1. Building capacity for assessment leadership via professional development and mentoring of course coordinatorsMerrilyn Goos

2. Assessment is what matters most to students. Implementing good assessment is a challenge for university teachers. There are different but equally valuable ways to implement good assessment practices that align with university policies. Local teaching cultures and disciplinary contexts matter when planning and implementing assessment. Core Values and Principles

3. Build the capacity of course coordinators to understand and implement good assessment practice Develop course coordinators’ capacity to exercise assessment leadership Aims

4. Intended Outcomes Profile of current assessment issues and practices Model of professional learningand mentoring Evidence to inform assessment policyand practice Phase 2: Building a communityof assessment practice Phase 1:Mapping the territory Phase 3: Embedding good assessment practice Processes

5. Policy advice/ Advocacy • Phase 2: Building a community of assessment practice • Design and deliver professional development programs and resources for seven pairs of course coordinators • Mentor course coordinators in discipline-specific action research projects • Establish a UQ Assessment Network Teaching/ Consultancy/ Management Building capacity for assessment leadership via professional development and mentoring of course coordinators Research/ Scholarship • Phase 3: Embedding good assessment practice • Conduct staff capacity building workshops • Write and present conference papers • Synthesise evaluation data • Make recommendations for university assessment policies and staff development practices • Phase 1: Mapping the territory • Conduct literature review • Interview senior university managers for views on current assessment policies • Survey course coordinators to identify assessment needs • Analyse existing evaluation data to capture student perspectives on assessment

6. Administered online via electronic course profile system Response rate 33% (308/930) from all schools and faculties Demographic information (gender, academic level), years teaching (at UQ and elsewhere), years as course coordinator, number of courses coordinated, class size Phase 1: Course Coordinator Survey

7. Course coordinators were least confident in: Knowledge of policies & use of instruments to evaluate assessment practice; Combining tasks into an assessment plan; Wording course learning objectives; Planning ways of giving feedback; Managing moderation processes; Making judgments consistent with judgments of other academics Dealing with plagiarism; Locating responsive people to assist with assessment issues; Addressing needs of students from diverse backgrounds. Course Coordinator Confidence

8. What factors influence course coordinators’ assessment practice? What sources of influence do course coordinators find most helpful in carrying out their assessment roles? Course Coordinator Assessment Influences

9. Sources of influence on course coordinator assessment practice external (other resources and professional development, professional associations/industry) university (resources, policies, professional development) school (colleagues, examples, policies) students self

10. Phase 2: Carrick Assessment Community and UQ Assessment Network (UQAN) Coming up in the next session …