Transforming assessment practice

evidencing and benchmarking student learning outcomes in chemistry

Siegbert Schmid, Simon Bedford, Daniel Southam, Adam Bridgeman, Glennys O'Brien, Ian M. Jamie, Gwen Lawrie, Kieran F. Lim, Samuel Priest, Simon Pyke, Madeleine Schultz

Research output: Chapter in Book/Report/Conference proceedingOther chapter contribution

Abstract

Higher Education in Australia is in a phase of rapid change due to a number of regulatory changes. Over the past five years the Australian Chemistry community has agreed on a list of Chemistry Threshold Learning Outcomes (CTLOs) that every student graduating from an Australian University will have attained. In addition, the Royal Australian Chemical Institute (RACI) has changed its accreditation process for Chemistry degrees and now uses these CTLOs as the basis for accreditation. Therefore, it is now paramount to ensure that our assessment items allow students to demonstrate attainment of the CTLOs during a degree. The "Assessing the Assessments" project, funded by the Australian Government's Office for Learning and Teaching (OLT ID14-3562) is developing a framework designed to help academics at tertiary institutions to determine the alignment of their assessment items with the CTLOs. The project is also collating a database of standards-based assessment items. The project team has developed an online pro-forma, allowing self-assessment and submission of assessment items. Through workshops, colleagues are guided through the evaluation of assessment items to determine how they meet or fall short of attainment of specific CTLOs. These workshops are designed to support evaluation of assessment items to ensure that they are CTLO compliant. We will reflect on the first year of this large project and seek suggestions and feedback from the audience.
Original languageEnglish
Title of host publicationProceedings of the Australian conference on science and mathematics education (21st Annual UniServe Science Conference)
Place of PublicationSydney, New South Wales
PublisherUniversity of Sydney
Pages65-65
Number of pages1
ISBN (Print)9780987183446
Publication statusPublished - 2015
EventThe Australian conference on science and mathematics education (21st : 2015) - Perth, Western Australia
Duration: 30 Sep 20152 Oct 2015

Conference

ConferenceThe Australian conference on science and mathematics education (21st : 2015)
CityPerth, Western Australia
Period30/09/152/10/15

Keywords

  • chemistry threshold learning outcomes
  • assessment
  • accreditation
  • assessment practice
  • benchmarking

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  • Prizes

    Carrick Award for Australian University Teaching - Citation for Outstanding Contribution to Student Learning

    Ian Jamie (Recipient), Mark A. Buntine (Recipient), Scott H. Kable (Recipient), Justin R. Read (Recipient) & Simon C. Barrie (Recipient), 2007

    Prize

  • Cite this

    Schmid, S., Bedford, S., Southam, D., Bridgeman, A., O'Brien, G., Jamie, I. M., ... Schultz, M. (2015). Transforming assessment practice: evidencing and benchmarking student learning outcomes in chemistry. In Proceedings of the Australian conference on science and mathematics education (21st Annual UniServe Science Conference) (pp. 65-65). Sydney, New South Wales: University of Sydney.