What are we assessing for?
Does conventional assessment undermine learning outcomes?
Outcomes-based frameworks for higher education courses have prompted curriculum innovation and rethinking of teaching and learning practices. However, with a few exceptions it has had less impact on assessment. This is surprising as the implications for assessment are profound. The presentation will focus on the tensions created for institutional assessment policy and disciplinary practice of the new approach. It will examine how conventional assessment assumptions and practices need to change in the context of global scrutiny of course provision. It will challenge nostrums such as reporting grades by course unit, percentage marking and the over-determination of requirements. It will suggest that a new focus on assessment is needed that places fostering long term learning as central, and which includes the fostering of student judgement, curation of outcomes by students and the creation of meaningful portrayals of achievements.