Students reported a lack of formative assessment, surface-level learning approaches, and focusing only on select assessment points. Audits and surveys found inconsistent marking standards between teaching teams, variable feedback quality and quantity, and students unclear on expectations. The findings suggest transforming assessment practices from a transmission model to social constructivism and formative assessment to improve student learning, engagement, achievement and satisfaction.

1. Assessment & Feedback

2. Transforming the experience of
STUDENTS Through Assessment

3. TESTA Methodology
• Course audits
• Assessment experience questionnaire (AEQ)
• Focus groups

4. Our Findings
• Lack of 'true' formative assessment on course
• Students take surface approach to learning
• Students that only work to typically 2 assessment points
• Students who are not clear what is expected of them
• Inconsistent standards of marking between teaching
teams
• Variable quality and quantity of feedback on courses

5. Transforming the experience of STAFF
Through Assessment - The big ideas

6. Transmission Model

7. Social Constructivist
model

8. Assessment for Learning vs.
Assessment of Learning

9. Collegial conversations work

10. Summary - Measuring Success
1. Student potential for learning
2. Student engagement and approach to study
3. Student achievement
4. Student satisfaction