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Articles on University assessment
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Students could learn about critical thinking, writing and the broader role of artificial intelligence tools like chatbots.
When COVID forced exams online, reports of cheating were rife and proctoring software was problematic. But in-person exams are also flawed, so now’s the time to rethink how assessment works.
Cramming for exams can result in short-term memorisation rather than meaningful learning.
The Australian National University is turning to digital proctoring to replace the role of a walking invigilator. But who watches the proctor, what are the risks, and what data will be collected?
Last year saw the first cohort of English literature students who were born in or beyond 2000 – the so-called digital generation. I wanted to know whether the classics still affected their lives.
Authentic assessment is perceived as being harder to outsource, and has been adopted by many Australian university teachers. But that doesn’t mean students won’t still cheat on them.
The use of standardised testing is a divisive topic, and most of the disagreement comes down to beliefs about whether using it to control education is a good or bad thing.
Assessment should be a part of teaching and learning at universities. It’s important because it will subvert exclusion and allow all students to take responsibility for their work.
Large classes don’t have a good reputation when it comes to fostering student learning. But there are a few ways for teachers to adapt to bigger classes.
The recent decision to ban multiple-choice questions at an Australian university has sparked debate about the purpose of assessment in higher education. While there are many problems with the ways in which…
Think of university assessment and it probably conjures anxiety. As David Boud notes: even successful, able and committed students – those who become university teachers – have been hurt by their experiences…
Top contributors
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Deputy Associate Dean (Academic), Faculty of Humanities and Social Sciences; Associate Professor of Educational Psychology, School of Education, The University of Queensland
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Distinguished Professor of Philosophy of Education, Stellenbosch University
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Professor, Faculty of Education and Arts, Australian Catholic University
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Professor and Co-Director, Centre for Research in Assessment and Digital Learning, Deakin University
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Professor of Philosophy of Education, Stellenbosch University
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Professor of International Affairs and the Associate Vice-President (Teaching and Learning), Carleton University
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Academic - statistician, University of Pretoria
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Associate Professor of Statistics & Head of Department , University of Limpopo
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Adjunct Lecturer, University of Sydney
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Associate Professor, Mathematical Statistics and Actuarial Science, University of the Free State
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Reader in Higher Education, Director of the Surrey Institute of Education, University of Surrey
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Senior Lecturer (English and Drama), Australian National University
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Professor of Higher Education, Rhodes University, South Africa, Rhodes University
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Senior Lecturer, University of Pretoria
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Professor of Creative Pedagogies, Edinburgh Napier University
