Rethinking assessment and feedback practices in higher education

Overview

Moving from traditional assessment practices towards diverse, dynamic, authentic and feedback-oriented assessments in higher education continues to remain a challenge. This barrier may be due to resistance in achieving change in assessment and feedback practices. Assessment and feedback literacy can also play an important role in addressing resistance to change. However, current assessment literacy tools predominantly focus on early conceptions of assessment literacy, and a validated tool for assessing teacher feedback literacy remains unavailable.

Scenario / Approach

Monash Assoc.Professor Danijela Gasevic and Warwick Assoc. Professor Elena Riva look to measure assessment literacy related to contemporary assessment practices. They aim to develop a tool to measure feedback literacy, identify potential barriers to implementation of effective assessment and feedback among educators; and develop materials for a professional education masterclass on implementing effective assessment and feedback in public health teaching.

Outcome

This project aims to measure assessment literacy related to contemporary assessment practices, develop a tool to measure feedback literacy, identify potential barriers to implementation of effective assessment and feedback among educators; and develop materials for a professional education masterclass on implementing effective assessment and feedback in public health teaching. Using a novel friendship approach, they will explore lived experiences of Monash-Warwick pairs of educators and students related to assessment and feedback. This project will have direct impacts on teaching practice and related policy in the public health domain and beyond.

Principle Applicants