Conference time: -
Great designs: what should assessment do?

Professor David Boud, University of Technology Sydney, Australia

This Keynote examines theme 2: great designs for assessment.  Please view Prof Boud's keynote by clicking the link below.

Webcast  Watch Prof Boud's Keynote (This presentation is a 'webcast'. Click on the link to open)

Download file  Download Prof Boud's Keynote (Compressed zip file containing PowerPoint and audio files)

Overview: What constitutes a great rather than an ordinary design for assessment in higher education? What should assessment activities aim to achieve? The role of assessment is often so taken for granted that it is easy to lose sight of what assessment should influence. For too long criteria such as reliability, validity and conventional practicality have led to assessment practices that may be sufficient to satisfy colleagues, but are not particularly valuable for students. Not only may these practices not lead to further learning, but they may have consequences that lead to short-term thinking, inhibition of some kinds of learning and inappropriate dependency on teachers and assessors. The presentation argues that great designs for assessment must primarily be judged in terms of the effects they have on learning and that designs that meet narrow measurement criteria are necessarily inadequate. It identifies key features of such designs and opens up discussion about what assessment that satisfies these features might look like and how digital media might be used to realise them.

Session details

A chat session was held here in relation to these this keynotes on the 30th May from 08:00 - 09:00 UK time (BST). You may view a transcript of this chat from the link below.

folder icon Chat transcript - Great designs: what should assessment do?

The discussion forum will be open throughout the conference, and can be accessed through the 'Join the discussion' link below.


 Join the Discussion

Use the 'Join the Discussion' link to view all the posts for this session. As a taster, below are the last 5 posts for this session's discussion fora.

RE: How can we do it effectively? MantzYorke | 31/05/2007 11:29
MantzYorkeSorry - in a timewarp there - Boud & Falchikov's book is 2007. This isn't the first time I've slipped back a decade in citing: why do I do that?
RE: How can we do it effectively? MantzYorke | 31/05/2007 11:06
MantzYorkeI have been scratching around in the literature on grading for a little while, and am increasingly concerned about the lack of robustness of overall assessments (GPAs, degree clasifications etc). The same applies at less aggregated levels. Complex ...
RE: How can we do it effectively? DavidBoud | 31/05/2007 11:05
DavidBoudI would be delighted to have the Swedish 3 grade system as that is all that is needed for most summative purposes. We have five in Australia, which I think is too many. Seven is excessive. Attention gets shifted in systems with more grades away from ...
RE: How can we do it effectively? rduhs | 31/05/2007 09:22
rduhsCould I ask a question about the relationship between higher order learning and grading? The premise is that higher order learning is what we want and that the focus on a desire to grade reliably can run counter to achieving it, as mentioned by David...
RE: Trust in assessment TonyGardner-Medwin | 31/05/2007 09:17
TonyGardner-Medwin Interesting, Damian. Can you give an example of the problems that might arise from culturally different concepts of evidence?