Abstract:
This chapter explores five reasons for a reduced focus on exams by
questioning their value and sustainability in the assessment of student
learning. It suggests that exam grades cannot provide accruing
developmental information about the students’ attributes and qualities vital
for a changing world and workplace. It then argues for the integrated
assessment of generic attributes (including those developed through exams)
and describes two e-assessment tools developed by the author to facilitate
this approach. These tools are based on the concept that assessment
criteria should encompass the complete range of attributes and qualities
that institutions proclaim their students will acquire. Given that assessment
drives learning, explicit alignment between assessment tasks and criteria is
essential. It is proposed by this chapter that the development of formative
criteria (numerically valued) together with expert-derived criteria groups
can facilitate students’ development of important qualities, or generic
attributes at both school and tertiary levels of education.
