Standards-based assessment for an era of increasing transparency

Publication Type:
Scaling up Assessment for Learning in Higher Education, 2017, pp. 19 - 31
Issue Date:
Full metadata record
The global refocusing of higher education on outcomes is prompting considerable curriculum innovation and the rethinking of teaching and learning practices. It has changed the discourse around degree programmes to foreground explicit learning outcomes, the development of programme-wide attributes and threshold standards. However, with a few exceptions it has had less impact on assessment whether for certification or learning purposes. This is surprising as the implications for assessment are profound. In a standards-based approach, what is central is that standards can be assured and appropriate criteria addressed by all students. Such an approach implies that it needs to be made clear what students should be able to do as a result of particular episodes of study (the learning outcomes) and that assessment
Please use this identifier to cite or link to this item: