Developing generalisable measures of knowledge and skill outcomes in higher education

Hamish Coates, ACER

Abstract

Much is known about higher education, but very little about assessing student knowledge and skill in ways which are generalisable beyond specific subjects or courses. This paper argues for greater progress in this rapidly developing area of higher education. It suggests approaches for enhancing the assessment of student knowledge and skill, and considers how these might underpin a model of assessment standards. Preliminary observations are made in conclusion about what might be required to bring such changes into practice. It is suggested that a good way to begin would be to map out a valid and feasible model of assessment standards. The selection of indicators is important, as it contains a values statement, determines the ultimate validity and feasibility of the model. Once selected, the indicators should be positioned within a standards framework which captures varying levels of performance. Each indicator framework would be underpinned by one or more measures. It may be beneficial to conduct stand-alone or embedded generic skills assessments which, in addition to providing measures of individual performance and potential in targeted areas, provide data which could be used for the purposes of moderation. A series of new policies and practices will likely be required to support any extensive movement towards the generalisable measurement of student-level outcomes. Certain forms of cultural change would likely be required, along with significant investments in training and systems. The analysis is by no means intended to be exhaustive, but rather to provide a discursive snapshot of a few main trends and possible developments.