Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders.

Item Type:	Refereed Article
Keywords:	assessment design, higher education, assessment framework
Research Division:	Education
Research Group:	Education systems
Research Field:	Higher education
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Assessment, development and evaluation of curriculum
UTAS Author:	Thomas, D (Dr Damon Thomas)
UTAS Author:	Moore, R (Dr Robbie Moore)
UTAS Author:	Rundle, O (Dr Olivia Rundle)
UTAS Author:	Emery, S (Dr Sherridan Emery)
UTAS Author:	Greaves, R (Dr Robyn Greaves)
UTAS Author:	te Riele, K (Professor Kitty te Riele)
UTAS Author:	Kowaluk, A (Mr Andrzej Kowaluk)
ID Code:	128952
Year Published:	2019 (online first 2018)
Web of Science® Times Cited:	4
Deposited By:	Education
Deposited On:	2018-10-29
Last Modified:	2021-10-27
Downloads:	96 View Download Statistics