Assessment

1. Managing assessment
and reducing
workloads
The big picture and
some simple strategies

2. What do we know?
1. Increased class sizes and decreased staffing means
higher marking loads for staff.
2. MOST surveys frequently indicate high levels of
student dissatisfaction with assessment.
3. Semesterisation and modularisation can result in
more summative assessments.
4. The changing student population has put pressure on
retention and assessment.
5. There is a dichotomy between university
assessments and workplace relevance.
6. Academic integrity issues are an increasing challenge.

3. “…the integrity of academic standards is at risk
as web technologies may facilitate plagiarism,
retention imperatives have the potential to
impinge on academic decision-making, costly
fees raise student expectations, an expanding
offering of measures seeking to apply
reasonable adjustments, and a growing and
diversified set of institutions makes
comparability of standards increasingly difficult.”
(Ball et al., 2013, p.7)

6. The status quo no longer works.

7. Changing the big picture approach to
assessment can:
- decrease lecturer workload
- improve potential for student learning
- increase student satisfaction
- improve value for money
- better assess the outcomes of C21 education
- provide a dependable and fairer representation
of student achievement
- enhance confidence in academic standards.
(Ball et al., 2013)

8. HOW?

9. Before you start…
• Leadership
• Students
• Workload management
• Staff development
• Regulations, policies and support
• Technology

10. Strategies
• Reduce assessment load
• Provide model answers
• Use marking guides
• Streamline feedback
• Assess several outcomes
within one task
• Choose sources, methods
instruments and
technologies that are less
time intensive.
http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment/streamlining-marking

13. Learning outcomes
Students who successfully complete this paper should be able to:
1. Theories to explain the ageing process.
2. Nutritional requirements of adults and the elderly.
3. Assess the nutritional status of adults and the elderly.
4. Nutrition and the aetiology of cardiovascular disease, diabetes mellitus
and cancer.
5. Nutrition and the aetiology of obesity.
6. Food and nutrition issues for the elderly, including maintenance of
optimum musculoskeletal mass, and the impact of changes in their
physical and mental state, as well as socio-economic status changes.

15. Your solutions

16. Within Stream
• PDF annotation tool
• Rubrics
• Workshop tool (peer assessment)
Other
• iAnnotate
• Peerwise
• University resources:
o Learning consultants
o Pre-reading Service

17. References
Ball, S., Bew, C., Bloxham, S., Brown, S., Kleiman, P., May, H....Waterfield,
J.(2013). A marked improvement. Retrieved from
http://www.heacademy.ac.uk/assets/documents/assessment/A_Marked_
Improvement.pdf
Fielding, A. (2008). Student assessment workloads: A review. Learning and
Teaching in Action 7(3). Retrieved from
http://www.celt.mmu.ac.uk/ltia/issue17/fielding.php
Streamlining marking: The seven habits of highly efficient markers. Retrieved
from http://www.uts.edu.au/research-and-teaching/teaching-and-learning/
assessment/streamlining-marking