Treffer: Implementation of Criteria and Standards-Based Assessment: An Analysis of First-Year Learning Guides
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Assessment expectations are communicated to students in various ways and at different points in the semester. The provision of written information in learning guides given to students at the start of semester articulates what they are to do and how well they are to perform in assessment tasks. This paper examines how assessment expectations at an Australian university were communicated by staff in 159 ?rst-year units (subjects) in the ?rst year of university-wide implementation of criteria and standards-based assessment and learning guides policies. A framework was developed to analyse the extent and types of assessment information provided in learning guides. The paper provides a snapshot of the types of assessment used in the ?rst year, including exams and analytical, re?ective and authentic tasks. The paper contributes to an understanding of how university-wide assessment policy implementation can be evaluated through an examination of documents produced by staff. (Contains 3 tables.)
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