Challenges in reforming higher education assessment: a perspective from afar

作者

  • David Boud Alfred Deakin Professor and Director of the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University (Melbourne). Emeritus Professor at the University of Technology in Sydney. Professor of Work and Learning at Middlesex University (London). http://orcid.org/0000-0002-6883-2722

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https://doi.org/10.7203/relieve.26.1.17088

关键词:

Assessment, Assessment reform, Higher Education, Evaluative Judgement

摘要

Can we be sure that assessment in higher education meets the need of developing and assuring high quality learning outcomes? Current assessment is typically a collection of conventional practices that have never been seriously questioned. Ten years ago, as part of a national project, representatives from Australian universities came together to identify an agenda for change in assessment. The resulting document—Assessment 2020: Seven propositions for assessment reform in higher education—focused on how assessment needed to change to support long term learning. That is, not how students can pass the next exam, but learning that is useful beyond the point of graduation.

From a learning-centred view this paper examine progress on assessment reform in universities internationally from the perspective of one of the players. It starts by considering Assessment 2020 to see where action is still needed. It reviews some of the major shifts in assessment in higher education and considers their implications. These include the move from comparing students (norm-referencing) to judging outcomes against standards (standards-based); and importantly, the conceptual shift from the single purpose of assessment as certifying students to multiple purposes including aiding learning and building the capacity of students to make their own judgements.

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David Boud is Alfred Deakin Professor and Director of the Centre for Research in Assessment and Digital Learning at Deakin University (Melbourne) and Emeritus Professor at the University of Technology in Sydney. He is also a Professor of Work and Learning at Middlesex University (London). He has written several publications on teaching, learning and assessment in higher and professional education. His current work focuses on the areas of assessment for learning in higher education, academic formation and learning in the workplace. He is one of the most highly cited scholars worldwide in the field of higher education. He has been a pioneer in the development learning-centred approaches to assessment across the disciplines focused on learning, especially in building assessment skills for the long-term learning ( Developing Evaluative Judgement in Higher Education , Routledge 2018) and designing new approaches to feedback ( Feedback in Higher and Professional Education , Routledge, 2013).  Re-imagining University Assessment in a Digital World , by the publisher Springer, will come out during 2020.

参考

Ajjawi, R., Bearman, M., & Boud, D. (2019). Performing standards: A critical perspective on the contemporary use of standards in assessment, Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1678579

Ajjawi, R., Boud, D., & Marshall, D. (2020). Repositioning assessment-as-portrayal: what can we learn from celebrity and persona studies? In Bearman, M., Dawson, P., Ajjawi, R., Tai, J. & Boud, D. (Eds.) Re-imagining university assessment in a digital world. Springer.

Bearman, M., Dawson, P., Boud, D., Bennett, S., Hall, M., & Molloy, E. (2016) Support for assessment practice: developing the Assessment Design Decisions Framework. Teaching in Higher Education, 21(5), 545-556. https://doi.org/10.1080/13562517.2016.1160217

Bearman, M., Dawson, P., Bennett, S., Hall, M., Molloy, E. Boud, D., & Joughin, G. (2017). How university teachers design assessments: a cross disciplinary study. Higher Education, 74 (1), 49-64. https://doi.org/10.1007/s10734-016-0027-7

Black, P., & Wiliam, D. (1998). Assessment and classroom learning.  Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102

Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167. https://doi.org/10.1080/713695728

Boud, D. (2007). Reframing assessment as if learning was important. In Boud, D. & Falchikov, N. (Eds.) Rethinking Assessment for Higher Education: Learning for the Longer Term.  Routledge, 14-25. https://doi.org/10.4324/9780203964309

Boud, D. (2014). Shifting views of assessment: from secret teacher’s business to sustaining learning. In Kreber, C., Anderson, C., Entwistle, N. and McArthur, J. (Eds) Advances and Innovations in University Assessment and Feedback (pp. 13-31). Edinburgh University Press. https://doi.org/10.3366/edinburgh/9780748694549.003.0002

Boud, D. (2017). Standards-based assessment for an era of increasing transparency. In Carless, D., Bridges, S., Chan, C. and Glofcheski, R. (Eds). Scaling up assessment for learning in higher education (pp. 19-31). Springer. https://doi.org/10.1007/978-981-10-3045-1_2

Boud, D., & Associates (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Australian Learning and Teaching Council.

Boud D., Ajjawi R., Dawson P., & Tai J. (Eds.). (2018). Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work. Routledge. https://doi.org/10.4324/9781315109251 

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698-712. https://doi.org/10.1080/02602938.2012.691462

Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment and Evaluation in Higher Education, 41(3), 400-413. https://doi.org/10.1080/02602938.2015.1018133

Carless, D. (2015). Excellence in university assessment: Learning from award winning practice. Routledge. https://doi.org/10.4324/9781315740621

Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment and Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354

Clarke, J. L., & Boud, D. (2018). Refocusing portfolio assessment: curating for feedback and portrayal. Innovations in Education and Teaching International, 55(4), 479-486. https://doi.org/10.1080/14703297.2016.1250664

Deneen, C., & Boud, D. (2014). Patterns of resistance in managing assessment change. Assessment and Evaluation in Higher Education, 39(5), 577-591. https://doi.org/10.1080/02602938.2013.859654

Henderson, M., Ajjawi, R., Boud, D., & Molloy, E. (Eds.) (2019). The Impact of Feedback in Higher Education: Improving assessment outcomes for learners. Palgrave Macmillan https://doi.org/10.1007/978-3-030-25112-3

Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., & Boud, D. (2020). Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education.  https://doi.org/10.1007/s10734-019-00469-2

Jorre St Jorre, T., Boud, D., & Johnson, E. (2019) Assessment for distinctiveness: recognising diversity of accomplishments, Studies in Higher Education, https://doi.org/10.1080/03075079.2019.1689385

Joughin, G., Boud, D., & Dawson, P. (2019). Threats to student evaluative judgement and their management, Higher Education Research and Development, 38(3), 537-549. https://doi.org/10.1080/07294360.2018.1544227

Kift, S., Nelson, K., & Clarke, J. (2010). Transition pedagogy: A third generation approach to FYE - A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), 1-20. https://doi.org/10.5204/intjfyhe.v1i1.13

Malecka, B., Boud, D., & Carless, D. (2020). Eliciting, processing and enacting feedback: Mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1754784

Panadero, E., Fraile, J., Fernández Ruiz, J., Castilla-Estévez, D., & Ruiz, M. A. (2019). Spanish university assessment practices: examination tradition with diversity by faculty. Assessment & Evaluation in Higher Education, 44 (3), 379-397. https://doi.org/10.1080/02602938.2018.1512553

Pereira, D., Niklasson, L., & Flores, M. A. (2017). Students’ perceptions of assessment: a comparative analysis between Portugal and Sweden. Higher Education, 73(1), 153–173. https://doi.org/10.1007/s10734-016-0005-0

Rodríguez-Gómez, G., Quesada-Serra, V., & Ibarra-Sáiz, M. S. (2016). Learning-oriented e-assessment: the effects of a training and guidance programme on lecturers’ perceptions. Assessment & Evaluation in Higher Education, 41(1), 35–52. https://doi.org/10.1080/02602938.2014.979132

Quesada-Serra, V., Rodríguez-Gómez, G., & Ibarra-Sáiz, M. S. (2016). What are we missing? Spanish lecturers’ perceptions of their assessment practices. Innovations in Education and Teaching International, 53(1), 48-59. https://doi.org/10.1080/14703297.2014.930353

Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: enabling students to make decisions about the quality of work. Higher Education, 76, 467–481.  https://doi.org/10.1007/s10734-017-0220-3

Van der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Dijkstra, J., Tigelaar, D., Baartman, L. K. J., & van Tartwijk, J. (2012). A model for programmatic assessment fit for purpose. Medical Teacher, 34, 205-214. https://doi.org/10.3109/0142159X.2012.652239

Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2020). Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International, 34, 535-557. https://doi.org/10.1080/14703297.2018.1564882

Winstone, N., & Carless, D. (2019). Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach. Routledge. https://doi.org/10.4324/9781351115940

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已出版

2020-10-20

期

卷 26 编号 1 (2020): Monográfico: Evaluación en la Educación Superior

栏目

Monográfico

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