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Abstract

Assessment is a central feature of student learning in higher educationand has a strong influence on the student experience. Accordingly, theappropriate communication of assessment aims is a priority for allhigher education institutions. This study proposes an analytical frameworkfor the interpretation and creation of assessments across highereducation disciplines. The framework suggests that assessments can becategorised according to rhetorical purposes, formats, modes and grouparrangements. Assessments from three degree programmes at oneAustralian university are analysed using the framework to show its usefulnessin classifying and evaluating task components and generatingbroad images of degrees based on assessment regimes. We draw onthese practical applications to explain and compare discipline-specificqualities of each degree, and argue that the framework might enhancethe communication of assessment aims to benefit higher educationstakeholders.

Item Type:	Article
Authors/Creators:	Thomas, DP and Moore, R and Rundle, OC and Emery, S and Greaves, R and te Riele, K and Kowaluk, AT
Keywords:	assessment design, higher education, assessment framework
Journal or Publication Title:	Assessment and Evaluation in Higher Education
Publisher:	Routledge
ISSN:	0260-2938
DOI / ID Number:	10.1080/02602938.2018.1522615
Copyright Information:	Copyright 2018 Informa UK Limited, trading as Taylor & Francis Group
Related URLs:	Google Scholar: Thomas, DP UTAS Profile: Thomas, DP Google Scholar: Moore, R Google Scholar: Rundle, OC UTAS Profile: Rundle, OC UTAS Profile: Emery, S UTAS Profile: Greaves, R Google Scholar: te Riele, K
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