Final report: Enhancing the effectiveness of tertiary teaching and learning through assessment

Abstract or Summary

Assessment has been identified internationally as an area in which tertiary educators need further professional development. There has also been a recent shift to ‘assessment for learning’ rather than ‘assessment of learning’ and recognition that utilising the former is one of the most effective interventions we can make to improve teaching and learning. This study documents innovative and effective assessment strategies of 39 tertiary teachers from three different New Zealand tertiary education sectors. The cases were each gathered in one-to-two hour audio taped interviews and transcriptions were used to develop narratives and ‘in brief’ versions for each case. The project also focused on disseminating the assessment strategies. This included reviewing the literature of dissemination practices and developing both print-based and website resources. Key personnel from the participating tertiary organisations provided feedback relating to the suitability of the resources. While common themes emerged from the case studies, such as the use of authentic assessment tasks and formative feedback, there was a diversity of views, preferences, and needs regarding ways in which the materials should best be used for the professional development of teachers. The researchers concluded that while the materials provide a rich resource of assessment practices used by tertiary teachers, they could not be presented in a single medium to meet the needs of all tertiary teachers. It was recommended that further research be conducted into effective methods of dissemination and subsequent development of the research materials be undertaken. It was also recommended that further research be undertaken to build on the research materials from the current study, including a focus on student perceptions of how such assessment strategies enhance their learning.