| Sammanfattning: | Final report from a project that examined a model for judging and refining the quality of assessment tasks in university social science courses. It aimed to evaluate the applicability of the model for analysing assessment task quality; use the model to refine assessment tasks; and examine correlations between the tasks and student outcomes (authentic achievement and course grades). Findings include a correlation between authentic achievement and marks given by lecturers (academics tend to agree on what counts as good work, whatever criteria are used in those judgments); correlation between task quality and authentic achievement; and no correlation between the task quality and course marks (some courses assess students on criteria unrelated to the intellectual demands of the tasks). Participants found the model to be an effective tool with which to analyse, discuss, and refine the quality of their assessment tasks. The model has potential application across disciplinary fields, at least in the social sciences. The research which formed the major part of this project found the NSW model of pedagogy (the Quality Teaching Assessment Practice Guide) to be an effective tool with which to analyse and discuss the quality of assessment practice in the social sciences in the tertiary setting.
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