Book review: Assessing learning in Australian universities

It seems in matters of assessment, there are often more questions than answers. However the booklet “Assessing Learning in Australian Universities” (James et al., 2002) does not just raise the difficult questions, it provides practical solutions to perennial assessment issues. The booklet was developed by the Centre for Study of Higher Education, and their fieldwork brought them in contact with outstanding examples of good practice, innovative assessment and clever strategies developed by university teachers around Australia.

How can on-line assessment be structured so that sound pedagogy prevails at the same time as gains are made in time savings and staff workload reduction? How can large classes be assessed in a way which maintains deep learning, provides individual feedback, fairly assesses a diverse group of students, avoids plagiarism and creates a manageable marking load for teachers? In addition to these areas, the booklet examines assessment issues related to group work, working with students unfamiliar with Australian assessment practices and minimizing plagiarism. It provides a range of thoughtful suggestions, checklists, strategies and practical examples to deal with the problems inherent in each of these areas.

The authors believe that “assessment can be more firmly and fully integrated with teaching and learning processes” and noted a conservative attitude prevailing in Universities towards assessment practices. However, this booklet, with its wealth of practical ideas and resources, can provide encouragement to teachers to try new and strengthened approaches to assessment.

• James, R., McInnis, C., & Devlin, M. (2002). Assessing learning in Australian universities. Melbourne: The University of Melbourne, Centre for the Study of Higher Education

The booklet can be down loaded from http://www.cshe.unimelb.edu.au/assessinglearning/. It is also available at the Resource Collection