools are based on the concept that assessment criteria should encompass the complete range of attributes and qualities that institutions proclaim their students will acquire. Given that assessment drives learning, explicit alignment between assessment tasks and criteria is essential. It is proposed by this chapter that the development of formative criteria (numerically valued) together with expert-derived criteria groups can facilitate students' development of important qualities, or generic attributes at both school and tertiary levels of education. © 2006, Idea Group Inc.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/1190