Assessment

Assessment strongly influences the type of learning students undertake as well as what they pay attention to throughout the course. Thus, assessment is an integral part of a course rather than just a measure of achievement at the end of the course.

Assessment should also yield meaningful feedback so that your students know their learning progress and how they can improve. Clear learning outcomes and grading criteria for each assessment item should be provided so that students can measure themselves against the requirements and standards.

In line with the outcomes-based teaching and learning (OBTL) approach, the planning, implementation and review of assessment at NTU are guided by the following principles:

• Clarity - has clear task instructions and assessment criteria.
  
• Validity - provides the appropriate level of intellectual challenge and complexity, and enables students to demonstrate their attainment of the intended learning outcomes.
  
• Reliability - is consistent across cohorts of students, and different assessors using the same criteria will come to the same decisions.
  
• Equitability - is fair and equitable.
  
• Authenticity - uses real-life or simulated contexts that engage students in applying knowledge and skills as they might be used in real or future worlds.
  
• Variety of assessment types - ensures the range of learning required in the course is captured.
  
• Comprehensiveness - strikes a reasonable balance between formative and summative assessment, and the frequency of assessment is reasonable and not overwhelming.
  

If you are part of the NTU teaching and learning community, feel free to contact [email protected] to discuss or obtain feedback on your teamwork assessment design.