Biggs (1999) poses the following challenge:
You are faced with assessing a large class.
My question: What format will you use to assess your class of 400 first-year (biology) students?
1. An individual research project (max 5000 words)
2. A multiple-choice test
3. A 2000 word assignment during the term, and a final three-hour examination
4. A contextualized problem-based portfolio
Your reply: Not 1, it takes too long to mark; same for 3. In 4 is Biggs trying to be funny, or is he serious but hopelessly unrealistic? Should be 2, which is what most people use, but it's clear what the prejudices of He Who Set the Question are. But I'll risk it and say 2. (p.164)
Biggs observes that the question can't be answered until we have the most crucial piece of information: what are the outcomes you want to assess?
Having determined the outcomes for your students how do you measure them? Donovan (2001) states the criteria for measuring outcomes need to be:
- Valid - measuring the whole outcome in an authentic context
- Fair - to ALL students - same outcomes to same standards, there may be different ways to demonstrate achievement
- Comprehensive - based on multiple evidence, not for example, just written evidence
- Explicit - clear and public
- Educative - makes a positive contribution to student learning through feedback
How does your current assessment "measure up" against these criteria?
- Biggs, J. (1999). Teaching for quality learning: What the student does. Buckingham, UK: Society for Research into Higher Education & Open University Press.
- Donovan, J. (2001). What are universities for?. Presentation at the UWA Summit, September 2001. Perth, Australia.
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