Faculty and Students Conceptions of Assessment in Higher Education |
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| Authors: | Richard B Fletcher Luanna H Meyer Helen Anderson Patricia Johnston Malcolm Rees |
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| Institution: | (1) School of Psychology, Massey University Albany, Private Bag 102 904, North Shore Mail Centre, Auckland, New Zealand;(2) Victoria University of Wellington, Wellington, New Zealand;(3) Manukau Institute of Technology, Auckland, New Zealand;(4) Te Whare Wānanga o Awanuiārangi, Whakatane, New Zealand;(5) Department of Academic Vice Chancellor International, Massey University, Private Bag 11-222, Palmerston North, New Zealand |
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| Abstract: | Assessment in higher education serves multiple purposes such as providing information about student learning, student progress,
teaching quality, and program and institutional accountability. Yet, little is known about faculty and students’ attitudes
regarding different aspects of assessment that have wide-ranging implications for policy and practice in tertiary institutions.
To investigate these views, parallel surveys of conceptions of assessment were administered to faculty and undergraduate students
across four tertiary institutions including universities, an indigenous tertiary institution, and an institute of technology.
A mean and covariance structures approach was used to test for measurement invariance and latent means differences between
faculty and students regarding their conceptions of assessment. Results revealed differences in the latent means across the
two groups. Faculty were likely to view assessment as a trustworthy process aiding teaching and learning, whereas students
viewed assessment as focussed primarily on accountability and perceived assessment as irrelevant or even ignored in the teaching
and learning process. These findings highlight the importance of ensuring that assessment policy and practices are fit for
purposes, and are being carried out with integrity in ways that are transparent to and understood by both staff and students.
While these results show how staff and students view assessment practices, one should keep in mind that while the sample was
large and did incorporate different types of tertiary institutions, the inclusion of a broader range of disciplines would
make the conclusions more generalizable. |
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