Key Findings

The key findings from the project included:

• The case studies were drawn from a wide range of disciplines, qualifications and NQF levels. The commonalities in the case study assessment strategies included the use of authentic assessment tasks, close integration with teaching and learning and providing learners with opportunities for formative feedback.
• There was a diversity of views, preferences, and needs regarding ways in which the materials should best be used for the professional development of teachers. The researchers concluded that while the materials provide a rich resource of assessment practices used by tertiary teachers, they could not be presented in a single medium to meet the needs of all tertiary teachers.
• Notable assessment themes emerging from the case studies included alignment with teaching and learning, student-centredness, workplace relevance, integration of theory and practice, student engagement with learning, self-directed learning, formative assessment, promotion of excellence, and recognition of student diversity.
• Changes, or trends, in assessment practices were evident. For example, there was a shift away from traditional assessment in the university sector. The ITP case studies reflected a trend towards a more integrated approach to assessment, teaching and learning. The PTE sector case studies were mainly related to strategies used to overcome the perceived negative impact of unit standard assessment on students’ learning, such as the measurement of surface learning, overassessment and assessment of discrete points rather than integrated assessment.

Key Recommendations

The key recommendations from the project were:

Maintain website of research material | That Ako Aotearoa undertakes to maintain the current website of research materials developed as part of this project and to add reports from organisations that make use of the materials as part of their professional development activities.

Methods of dissemination | Undertake further research to investigate effective methods of dissemination of assessment practices for tertiary teachers who have a diverse range of learning styles and professional development needs.

Focus on student perceptions | That further research be undertaken to build on the research materials from the current study, including a focus on student perceptions of how such assessment strategies enhance their learning.

Future development of the research materials | That future development of research materials, informed by the further research covered above, be undertaken by experienced web-based resource designers to ensure that the materials can be accessed by practitioners.