Establishing Equitable Assessment Policies: Possible, Probable, Impossible?

Stanley Brian Bailey

Abstract

This paper reflects the idea that planning tertiary assessment and undertaking marking are not simple or straightforward aspects of being an academic, particularly in the context of contemporary university policies. Similarly, the completion of various assessment tasks by students is a multifaceted endeavour that may or may not support their learning. Thus, academics and in turn students face teaching and learning challenges that relate directly to school-, faculty and/or university-wide assessment policies and their varying implementation.

Original language	English
Pages	19-22
Publication status	Published - 2004
Event	FEHPS 2003: Faculty of Education, Health and Professional Studies 2003 Symposium for Recognising Wonderful University Teaching and Learning - University of New England, Armidale, Australia Duration: 18 Sept 2003 → 19 Sept 2003

Conference

Conference	FEHPS 2003: Faculty of Education, Health and Professional Studies 2003 Symposium for Recognising Wonderful University Teaching and Learning
City	Armidale, Australia
Period	18/09/03 → 19/09/03

Keywords

Education Assessment and Evaluation

Access to Document

https://hdl.handle.net/1959.11/4255

Handle.net

Persistent link

Cite this

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title = "Establishing Equitable Assessment Policies: Possible, Probable, Impossible?",

abstract = "This paper reflects the idea that planning tertiary assessment and undertaking marking are not simple or straightforward aspects of being an academic, particularly in the context of contemporary university policies. Similarly, the completion of various assessment tasks by students is a multifaceted endeavour that may or may not support their learning. Thus, academics and in turn students face teaching and learning challenges that relate directly to school-, faculty and/or university-wide assessment policies and their varying implementation.",

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AB - This paper reflects the idea that planning tertiary assessment and undertaking marking are not simple or straightforward aspects of being an academic, particularly in the context of contemporary university policies. Similarly, the completion of various assessment tasks by students is a multifaceted endeavour that may or may not support their learning. Thus, academics and in turn students face teaching and learning challenges that relate directly to school-, faculty and/or university-wide assessment policies and their varying implementation.

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