Program level assessment design and the two-lane approach
The University’s ‘two-lane approach’ to assessment, summarised below in Table 1, focuses attention on the legislated need to ensure our graduates have met the…
To grade or not to grade – is it time to go gradeless?
At Sydney, almost all units of study use a graded system for assessment; that is students’ work is assessed as being on the scale…
Setting our students up for success: The Vice-Chancellor’s Challenge
At the University of Sydney we’re committed to providing an exceptional educational experience that prepares our students for success. As you may already know,…
Putting support for students at the centre – update on Semester 1 and looking forward to Semester 2
Response to the legislative changes to the Higher Education Support Amendment Bill 2023 in Semester 1 As reported previously in Teaching@Sydney, the new requirements…
Marking and feedback of early feedback tasks (EFT)
As you may already know, in response to the Higher Education Support Amendment Bill 2023, the Academic Board has approved changes to the Coursework Policy…
Putting support for students at the centre through early assessment, feedback and personalised communications
Higher Education Support Amendment Bill 2023 Legislative changes The Higher Education Support Amendment (Response to the Australian Universities Accord Interim Report) Bill 2023 passed both Houses…
Supporting students through pre-census assessment and feedback
The role of early assessment and feedback The strategic use of formative or low-stakes assessment during the initial weeks of a unit of study…
Designing for diversity – inclusive assessment
Inclusive assessment in higher education refers to the design and implementation of assessment practices that accommodate the diverse learning needs, backgrounds, and abilities of…
Transition to University – 2023 update
What is transition? Transition to university is a critical period for students as they move from high school to tertiary education, return to study,…
Charting our students’ assessment workload
As detailed in our recent article asking How Much Assessment is Enough?, research across UK research-intensive universities by Tomas & Jessop (2019) suggests that…