Perspectives from the Faculty of Arts, Humanities and Social Sciences

The Faculty of Arts Humanities and Social Sciences (FAHSS) has diverse disciplines, and the Faculty offers more than 30 Majors as well as a number of specialist courses. The variety of assessment practices utilised by staff is an expression of this diversity. Allowing for flexible delivery of education including assessment is therefore a necessary requirement for accommodating such diversity. However, diversity in assessment within the Faculty is not limited to such practical requirements. The Faculty actively encourages innovative teaching and learning and this also is expressed in the many creative ways in which students are required to apply knowledge and are subsequently assessed.

Most lecturers and tutors utilise assessment criteria statements and marking matrices. These are generally made available to students in their unit outlines, the result of which is open and transparent assessment practices that help students to know exactly what is required. In addition many lecturers and tutors make available detailed criteria statements and matrices for every task, project or written piece. Some also include links to helpful websites on grammar, referencing and essay construction.

Assessment in some units is spread throughout the term in a number of small tasks designed to build upon previous knowledge. This is occasionally incorporated with web-based tools (such as WebCT) that allow, amongst other things, development of practical generic skills. Approximately 90 percent of teaching staff within FAHSS use online or web-based additional strategies they consider to be different or innovative. Given the diverse range of units and the lack of common entry-level units in which generic skills can be covered, flexibility in delivery and assessment is both a requirement and a strength. There is a clear expression of what the student is required to do and content that is meaningfully linked with assessment. The incorporation of generic skills is evidence of the staff’s commitment to the integration of content delivery, skills acquisition, learning, and course evaluation within a single learning environment.

Contribution from Dr Beverley McNamara, Associate Dean - Teaching and Learning, and Ms Marnie Giles, Research Assistant, in the Faculty of Arts, Humanities and Social Sciences