Aligning Teaching and Assessment: The Key to Greatly Improved Graduate Quality and Sustainable Teaching Efficiency
المؤلف:
Rob Cowdroy & Anthony Williams
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P89-C9
2025-06-14
610
Aligning Teaching and Assessment: The Key to Greatly Improved Graduate Quality and Sustainable Teaching Efficiency
The background is a history of failure of institutions to achieve sustainable objectives in the four dominant agenda areas of relevance of content, graduate quality, economy of teaching costs, and student satisfaction (Harman & Meeks, 2000). Formal reviews of programs and cross-sectional and linear studies of teachers and students in a wide range of disciplines including architecture, engineering, law, medicine and the sciences, in universities in Australia, Netherlands, Belguim, France and Canada have indicated that nearly all attempts at reform have been piecemeal "top-down" interventions under the general banner of "quality assurance" and have failed, and that now there is a growing perception that institutional quality assurance interventions are, instead, causing quality failure.
The reviews and research referred to here have been undertaken collaboratively by a multidisciplinary consortium of specialists in curriculum development, professional development and educational psychology in Australia, Canada, and the Netherlands (although space is insufficient to allow inclusion of specific research data).
Attempts at reform have mostly been uncoordinated interventions in only one operative component of the teaching cycle (curricula, teaching or assessment) at a time. As indicated below, however, any change in one component creates a flow-on change in relation to the other two, and if the changes are not coordinated, then a negative quality syndrome is inevitable, with catchup changes in each until critical failure occurs, followed by enforced intervention. For example, institutional pressures for achieving increased higher-learning abilities (on the one hand) and for competency-based assessment (on the other hand) are incompatible almost to the point of being mutually exclusive in terms of quality assurance and efficiency.
The thrust is a new paradigm representing a coordinated strategic framework that aligns the three operative elements of higher education for optimum effectiveness in relation to all four agenda items simultaneously.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
