ABSTRACT
There is a problem with assessment. We know students report that they are least satisfied with this aspect of their higher education experience. We know the assessment load on staff is often greater than the time available for the task. We know that we do not assess adequately the more tacit understandings within disciplines (Lea and Street 1998; Jones 2009). We also know that there is a wealth of research evidence and guidance on what constitutes valid, reliable and fair assessment in higher education; and yet troublesome assessment practices continue. Poor assessment practices have an adverse effect on student satisfaction, and also on staff morale. In the widely cited words of David Boud: ‘Students can, with difficulty, escape from the effects of poor teaching, they cannot (by definition if they want to graduate) escape the effects of poor assessment’ (Boud 1995: 35). Bearing this in mind, therefore, we must ask ourselves, how is this still the case? The aim of this chapter, therefore, is to explore some academic staff perspectives to understand better why it appears to be so hard for university programmes to heed the good practice advice and evidence and change their practices in assessment.
