ABSTRACT
This chapter explores the assessment experiences of mature-aged undergraduate university students in regional and remote Australia by analysing 51 student interviews and open-ended survey questions from a national mixed-methods study. The qualitative data analysis found that students did not always understand what was required in assessment tasks; experienced difficulties in receiving timely clarification of such tasks; and had practical concerns around deadlines and challenges with receiving extensions. These experiences exacerbated the stress experienced in undertaking assessment tasks. Positive experiences were also reported – particularly, receiving support from academic staff, as well as assessment tasks being contextualised for a student's regional/remote location. The themes are interpreted from the perspective of Bronfenbrenner's ecological systems theory to identify the layers of the ecological system and the array of influences that impact on the students’ experiences of assessment. These include the neoliberalisation of higher education, the strain on higher education budgets, and the resultant casualisation of the university teaching workforce, as well as university rules and regulations that are at odds with students’ needs and experiences. The chapter concludes by proposing some approaches to moving towards more inclusive assessment.
