Assessment Planning at the Program-Level: A Higher Education Policy Review in Australia

Autor/inn/en	Charlton, Nicholas; Weir, Katie; Newsham-West, Richard
Titel	Assessment Planning at the Program-Level: A Higher Education Policy Review in Australia
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 8, S.1475-1488 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Charlton, Nicholas) ORCID (Weir, Katie) ORCID (Newsham-West, Richard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2022.2061911
Schlagwörter	Foreign Countries; Educational Assessment; Higher Education; Educational Policy; College Curriculum; Curriculum Evaluation; Universities; Discourse Analysis; Program Evaluation; Guidelines; Educational Planning; Australia + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; University; Universität; Diskursanalyse; Programme evaluation; Programmevaluation; Richtlinien; Bildungsplanung; Australien
Abstract	It is incumbent upon universities to deliver quality degree programs that produce employable graduates with discipline-specific knowledge and a well-developed set of generic skills known as graduate attributes. To safeguard the achievement of these outcomes, this paper argues for a holistic, longitudinal approach to degree planning known as programmatic assessment. The status of this relatively new phenomenon in the Australian university landscape is examined through an analysis of assessment-related policies from twenty-two of Australia's top-performing universities. Discourse analysis was employed to determine how programmatic assessment is depicted in policy, how key players are positioned in this space, and the discursive practices used to imbue policy with hortatory intent. The results of this analysis are outlined and indicate that policy constructions of a program-level approach to assessment are inconsistent across different universities and very few policies have specific guidelines about how programmatic assessment should be implemented. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01