Assessment choices to target higher order learning outcomes: the power of academic empowerment

dc.creator	Margot McNeill
dc.creator	Maree Gosper
dc.creator	Jing Xu
dc.date	2012-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:46:43Z
dc.date.available	2015-07-20T22:46:43Z
dc.identifier	10.3402/rlt.v20i0.17595
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/a5acb36dab934b468eae978e1dbf2a8d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23614
dc.description	Assessment of higher order learning outcomes such as critical thinking, problem solving and creativity has remained a challenge for universities. While newer technologies such as social networking tools have the potential to support these intended outcomes, academics’ assessment practice is slow to change. University mission statements and unit outlines may purport the value of higher order skills; however, questions remain about how well academics are equipped to design their curriculum and particularly their assessment strategies accordingly. This paper reports on an investigation of academic practice in assessing higher order learning in their units. Despite their intentions towards higher order learning outcomes for their students, the results suggest academics may make decisions when planning their assessment tasks that inadvertently lead students on the path towards lower order outcomes. Among the themes to emerge from the study is the importance of academics’ confidence and their attitudes towards the role of assessment in learning and how these perspectives, along with the types of learning outcomes they intend for their students, can influence their task design.
dc.language	English
dc.publisher	Co-Action
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/17595/pdf_1
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 20, Iss 0, Pp 1-14 (2012)
dc.subject	assessment
dc.subject	higher order learning
dc.subject	educational technologies
dc.subject	curriculum alignment
dc.subject	confidence
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Assessment choices to target higher order learning outcomes: the power of academic empowerment
dc.type	article