Investigating The Assessment Practices Within An Initial Teacher Education Program In An Australian University: Staff Perceptions And Practices

Abstract

Effective assessment design and subsequent assessment practices are essential for student success in the higher education sector. A plethora of research on assessment in higher education exists which tends to focus primarily on the student experience. This paper shares results from a 3 phased study that explored staff perceptions related to assessment practices in an undergraduate Initial Teacher Education program within an Australian metropolitan university. First, course learning objectives, activities and assessment items were mapped to identify the presence of constructive alignment. Second, staff were invited to complete a survey and a follow-up interview in relation to understanding of assessment knowledge and skills. Fink's Taxonomy of Significant Learning (2013) was used to analyse the qualitative data and findings suggest that staff are highly committed to quality assessment practices but often work in silos rather than teams. Additionally, a lack of professional development and learning was available at the school level, particularly for casual staff. Further research about assessment practices in higher education in relation to staff rather than student experience is warranted.