Learning and teaching in business 2010: Assessment for learning

Students working on an assessment in classAssessment is one of the key drivers for student learning. Through assessment design we have an opportunity to motivate students to learn, guide what they learn, influence how they learn and give them feedback on how to keep learning.

The learning and teaching in business forum in 2010: Assessment for Learning provided an engaging environment for participants to contribute and learn from excellent assessment practices, reflect on the meaning of assessment as well as participate in hands-on sessions about designing great assessments that meet their students' specific learning needs.

The forum occurred on the 4th and 5th of November, 2010. An overview of the sessions follows.

Please write your response here

Claire MackenClaire Macken
This workshop provided participants with some practical hints, tips and ideas for efficient and effective strategies for feedback on assessment tasks.

It is well accepted that detailed, constructive and timely feedback is of critical importance to student learning (Ramsden, Biggs & Tang, Boud, Chickering & Gamson to name a few), but sometimes the reality of a modern academic workload makes effective feedback strategies difficult to achieve in practice.

This presentation suggested a variety of easy-to-implement feedback methods, based on evidence and research that can provide efficiencies in marking for teaching staff while providing quality feedback for students.

Business School Showcase

Involving a range of Faculty staff, this session showcased the engaging initiatives in learning and teaching in the Business School.

Assessing groupwork

Susan McGrath-ChampCatherine Sutton-BradySusan McGrath-Champ
Catherine Sutton-Brady
Active learning is known to be a most effective type of learning. Working in groups allows students to engage not only with their material and their peers, but also an opportunity to learn key professional skills.

How we design group assessment tasks directly impacts on how the groups are able to achieve the learning potential from their group tasks.

This workshop looked at the practical design tips for achieving effective group interaction, fair assessment strategies and giving diverse feedback to groups.

Assessment by design

Tom Angelo
What, how, how much, and when we assess powerfully influences what, how, how much and when our students study. Similarly, on what, how, how much, and when we give feedback powerfully influences the quality of student learning outcomes. At the same time, our assessment and feedback choices inevitably have major impacts on staff and student workloads and, consequently, on financial and opportunity costs.

Tom Angelo's showcaseBy intentionally (re)designing our assessment and feedback regimes and systems – informed by best current research and practice – we can optimise these scarce resources, and sometimes even get more and better learning outcomes with less staff time and effort. At the same time, if we design well – building in, rather than bolting on – we can respond to AACSB and other external demands for quality assurance with minimal extra work.

This half-day, highly interactive workshop was designed to help participants identify options and strategies for achieving these desirable aims.

Assessing employability skills

Phil HancockPhil Hancock
Employability skills development is an important challenge for university business education. How and when their development is embedded and how and when they are assessed plays an significant role for the outcomes of our graduates. This workshop focussed on identifying opportunities for development and assessment for three key business employability skills:

  • communication,
  • team work and
  • self-management. 

The workshop strategies are based on The Australian Learning and Teaching Council project on Learning Outcomes for Accounting graduates, while the skills apply broadly across the business disciplines.