Checklist for assessment redesign

Based on the University’s principles of assessments the following elements should be considered when redesigning your assessment for remote teaching.

University policy on assessment

As outlined in the University of Auckland Learning & Teaching (LT) 2017-2019 Plan;

“Assessment design must be coherent and support learner progression. Students will have the opportunity to complete an early appropriately weighted or formative assessment exercise and receive feedback on this task to help them prepare for their next substantive assessment. In designing assessment academics will look at the diversity of assessment type, the balance of formative and summative assessment and appropriate timing across a course. Tests and exams are limited to 70% of the total assessment of the course.”

Principles of assessments

View PDF version of the assessment redesign checklist (119KB).

 

1. Assessment is learning-oriented through tasks which require the understanding, analysis, synthesis and/or creation of new information, concepts, and/or creative works.

2. Assessment design is coherent and supports learning progression within courses and across programmes.

  • Assessment tasks need to scaffold learners towards achieving the learning objectives and address all aspects of the intended learning outcomes.
  • Ideally the assessment task should be one that students have encountered before. If this is not possible (e.g., due to rapid redesign for remote teaching), then a practice assessment in the same format should be made available.

3. Assessment tasks are demonstrably aligned with course-level learning outcomes, and programme and University-level Graduate Profiles.

4. Assessment is reliable and valid and is carried out in a manner that is inclusive and equitable.

  • The reliability of an assessment tool is the extent to which it measures learning consistently (Te Kete Ipurangi).
  • The validity of an assessment tool is the extent by which it measures what it was designed to measure (Te Kete Ipurangi).
  • Assessments should adhere to inclusive design principles to avoid creating additional barriers to learning and teaching.
  • Teaching staff should work with Student Disability Services and the Examinations Office to support students with disabilities to enable them to participate in learning and to be assessed fairly.

5. Assessment practices are consistent and transparent, and assessment details are available to students in a timely manner.

6. Feedback is timely and provides meaningful guidance to support independent learning.

7. Assessment design and practices support academic integrity.

  • Include the academic honesty declaration in your assessments.
  • Make sure assessments are designed to minimise the opportunities for academic dishonesty, e.g., authentic tasks, randomised questions.
  • Provide rubrics or grading criteria.
  • Consider group assessments, with individual components. Ensure that you discuss with students the process and challenges of group work.
  • Use plagiarism detection software (e.g., Turnitin).

8. Professional development opportunities and guidance related to the design, implementation and moderation of assessment are available to staff.

  • Moderation can be as simple as asking a colleague or your course director to review your marking. You can set up moderation in Canvas.

9. Assessment is manageable and quality assured.

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