Assessment in policy, teaching practice, and student experience: A gap analysis quality assurance approach

In summary, the presentation approaches the quality of assessment from three perspectives: policy, teaching practice, and student experience.

Quality assurance processes are designed to determine the extent to which standards are met in practice. The Higher Education Standards Framework (HESF) requires that assessments be consistent with specified learning outcomes and provide students with the opportunity to demonstrate achievement of all course learning outcomes (HESF 1.4.3, 1.4.4).

This presentation describes a quality assurance process addressing the Australian College of Theology’s (ACT) assessment practice in relation to these standards. The presentation considers the ACT’s documented framework for course learning outcomes and compares this to institutional level assessment practice and student feedback in QILT surveys on the extent to which they believe they have developed with respect to those outcomes. The result is a form of gap analysis which informs not only a self-assessment of compliance, but which also suggests areas for the development of assessment at the level of policy and systems of course design and review.

In summary, the presentation approaches the quality of assessment from three perspectives: policy, teaching practice, and student experience.