Educational assessment design presentation to higher education academics, University of Cape Town. Part two of a series for new academics.

1. Assessment in Higher Education
Follow-up to January 2016 workshop

2. Assessment as evidence
• Assessment activity is essentially about
attempting to build a ‘weight of evidence’
argument that links the goals of a particular
course/programme/module to the assessment
event
• Appraising the strengths and limitations of a
particular form of assessment can contribute
to building the argument

3. Assessment as part of learning
• Traditional conceptions of assessment are
achievement / outcome focused – which is
fine if you know what kinds of evidence the
achievement represents
• It is possible to design assessment that
focuses on change (learning) – rather than
product – as the key element