Developing a scholarly approach to the evaluation of assessment practices

Purpose – The purpose of this paper is to examine and reflect on current assessment practice in a large undergraduate accounting programme delivered both in Australia and offshore, from the perspective of academics in their first semester at a “new-to-them” university.

Design/methodology/approach – The changing higher education environment and the reality of assessment in the current context are considered, as they raise a number of important issues around assessment practice. Some of the often cited literature linking teaching, learning and assessment, including student-centred learning and Confucian heritage culture, is also discussed. A reflective approach is used where Säljö's five categories of student learning are used as the basis for informed reflection of the assessment used in the “new” academics' first semester at the university. The use of empirical evidence to test these reflections would be the next step in this scholarly approach to teaching and learning.

Findings – The reflections reveal a disparity between reality and the ideal in relation to assessment practice. Issues regarding timely feedback to students and timing of assessments can result in summative assessment when it has the potential to be formative. This paper has provided an opportunity for “new” academics to engage with the higher education literature early in their careers.

Originality/value – This paper is a resource for academics beginning to engage with the higher education literature around assessment, teaching and learning and can also be used to inform and improve the teaching and learning practices of many academics in higher education.

Cultural destruction and identity politics : targeting the history of Iraq

Since its inception in 1921, a number of successive regimes have sought to politicize Iraq‟s cultural history in order to develop national identity and foster social cohesion across this rich and complex nation. Foremost among these were the Baath party, particularly under the rule of Saddam Hussein, who used much of the nation‟s Oil wealth to undergo an extensive nation-building campaign. However, identity in Iraq is far from monolithic and various factions have long resisted the state sanctioned version of “Iraqi” identity and asserted alternative histories and narratives to underpin their own identity politics. With the invasion of Iraq by Coalition forces in 2003, however, came an unprecedented era of cultural destruction. Following the devastation of the battle phase of the war, there were further attacks on Iraq‟s cultural heritage including everything from the carefully choreographed removal of the giant bronze statue of Saddam in Firdos square, through to military bases set up at sensitive archaeological sites such as the ancient city of Babylon. In addition, Iraqi civilians targeted the cultural history of their nation with wanton looting and arson, as well as systematic attacks on sites of archaeological or ethno-religious significance. More recently, the Shia and Kurdish dominated Iraqi Government have organised the “Committee for Removing Symbols of the Saddam Era” and drew up plans to purge the state of its Sunni dominated past.

This paper argues that the unprecedented scale and magnitude of the destruction of Iraq‟s cultural history has played a part in eroding the various intersecting and overlapping versions of identity politics in Iraq. In turn, this has provided fertile ground for terrorists and sectarians to plant the seeds of their own narrow and deadly ideologies. This has brought about the rise of ethno-religious based violence and seen a series of bloody and protracted conflicts emerge between previously peaceful and compatible factions. In this way, Iraq serves as a powerful case study in furthering academic discussion on the complex inter-relationships between cultural and historical destruction and identity politics, sectarianism, violence and democracy.

Targeting the cultural history of Iraq : implications for national identity and democracy

Since its inception in 1921, a number of successive regimes have sought to politicize Iraq’s cultural history in order to build nationalistic sentiment and social cohesion across this rich and complex nation. Foremost among these were the Baath party, particularly under the rule of Saddam Hussein, who used much of the nation’s Oil wealth to undergo an extensive nation-building campaign. However, with the invasion of Iraq by the US in 2003 came the deliberate destruction and blatant negligence of the occupying forces. In addition, Iraqi civilians targeted the cultural landscape of their nation with wanton looting and arson, as well as systematic attacks on sites of archaeological or ethno-religious significance. More recently, the Shia and Kurdish dominated Iraqi Government have organised the “Committee for Removing Symbols of the Saddam Era” and plan to purge the state of its Sunni dominated past. This paper argues that the destruction of Iraq’s cultural history has played a part in eroding the national identity that many of these symbols and institutions were designed to promulgate. In turn, this has brought about the rise of ethno/religious sectarianism in Iraq which has had particular implications for the nation’s fledgling democratic order.

Potential utilisation of assessment centre methodology to enhance student placement outcomes, experiences and employability

Background: Placements are of particular importance due to the richness of learning associated with placement experiences and the wider links they represent to industry and the community. Students often refer to placements as the most significant, productive and memorable component of their training. Importantly, placements also provide the opportunity for students to become work ready, i.e., integrate their knowledge into a new set of employable skills and personal qualities. There is now increased emphasis on employability by employers and universities alike; in fact, it now represents a critical performance measure for Australian universities. Despite these key points, there appears to be inconsistencies in approaches to maximising work placements across and within Universities. Assessment centre methodology may represent a useful approach to standardise and optimise work placements for all stakeholders. Assessment centre methodology has been used successfully for selection purposes in industry for the past 50 years. However, their use as a developmental tool is less prominent. Furthermore, their application in the higher education setting, particularly in the context of placements and student development appears under researched.
Overview of issue: Only one published study was found that reported the use of a developmental assessment centre with a post-graduate sample. That study took place over 10 years ago when the concept of employability was still gaining recognition and work placements were less common. The current paper reviews this unique concept in the context of the existing literature and the current needs of Universities, employers and students.
Discussion: It is argued that the reconsideration of assessment centre methodology for development represents an innovative approach to consistently maximising work placement outcomes, experiences and employability.
Conclusions: Given the importance and increased use of placements, the application of assessment centre methodology within the placement curriculum warrants further research. This methodology represents a standardised approach for implementation within a range of placement programs to enhance student development, placement outcomes and employability.

The role of assessment in the development of judgement

This paper introduces an integrated assessment model developed within a project management discipline stream in a Construction Management course. Following Boud and Falchikov (2007) this model starts with practice, that is, the actual ‘doing’ of project management as the basis for shaping assessment that equips students to learn for the rest of their lives. Practice is understood as a holistic conception of what professionals do in particular contexts, and a theoretical construct that provides a method of framing ways in which we can investigate the world (Schatzki, 2001). This approach opens the way for considerations of assessment that engage with, and cultivate, certain kinds of professional learning and identity formation including the development of judgement. Integral to the model is the non-sequential nature of assessment activities, evolving team formation and ongoing self and communal reflection. The paper concludes that the use of an authentic and integrated assessment model creates a compelling learning environment that contributes meaningfully to the development of skills, knowledge and identities for future professional learning.

Approaches to learning across cultures : The role of assessment

In the context of a broader research study on the intercultural understanding of teachers in Australia, Japan and Thailand, this paper focuses on approaches to learning and the role of assessment in shaping such approaches. Popular contrasts portray Asian learners as compliant and favouring rote memorisation and Western learners as independent and favouring deep, conceptual learning. Yet Asian students frequently outperform their Western counterparts in competitive tests purported to measure higher cognitive skills. Biggs and his associates have challenged the stereotypical view of Asian students as rote learners as a Western misperception. But data from the present cross-cultural study suggest it is more than a Western misperception, being shared by teachers in Japan and Thailand. With this background, this paper then explores the role of assessment through an analysis of examination papers in the three countries at the high stakes, year 12 level. This analysis of the ways in which knowledge and comprehension are assessed identifies different practices across cultures but not ones corresponding to the rhetoric on contrasting approaches to learning. Rather it concludes that assessment tasks classified superficially as comprehension can be approached through memorisation and conversely, those often classified as memorisation can require careful reading, thought and interpretation, while drawing from an extensive knowledge base. A shared understanding of the nature of assessment tasks in different cultures thus has the potential to dissolve the demarcation of culturally embedded learning styles and to enhance deep learning grounded in specialist knowledge for scholars, be they students or teachers, in all cultures.

Evaluation of the use of Assessment Centre methodology to enhance development planning, work placement outcomes and work readiness for postgraduate students : a pilot

Background: Placements as a form of Work Integrated Learning are widely recognised for the positive impact they have on improving student employability and work readiness. Students can maximise strengths, improve areas of weakness, and develop a strong understanding of the requirements of their chosen field within the confines of a well monitored and rich learning environment. Assessment Centres (ACs) are commonly used in corporate settings for recruitment, selection and more recently to provide developmental feedback to participants. Based on a recent literature review, the present the present project evaluates the application of AC methodology as a developmental tool within the placement milieu. The review, which is also included the current conference proceedings details the benefits of utilising the AC process forming the impetus for the present pilot (Sturre; von Treuer & Keele 2010).
Aims: The primary aim of the paper was to evaluate the application of AC methodology as a tool for measuring and subsequently enhancing professional competencies in a sample of postgraduate students in organisational psychology (n=15).
Method: A longitudinal design was utilised with numerous evaluation points from placement stakeholders. This paper presents the first wave of findings. Students undertook a range of activities, including an in-tray exercise, role play, written report, leaderless group discussion and a personality assessment. Comprehensive feedback was provided by organisational psychologists who also fulfil the role of placement co-ordinators. With the assistance of Placement Co-ordinators, students prepared development plans relating to the competencies identified as requiring development. These plans were to be addressed and progress monitored during consecutive placements.
Results: Initial perceptions gathered from students regarding the AC process were very encouraging. Performance
evaluations collected to date, as measured by behaviourally based ratings scales completed by the students themselves and their workplace supervisors illustrate the positive effect of this methodology. The rigour and comprehensive techniques offered by the methodology enabled students to focus on and improve areas identified for development.
Conclusions: It is important to note that the present design formed a pilot study and as mentioned was undertaken with a limited sample. Future implementation is planned with larger samples, enabling a more comprehensive analysis of the methodology. Nevertheless, the methodology appears to provide a much needed strategy for the assessment and ongoing development of students prior to and during work placements. The application provides early intervention enabling students to address development needs with input from both university and organisational stakeholders based on an established, standardised process.