How has the implementation of CRA in the School of Zoology been managed by staff and received by students – a preliminary report

Abstract

Student cohorts are become increasingly diverse in both their composition and background experiences. This diversity sees teachers needing to accommodate and devise strategies to assist the learning of students with a broad range of abilities and previous experiences. One way in which teachers can improve learning experiences for students and clarify expectations is through provision of constructive feedback and increased transparency of the assessment process. The implementation of criterion referenced assessment (CRA) at the University of Tasmania provides such an opportunity to both teaching staff and students in the School of Zoology. The use of assessment rubrics is being evaluated in all our undergraduate units. Student perception of the effect of CRA rubrics on clarification of assessment is being measured via Student Evaluation of Teaching and Learning (SETL) responses, and staff are being surveyed at the conclusion of each unit about their use of CRA rubrics as both assessment and feedback tools. Early results show that 3rd yr students perceive the use of CRA in the School of Zoology more positively than 1st yr students. I suggest that management of student expectations during this implementation phase will greatly influence student perceptions of the value of CRA.