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ERIC Number: EJ1427684
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0729-4360
EISSN: EISSN-1469-8366
Enablers and Barriers to Program-Level Assessment Planning
Nicholas Charlton; Richard Newsham-West
Higher Education Research and Development, v43 n5 p1074-1088 2024
Assessment underpins students' learning in higher education and provides evidence of knowledge and skills. Program-level planning refocuses the assessment from being content and siloed at the course level to being program oriented with alignment to program learning outcomes and graduate attributes. Program-level assessment has been gaining momentum and shown to create positive assessment practices that support the quality agenda driving the higher education sector; despite this, program-level assessment is not widely adopted in Australian universities. This article explores the factors that academics in health and science programs identify as enablers and barriers to adopting program-level assessment. Grounded Theory was the methodological approach used to construct the semi-structured interviews with 18 Associate Deans and Program Directors from seven universities. Thematic analysis revealed the enablers and barriers to participants' undertaking program-level assessment. The enablers of program-level assessment included having a shared responsibility through whole-team collaboration, effective leadership, and professional development. Conversely, barriers included resource constraints, ownership issues, and siloed practices, a lack of assessment literacy and university policies. The identification of these enablers and mitigating the barriers can help facilitate program-level assessment planning to enhance the assessment experience and drive students' purpose of assessment within a university program.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A