Year: 2024
Type: conference-paper
Abstract: Assessing students can be difficult for higher education teachers, as many are not often trained in assessment design, leading to a reliance on types of assessment they experienced in their own education, not necessarily the most effective types to encourage and measure learning. This poster presents a transformative framework for assessment design in higher education, inspired by the familiar “EatWell plate” concept (a graphical representation of a balanced diet shown as occupied space on a plate by certain food groups). Recognising the limitations of traditional assessment methods such as exams, essay writing and presentations, which we liken to unhealthy fats, protein and dairy respectively, our simplistic yet intuitive framework encourages instructors to move towards a range of artefacts more authentic to post-graduation challenges, symbolised here as fruit and vegetables, and practical assessments, depicted as carbohydrates. This innovative approach aims to cultivate a more holistic assessment diet for students and fosters deeper and more authentic learning experiences. We call for the promotion of a positive assessment culture, such as through demystifying the hidden curriculum, and the provision of regular, timely and useful feedback. This comprehensive approach offers a forward-thinking framework that prioritises student engagement, skill development, and meaningful learning outcomes. By emphasising what assessment practices could be rather than what they currently are, the AssessWell Plate challenges existing norms, encouraging instructors to reimagine their assessment design approaches. Through focuses on authenticity, diversity, and inclusivity, this framework extends current knowledge and practices of more effective and equitable assessment strategies in higher education.
Authors: Calvert, Alison, Higgins, Kieran; id_orcid 0000-0001-6487-9788
Institution: Queen's University Belfast
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7064080263
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