What Exactly Do You Want Me To Do? Analysis of a Criterion Referenced Assessment Project

Tony Jewels, Marilyn Ford, Wendy Jones
InSITE 2007  •  Volume 7  •  2007
In tertiary institutions in Australia, and no doubt elsewhere, there is increasing pressure for accountability. No longer are academics assumed a priori to be responsible and capable of self management in teaching and assessing the subjects they run. Procedures are being dictated more from the ‘top down’. Although academics may not always appreciate ‘top down’ policies on teaching and learning, they should at least be open to the possibility that the policies may indeed have merit. On the other hand, academics should never be expected to blindly accept policies dictated from elsewhere. Responsible academics generally also need to evaluate for themselves the validity and legitimacy of externally introduced new policies and procedures.
criterion referenced assessment, accountability, student outcomes
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