Governance models for collaborations involving assessment.
This report looks at models for collaboration and working with assessments. The assessment component of student learning has been one of the most resistant areas to adapt to the changing environment. In many areas assessment is closely tied via content and implementation to local educational setting...
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Australian Council for Educational Research (ACER)
2014
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| Mynediad Ar-lein: | /resources/ID12_2482_Wilkinson_Resource%201_2014.pdf |
| Crynodeb: | This report looks at models for collaboration and working with assessments. The assessment component of student learning has been one of the most resistant areas to adapt to the changing environment. In many areas assessment is closely tied via content and implementation to local educational settings. It has obvious security, confidentiality and privacy aspects. As the tool for evaluating individual performance, it also helps measure the quality of programs and institutions, and through this carries reputational and commercial implications. For these and other reasons, assessment would appear to be one of the final frontiers in the contemporary unbundling of higher education. As we review below, however, work is proceeding apace on various initiatives to leverage new approaches that increase quality and efficiency. While assessment is experienced mostly as a practical educational matter, it touches many facets of higher education leadership and management. Indeed, assessment goes right to the heart of important aspects of governance such as ownership, authority and power. Hence new ways of designing and managing academic work, including assessment, will almost certainly require forms of governing academic activity, power and performance. The risks of poorly designed or conducted governance, and the need to get governance right, show up in sectoral or organisational failures. After taking stock of recent developments in assessment, this paper advances a better approach to governing the collaborative assessment of higher-order outcomes. Collaboration in the area of assessment carries with it substantial risks to individual organisations as well as overarching collectives. These include fears of competition, reputational damage and security, as well as control, power and autonomy. For these reasons, the governance of a collaborative structure for assessment sharing is both a critical and problematic area. [New Era of Assessment in Higher Education, ed] |
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| ISBN: | 981742862569 (pdf) 981742862569 (pdf) |
