QA in Assessment: Implementation Proposal for Schools in 2003/2004
Monitoring students perceptions of the quality of their assessment
As part of the annual sequence of study/program monitoring phase, school T&L committees or school/program boards of studies will be required to reflect upon indicator data reports derived from the CEQ, UQSES and, when they become available, iCEVAL.
Together, these instruments include several items related to assessment quality. Reflection on the data will allow the school committee/board of studies to report on students' perceptions of the quality of their assessment [in particular whether feedback is provided on assessment items] as part of the annual program monitoring report.
The report should include reference to whether remedial action is required where assessment quality is found to be lacking.
Auditing assessment policies and practices
As a first and immediate step, schools should develop and document their system for quality assurance and quality control in assessment, including how they will monitor and audit assessment practices to determine adherence to University policies and practices in assessment.
In 2003-2004, it is proposed that a sample of courses be audited in sequence with the annual monitoring phase of the curriculum review process.
- Heads of Schools may decide the courses to be included in the audit sample: some may already have identified priorities for auditing; others may wish to concentrate on certain courses at certain levels; or on auditing a whole program/sequence; alternatively, a selection might be taken from all levels of offerings, including some large and small enrolment courses.
In 2003-2004, minimum requirements have been established for what will be audited. The audit will include but need not be limited to the following issues which are core features of the University's assessment policies and practices:
Does the assessment for this course meet the following requirements?
- No single item of summative assessment contributes more than two-thirds of the total summative assessment for the course.
- An appropriate spread in the timing of pieces of assessment so that students are able to obtain a benefit in later assessment from feedback given on earlier assessment.
- A suitable mix of assessment forms, e.g. essays, reports, exams (multiple choice, extended response etc) chosen for their suitability in assessing particular learning objectives.
- An appropriate amount of assessment to ensure reliable and valid judgments about student performance.
- Appropriate and timely feedback on all items of assessment.
Each school should submit an audit report through their T & L committee to the Head of School. The report may include some examples of good practice.
This first audit report will be due before April 2004. Heads will forward the audit report to the faculty T & L committee.