Improving assessment with transparency in learning and teaching

Abstract

Improving assessment with transparency in learning and teaching

Katrina Blazek^a

Presenting Author: Katrina Blazek ([email protected])

^aSchool of Population Health, University of New South Wales, Sydney NSW 2052, Australia

KEYWORDS: Authentic assessment, transparency, learning-focused assessment

SUBTHEME: Assessment BACKGROUND

Success in higher education often depends on a student’s ability to navigate the “unwritten rules” of academia. The Transparency in Learning and Teaching (TiLT) Framework provides guidance on how to improve the clarity of assessments by 1) explicitly stating the purpose of the assessment; 2) clearly describing the task; and 3) providing criteria for success. Benefits of transparent assessment include increased academic confidence and sense of belonging (Winklemes 2016).

AIM

The aim of this study was to evaluate the transparency of assessments across our school, in order to establish a baseline understanding of the current assessment practices and identify areas for potential improvement.

METHOD

Assessments delivered as part of coursework units in 2023 were scored against a learning-focused assessment rubric (Palmer 2018). The rubric assigns scores in four domains – purpose, task, criteria and additional learning-focused qualities. Exams and quizzes were excluded from the study. Total and domain specific scores were transformed into percentages.

RESULTS

A total of 148 assessments were reviewed across 57 courses. Overall, assessments scored highest on the ‘Task’ domain with a median score of 88% [interquartile range (IQR) 75, 97]. This indicates that assessments were generally effective at clearly describing the task. In contrast, the ‘Purpose’ domain had the lowest median score of 60% [IQR 38, 88] and scores for this domain exhibited the greatest variability across assessments compared to the other domains evaluated. The review highlighted that more explicit purpose statements could substantially improve transparency without modifying the assessment itself.

CONCLUSION

Enhancing transparency by providing more explicit rationale and context for the assessments may strengthen their perceived value by students and create a more authentic learning experience.

REFERENCES

Palmer, M. S., Gravett, E. O., & LaFleur, J. (2018). Measuring Transparency: A Learning-Focused Assignment Rubric. To Improve the Academy, 37(2), 173–187.

Winkelmes, M.-A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., Weavil, K.H., 2016. A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review 18, 31–36.

Proceedings of the Australian Conference on Science and Mathematics Education, The University of Canberra, 18 – 19 September 2024, page X, ISSN Number TBA.